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Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Students use two diagrams of the night sky to answer a multiple-choice question on each.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students answer short questions to demonstrate their understanding that candles need oxygen to burn.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

This task consists of two multiple-choice questions on humidity.

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.