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This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

Task: Select cards to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

For this task students select two kinds of activity from those labelled on a diagram of an erupting volcano. Students write a description and the problems or dangers associated with each activity.

For this practical task students follow a plan to determine the best temperature for the reaction of rennet with milk. Students need to make observations and write a report on their findings.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

This practical task requires students to first plan how they could find out which liquid flows the best. Then they carry out their plan, record their results, and write a conclusion.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.