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Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

Students are provided with a graph showing the average rainfall and temperatures for Tokyo, Los Angeles, and Perth. Students interpret this graph to answer a number of questions.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.