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Students answer questions and make time calculations based on a camp timetable.

Students identify types of figures of speech used in some common phrases.

Students identify the largest weight of cuts of meat, and convert kilograms into grams.

Students add up amounts of money including dollars and cents.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

Students interpret distance-time graphs for a number of scenarios.

Students answer five questions interpreting data on temperature decrease in three different types of cups.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

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

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

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.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Use displacement to measure volume. Assessment focus: displacement.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

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

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.

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.