Investigating in science resources

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

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

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

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

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students complete tables of energy use.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

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

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

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

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

Students are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Students are given an outline of an investigation on metal corrosion and a graph of some results. Students' ability to interpret the graph and knowledge of fair testing is assessed via short answer questions.

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

Students select the correct written definition of the words element, compound, and mixture.