This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.
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.
For this task students are provided with photographs of four different types of weta. Students are asked to give two features that weta have in common with each other and to give two features that show weta belong to the group insects.
For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.
Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.
For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.
Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.
Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.
Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.
This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.
Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.
Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.
In this NEMP task students discuss observations of six unknown common household powders. They design a chart for results, find properties for each, and identify what each powder is. Assessment focus: identifying substances; teamwork.
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 task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.
Students are given some solids and liquids for this practical task. They plan how they would find out which liquids are solvents for any given solid, carry out the task, and write a conclusion.
Task: Students play a tag game that simulates the relationships between elements within a waterway, and discuss how different scenarios impact on the populations living there. Assessment focus: changes within a habitat affect everything living there.