Use evidence resources

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

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: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Students answer three multiple-choice questions about fossils and how they are formed.

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

Students classify five described changes as either a chemical or a physical change.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

Students answer three questions about information found on a bottle of bleach.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

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.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

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 the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

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 read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

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

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.