Science resources

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

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

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

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.

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.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students answer four questions on echoes and sound insulation.

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

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.

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.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students answer three short answer questions on weather, frost, and clouds.

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 given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

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.

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.