Astronomical systems resources

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Students answer three questions about the Hubble Space Telescope.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

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.

Students are asked three multiple-choice questions that relate to tides, the full moon and a solar eclipse.

Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

Students use a diagram of a solar eclipse to answer four questions.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

This practical resource requires students to demonstrate some phases of the Moon.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.