Diagrams resources

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

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

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.

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.

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

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.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students are provided with two diagrams, one showing the focus of earthquakes in NZ and the other the Earth's plates. Students interpret these diagrams and use them to answer three short questions.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students classify 12 common substances as either a compound, mixture, or element.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.