Interacting systems resources

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

Students answer three questions by interpreting a weather map and other forecast information.

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Students are provided with a map showing wind speed and direction over some landforms. Students explain two ways that mountains affect the wind.

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students answer two questions about preventing erosion and flooding by a river.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students write a story about the water cycle using a given sequence of events that take place.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

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 each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.