Symbols resources

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students study a range of signs to identify their similarities of meaning, layout, and purpose.

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.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

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

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.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

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.