Interpret representations resources

Students answer five questions interpreting data on temperature decrease in three different types of cups.

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

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

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

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

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 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.

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: 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.

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.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

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 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.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.