Interpret representations resources

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Students use information on nine elements from the periodic table to answer four short questions.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

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

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

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.

Students construct a line graph from provided data, and then write a summary about the data.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

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

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

Students interpret a table on the properties of plastics by answering a series of short questions.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Students are provided with a graph of the heating curve for octane. Students use this to answer questions about state, temperatures, and changes of state.

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