Interpret representations resources

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

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

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 investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

Task: Interpret data from tables. Assessment focus: data interpretation.

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 select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.

Students use two diagrams of the night sky to answer a multiple-choice question on each.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

Task: Students classify each of six drawn whales as either toothed or baleen whales. They then divide each group further by using a key. Assessment focus: Interpreting information.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

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

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.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Task: Describe how the light rays move through a glass prism.

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

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.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.