Interpret representations resources

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

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

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students classify 12 common substances as either a compound, mixture, or element.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: students explain links between a bird's feet and its lifestyle.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

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 are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

Task: complete 2 diagrams. Assessment focus: centre of gravity.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.