Interpret representations resources

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 food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

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

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

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

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

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.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Students answer three questions by interpreting a weather map and other forecast information.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

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

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

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

Students select the correct written definition of the words element, compound, and mixture.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

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

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

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