Interpret representations resources

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

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

Students use diagrams of substances with labelled atoms to write their chemical formula.

Students label six diagrams as an element, compound, or mixture.

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

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students are provided with a graph showing the average rainfall and temperatures for Tokyo, Los Angeles, and Perth. Students interpret this graph to answer a number of questions.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

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

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Students are provided with a diagram of a thermometer and they answer questions on its use, how it works, and then read the temperatures from four thermometers.

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.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.