Interpret representations resources

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.

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.

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

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

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

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

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.