Interpret representations resources

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

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

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

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.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Task: 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 answer two multichoice questions giving explanations for their choice and two short answer questions.

This task assesses student ability to find the text features of a science report about moa.

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

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Students use a table of some substances and their pHs to answer four questions.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurement decisions.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

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.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

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.