Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.
Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.
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.
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.
Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.
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.
Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.