Interpret representations resources

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

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.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

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.

Task: Answer questions about how a thermometer works. Assessment focus: expansion of water on heating.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

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.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.