Interpret representations resources

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

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.

Students interpret distance-time graphs for a number of scenarios.

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 a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

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 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: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

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.

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.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

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.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Describe how the light rays move through a glass prism.

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

Task: complete 2 diagrams. Assessment focus: centre of gravity.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.