Interpret representations resources

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students use a diagram of a solar eclipse to answer four questions.

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.

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.

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

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

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 use information on nine elements from the periodic table to answer four short questions.

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

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.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students are given some information about four gases. They use this information and a key to identify the four gases.

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

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

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

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

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 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.

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

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

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

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