Interpret representations resources

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

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: identify micro-organisms. Assessment focus: using an identification key

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

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.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

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 predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

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

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

Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

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

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

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.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.