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: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.
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.
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 are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.
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.
For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland.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.
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.
Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.
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.
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.