Interpret representations resources

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

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

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

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

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 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 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.

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.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

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

Students label six diagrams as an element, compound, or mixture.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Students use a table of some substances and their pHs to answer four questions.

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

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

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.

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 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 answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

This task is about describing the behaviour of light rays.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.