Interpret representations resources

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

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

This task is about describing the behaviour of light rays.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurements decisions.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

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

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.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

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

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Students classify 12 common substances as either a compound, mixture, or element.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

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

Students use two diagrams of the night sky to answer a multiple-choice question on each.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.