Communicating in science resources

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

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.

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.

Students construct a line graph from provided data, and then write a summary about the data.

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

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

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

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Students interpret a table on the properties of plastics by answering a series of short questions.

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

Students identify the solids, liquids, and gases in three short passages.

Students use provided symbols to write formula and to draw diagrams of different compounds.

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

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

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

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

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.