Material World resources

Task: Answer three questions. Assessment focus: condensation.

Students place in order, four diagrams showing the steps for making copper sulphate crystals.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Students select which type of sugar would dissolve fastest and explain why.

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

Students answer one multiple-choice question about how the mass of a burning object changes.

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students select the most appropriate method that could be used to separate five different mixtures.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

This task consists of two multiple-choice questions on humidity.

This task requires students to give three ways of keeping a sandwich fresh for lunch.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Students classify five described changes as either a chemical or a physical change.

Students draw a circle around those objects that are hard.

Students state whether each of nine common objects are either soft or do not bend easily.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

Students are given two equations describing the burning of petrol. Students identify each as either complete or incomplete combustion and then describe two disadvantages of incomplete combustion.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Students are asked to give a useful property for each of four materials used in different situations.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.