Material World resources

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.

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

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

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

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

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

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

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.

Students draw a line from each paper type to a description of each paper's properties.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

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 state whether each of nine common objects are transparent or opaque.

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

Students draw a circle around those objects that are hard.

Students outline four tests they could do to find out if a newly described substance is a metal.

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.

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

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.