Material World resources

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

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.

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

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Students name things that are protected by paint. Students also explain why metal needs protecting.

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

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

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

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.