Material World resources

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.

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

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

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

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.