Changes resources

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

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

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

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

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

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.

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 answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

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

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.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

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

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