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.

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.

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.

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.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.