Changes resources

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.

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

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

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

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

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.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

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

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.

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

Students are given an outline of an investigation on metal corrosion and a graph of some results. Students' ability to interpret the graph and knowledge of fair testing is assessed via short answer questions.

Students identify which substances undergo a permanent change when they are mixed together.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

Students are provided with a graph of the heating curve for octane. Students use this to answer questions about state, temperatures, and changes of state.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

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

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

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

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