Changes resources

Students explain two ways to make salt dissolve faster when in cold water.

For this practical task students record their observations as an egg is poached in water.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

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.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

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.

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 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.

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

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

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.

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.

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

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

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.

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.