Changes resources

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

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

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.

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.

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.

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

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.

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.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.

This practical task requires students to make observations of the changes that occur in five common foods as they are cooked.

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

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

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.

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

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple 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.

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.

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.