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