Changes resources

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

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.

Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

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.

Select the correct pair to set up a fair test. Assessment focus: controlling 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 identify which substances undergo a permanent change when they are mixed together.

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

The resource consists of two multiple-choice questions about solubility and saturated solutions.

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.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

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

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.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

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.

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

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

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.