Changes resources

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

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

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

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

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

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.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

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

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

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.

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 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.

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.