Changes resources

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.

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.

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.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.

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

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.

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 classify five described changes as either a chemical or a physical change.

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.

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.