Metals resources

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Task: Identify which actions would make it easier to attract a paper clip. Assessment focus: magnetism.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

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

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

Students outline four tests they could do to find out if a newly described substance is a metal.

Students outline a test they could do to show if a substance is a metal or not.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

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.

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.