Physical properties resources

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

Students use a table of information to answer questions about descriptions of different substances.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Students draw a circle around those objects that are hard.

Students state whether each of nine common objects are either soft or do not bend easily.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

This practical task requires students to sort some common items from hardest to softest. Students then explain a test that they used to help determine this.

Students are asked to give a useful property for each of four materials used in different situations.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

In this practical students are first required to identify as many uses of paper they can think of. Then, using samples of different paper types, they identify particular uses for that type of paper and reasons why the paper is used for this purpose.

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 use a list that has some properties of glass to help them answer four questions about glass use.

Students draw a line from each paper type to a description of each paper's properties.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students write down three features of plastic that makes it useful in the home.

Students interpret a table on the properties of plastics by answering a series of short questions.

Students state if each of four jars containing different substances would sink or float.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students state whether each of nine common objects are transparent or opaque.