Physical properties resources

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

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

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

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.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

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

This practical task requires students to use methods of separation to separate a mixture of salt, sand, and iron filings. Students explain how they did this and the property of the substance that they used.

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

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.

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: 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.

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

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

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.

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 carry out three tests to find out if each element is a metal or non-metal.

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

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

Students draw a circle around those objects that are hard.

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