Properties resources

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

Students explain why the metal where some lemon juice had been spilt appears shiny.

Students answer two multiple-choice questions on pH.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

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.

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 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.

Students are asked one multiple-choice and one short answer question about fair testing.

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

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

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

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

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students classify 12 common substances as either a compound, mixture, or element.

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.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

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