Properties resources

Students select the most appropriate method that could be used to separate five different mixtures.

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

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

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.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

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: 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: 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 use a table of some substances and their pHs to answer four questions.

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

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.

Students use information on the properties of five different drinks in order to place them correctly into a key.