Refine Current Search

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

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

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

In this NEMP task students discuss observations of six unknown common household powders. They design a chart for results, find properties for each, and identify what each powder is. Assessment focus: identifying substances; teamwork.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

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

Students answer two multiple-choice questions on pH.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

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 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 interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

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