Investigating in science resources

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

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.

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: 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.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

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

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

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.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.