Material World resources

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Students use information on nine elements from the periodic table to answer four short 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 explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

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

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students construct a line graph from provided data, and then write a summary about the data.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

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

Students are provided with a graph of the heating curve for octane. Students use this to answer questions about state, temperatures, and changes of state.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Students write a story about the water cycle using a given sequence of events that take place.

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

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

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students use diagrams of substances with labelled atoms to write their chemical formula.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.