States of Matter End of Topic Test

Year 4 ScienceStates of Matter17 pages

About this worksheet

Particle diagrams open this Year 4 science end-of-topic test, which has 30 questions in four sections over 14 pages and is planned for 30 to 45 minutes. Pupils name the diagrams, decide whether sand is a solid, read a thermometer showing 24 °C and use a melting-point table for ice, butter, candle wax and aluminium. Later sections cover a sock-drying investigation at 12, 20 and 30 °C, condensation on Priya's cold bottle and the water cycle. The test follows the Year 4 States of matter programme in the England National Curriculum. Three answer pages give every response, including the mass each sock lost.

Page 1 of 17

When this preview is focused, use the left and right arrow keys to move between pages.

Curriculum objectives covered

States of matter

“Compare and group materials together, according to whether they are solids, liquids or gases”

Questions 1 to 8, from the particle diagrams to the sand and syringe questions.

States of matter

“Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)”

Questions 9 to 18 cover the four changes of state, the thermometer reading and the melting-point table.

States of matter

“Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature”

Questions 19 to 30, including the sock investigation at three room temperatures and the labelled water cycle.

What's inside this worksheet

Section A: Solids, Liquids and Gases

Pupils label three particle diagrams, sort materials such as modelling clay and helium, and complete a word box on shape and volume. They also explain why Leo is wrong to call sand a liquid and why air in a syringe can be squashed.

Section B: Changing State and Temperature

Pupils match melting, freezing, evaporation and condensation to descriptions and read a thermometer. A table of melting points (0, 32, 60 and 660 °C) drives questions 15 to 17, and question 18 asks what melting chocolate shows.

Section C: Evaporation and Condensation

Questions 19 to 25 cover droplets on a cold bottle, puddles on the playground and Class 4's sock test. Pupils use the masses in the table to write a conclusion and name a fair-test control.

Section D: The Water Cycle and Extended Thinking

Pupils name stages A, B and C on a water cycle picture and explain how clouds form. Question 29 compares two evaporation methods, and question 30 follows one drop of water from the sea and back.

Answers

Answers to all 30 questions, with model responses for the longer ones, such as the two mistakes Student A made in question 29.

How teachers use it

Split it

At 30 questions the test fits two sittings. Run Sections A and B one day and Sections C and D the next.

Dry run of the sock test

If your class has not done a drying investigation, hang wet paper towels in a warm and a cool spot the day before. The sock table in question 22 then means something to them.

Reteach from question 7

Pupils who call sand a liquid in question 7 often still think a liquid is anything you can pour. Pick that up before you move on to the next topic.

Get started today

Create your own lesson plans, worksheets, and classroom activities in minutes using our AI-powered tools.

Try Chalkie for free