Properties and Changes of Materials End of Topic Test

Year 5 ScienceProperties and Changes of Materials14 pages

About this worksheet

Year 5 pupils answer 25 questions across five sections in this end-of-topic science test, set over 11 pages. They fill gaps with words such as translucent and thermal insulator, find the steel spoon in a butter-melting test, sort sugar, sand and chalk powder by solubility, and order the steps to separate salt, sand and iron filings. Section D covers burning, rusting and the vinegar and bicarbonate of soda balloon. Section E closes with an insulation test on bubble wrap, foil, cotton and newspaper. The test is written for the Year 5 Properties and changes of materials programme in the England National Curriculum, and three pages of answers follow.

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Curriculum objectives covered

Properties and changes of materials

“Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets”

Questions 1 to 8 and question 10.

Properties and changes of materials

“Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution”

Questions 9 to 13, and the evaporating step in question 17.

Properties and changes of materials

“Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating”

Questions 14 to 17.

Properties and changes of materials

“Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic”

Question 8 (the wood, plastic, steel and glass spoons) and question 24 (the insulation test).

Properties and changes of materials

“Demonstrate that dissolving, mixing and changes of state are reversible changes”

Questions 18, 19 and 25.

Properties and changes of materials

“Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda”

Questions 19 to 22, including the balloon, the burning log and the rusting nail.

What's inside this worksheet

Section A: Properties of Materials

Pupils complete four sentences from a six-word box, pick iron as the magnetic metal and define soluble. They give a property for plastic wire coating, slate roof tiles and a diamond drill tip, then predict which of four spoons melts its butter first.

Section B: Dissolving and Solutions

Pupils label solute, solvent and solution, sort six powders into soluble and insoluble, and name a saturated solution. Question 13 asks how to prove salt is still in Beaker B without tasting it.

Section C: Separating Mixtures

Pupils name four separating methods from pictures, choose a method for mixtures such as dried peas and flour, and explain why filtering cannot take salt out of seawater. Question 17 orders four steps for a spill of salt, sand and iron filings.

Section D: Reversible and Irreversible Changes

Pupils tick reversible or irreversible for seven changes, from melting chocolate to a rusting nail. They explain the balloon on the vinegar bottle, name products of burning wood and pick out Stephanie Kwolek as the inventor of Kevlar.

Section E: Scientific Enquiry and Evaluation

Question 24 gives temperatures after 15 minutes for five beakers, from 42 °C unwrapped to 62 °C in bubble wrap. Pupils name the variables, pick the best insulator and judge a claim about wrapping an ice lolly. Question 25 compares melting with dissolving.

Answers

Answers for all 25 questions, including the step order 3, 4, 1, 2 for question 17 and a note not to accept 'strong' for the diamond drill tip.

How teachers use it

Mark Section E together

Question 24 rewards talk. After pupils answer, put the five temperatures on the board and let the class argue about the ice lolly claim before you share the answer.

Practical first

If you have not yet separated salt, sand and iron filings in class, do it before the test. Pupils who have held the magnet can picture the four steps in question 17.

Marking by section

Group the scores by section when you mark. A weak Section C next to a strong Section B often means pupils know dissolving but not how to get the salt back.

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