Teacher: One page per learner, printed A4. Sections <b>A</b> and <b>B</b> count toward <b>Written Works</b>; see <code>assessment.md</code> §1. Item <b>★</b> is the diagnostic — a learner can complete A to D from the wall chart and still not be able to answer it. The key below is screen-only and will not print.
A The two questions — write YES or NO in every box
Keeps its own shape?
Keeps its own space?
Solid
Liquid
Gas
B Name the state — solid, liquid or gas
The sample
State
Which question decided it
Water in a glass
A stone
The air in a balloon
Cooking oil
Sand
Salt
C Read the measurement — write the number and the unit
What is being measured
Reading
Unit
A spoonful of medicine
A bottle of drinking water
A bucket of water
A glass of juice
There is no cylinder drawn here on purpose. Estimate from what you know, then check one of them with a real container.
D The puddle — a puddle on the concrete dries up by noon
What I saw
What I think it means
The two boxes are the same size on purpose. You can describe the puddle correctly and still be wrong about where the water went.
★ The challenge — sand, and one question you cannot answer by pouring
Sand pours like a liquid. Explain in one sentence why it is <b>not</b> a liquid. <span class="blank lg"></span>
Name <b>one other thing</b> that pours and is not a liquid. <span class="blank"></span>
Two balloons balance on a stick. One is blown up. Which way does the stick tip, and <b>what does that tell you about air?</b> <span class="blank lg"></span> <span class="blank lg"></span>
Answer key — screen only, not printed.
<b>A</b> · Solid: YES, YES · Liquid: NO, YES · Gas: NO, NO | <b>B</b> · liquid (shape) · solid (shape) · gas (both) · liquid (shape) · <b>solid</b> (each grain keeps its shape) · <b>solid</b>. Sections A and B are markable from the wall chart; that is intended.<br><b>C</b> · about 5 mL · 350 mL to 1.5 L, any sensible figure with a unit · 10 to 20 L · about 250 mL. <b>A reading with no unit scores nothing</b>, however close the number.<br><b>D</b> · varies. Check that the left box contains no <i>because</i> or <i>so</i>.<br><b>★ This is the diagnostic.</b> Item 1: any answer saying that each grain keeps its own shape, or that pouring is not one of the two questions. An answer that says "because it is hard" has the right conclusion from the wrong test — hardness is not a state. Item 2: salt, sugar, rice, powdered milk, flour. Item 3: the blown-up balloon goes <b>down</b>, and it shows that <b>air has mass</b>. A learner who says the stick stays level has not accepted that a gas is matter, and that is the single most useful thing to know before Quarter 4.