To use test results to make predictions to set up Introduce this investigation by modelling (for health and safety reasons) how many of the further comparative and fair materials that will be given to the children will melt at a high temperature. Do this by placing To plan different types of scientific enquiries to different materials (e.g. soft and hard fats, chocolate and wax) in separate transparent bags or answer questions, including recognising and in small metal trays and placing them in warm water (80 degrees Celsius). controlling variables where necessary Then ask the children how they would find out at which temperature each material would begin to melt. Each group of children can have a bowl of water into which they can add more hot water can be added (children should not be handling water warmer than 60 degrees Celsius). They will need to monitor the temperature of the water. This is a great opportunity to use Just like above, they will place bags containing the materials or within metal trays into the water. A bar graph could be made of the results. Children to record findings with observations, graphs and conclusions. To investigate the physical change melting. Physical change Melting (extended) – – To be able to make a series of measurements. Reference Stars page 32-33 Fair-test What affects how fast ice melts? – –Rising To record measurements, using a range of scientific equipment, with increasing accuracy Does the amount of salt affect how quickly ice will melt? and precision, taking repeat readings when Why do we put salt on the roads during winter? appropriate. To record data and results of increasing Do you think that the amount of salt will affect the amount of water that dissolves? complexity using scientific diagrams and labels, tables, bar and line graphs. The children will need a beaker and a funnel for each amount of salt that they are testing. Put To plan different types of scientific enquiries to the same quantity of ice in each funnel. Pour different amounts of salt in the funnels and answer questions, including recognising and measure the quantity of water at set times (e.g. every 5 minutes) controlling variables where necessary Children can record information within a line graph (time in minutes on the bottom and volume of water along the side) Further exploration….
To use test results to make predictions to set up further comparative and fair To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Introduce this investigation by modelling (for health and safety reasons) how many of the materials that will be given to the children will melt at a high temperature. Do this by placing different materials (e.g. soft and hard fats, chocolate and wax) in separate transparent bags or in small metal trays and placing them in warm water (80 degrees Celsius). Then ask the children how they would find out at which temperature each material would begin to melt. Each group of children can have a bowl of water into which they can add more hot water can be added (children should not be handling water warmer than 60 degrees Celsius). They will need to monitor the temperature of the water. This is a great opportunity to use Just like above, they will place bags containing the materials or within metal trays into the water. A bar graph could be made of the results. Children to record findings with observations, graphs and conclusions. To investigate the physical change – melting. To be able to make a series of measurements. To record measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. To record data and results of increasing complexity using scientific diagrams and labels, tables, bar and line graphs. To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Physical change – Melting (extended) Fair-test – What affects how fast ice melts? Reference –Rising Stars page 32-33 Does the amount of salt affect how quickly ice will melt? Why do we put salt on the roads during winter? Do you think that the amount of salt will affect the amount of water that dissolves? The children will need a beaker and a funnel for each amount of salt that they are testing. Put the same quantity of ice in each funnel. Pour different amounts of salt in the funnels and measure the quantity of water at set times (e.g. every 5 minutes) Children can record information within a line graph (time in minutes on the bottom and volume of water along the side) Further exploration….
Year%204%20States%20of%20Matter%20-Changing%20state.docx