NPM+7+2011

Program for NATURAL and PROCESSED MATERIALS 2011 TERM ONE Year 7

Safety in a Science room. Initial student ideas. Summarise main ideas. ||< Students design a poster on safety in the science room. Features of a poster. (main idea is clear, must be visual and catch the attention) ||  || Worksheet for safety.
 * CONTENT TO BE TAUGHT ||< SKILLS/practicals || TEXTS || OTHER RESOURCES ||
 * What is Science? What do Scientists do? The 4 main areas of Science. Where do Scientists work? ||< How is a Science room different from other rooms? || Science Aspects || Clickview-What is so special about science ||
 * Importance of being safe in the work place.

Clickview-Play it safe in the Lab || Safety? (Ensure all students will light a match) Observing a burning candle. About 40 observations could be made.
 * **Observations** require all the senses. (Feeling, seeing, hearing, seeing, tasting) Why do we not use tasting in Science? ||< Striking a match and lighting a candle.

Bunsen flame VS Candle flame ||  ||   || A jar of mixed seeds? A container of pebbles? Other examples. What criteria are used to sort? How fast would this be? SEPARATIONS – in the home **Flyscreens** separate flies and larger particles of dirt from the air. (solid from air) **Vaccuum** cleaners pick up small or light pieces of dirt from bigger and heavier things and then separate the dust from the air in the bag. **Sieves** can separate solids (hot veggies) from liquids. ||< After students have listed different ways to sort and given an** estimate (explain estimate) **of how long this would take, show seeds in water. (sunflower seeds float) How quick would this be? ||  ||   || What are they used for? Where do we see filter funnels in our day to day lives and how are they used? ||< Students to make models of some of the equipment and cut through the middle using fishing line or similar. Students should trace the cut surface with their finger and then sketch what they see/feel. Students should learn to draw scientific diagrams using pencil and ruler with lables ||  ||   || METHOD should have a scientific diagram ||< DECANTING – students decant the water from a water/sand mixture. Start to introduce the ideas of separation using the properties of matter. Sand is a solid and does not dissolve in water ||  ||   || Students learn how to fold a filter paper and use it correctly to filter small solids from liquids Discussion -could we drink the water? ||  ||   || Define MATTER. Define Properties
 * How could we sort:-
 * Drawing and naming of basic scientific equipment. (beaker, test tube, measuring cylinder, filter funnel)
 * Scientific report – AIM states what we set out to do.
 * Scientific report – results, discussion. ||< Separation of water from a mixture of dirt, sand etc. Can decant first and then filter.
 * Separations can be done using the different properties of matter.

**// Features of Solids, Liquids and Gases //**
Demonstrate putting examples of solids, liquids and gases in a table by using examples given by the students. Explain the purpose of the table. Students to copy the table.

· recognising the different phases · their characteristic properties ||< Students to draw a concept map of solids, liquids and gases. Demonstrate a simple concept map eg draw one of a pencil case or show samples of concept maps.

Tribes activity – milling to music. When the music stops – share their work with a student next to them. Someone to introduce the student and say why they liked their concept map. ||  || Definitions Sheet with pictures. || Student to determine the accuracy of various cylinders by first measuring 20mls with small beaker, the large cylinder. Repeat with beaker then very small cylinder. Repeat with various sizes of cylinders, recording the results. Estimate the volume of a variety of containers. (Explain estimate again) ||  ||   ||
 * Measuring liquids accurately ||< Students to be taught how to use a measuring cylinder ACCURATELY. Reading scales.
 * Measuring solids accurately

HOMEWORK – REVISION SHEET ||< Students(in pairs) to measure the mass of a variety of objects of their own choice. (4 – choose 2 each) 1 they estimate the weight 2 they measure with two different beam balances 3 they measure with an electronic balance ||  ||   || Method – diagram of watch glass etc Teacher demonstrates dissolving copper sulphate in water in a plastic beaker. Describe the appearance of the copper sulphate. Students pour a little into a labelled watch glass. Students dissolve salt in a test tube with rubber stopper. Pour in labelled watch glass. Leave for a day or two. ||  ||   || Can use magnifier. Review homework. Prepare for test. ||<  ||   ||   || Solubility. Show that permanent marker on the board does not come off with water. Show alcohol. Show acetone (relate to nail varnish remover) Use and define SOLVENT ||< Aim – to find out which substances dissolve in water and which will dissolve in alcohol/acetone.
 * Separations using evaporation/crystallisation ||< Aim – To separate salt from water and copper sulphate from water using evaporation.
 * Check watch glasses and write observations and conclusions. Compare appearance before and after.
 * Relate features of solids, liquids and gases to separations discussed so far.

Students are to present their results in a table using the aim. ||  ||   ||  · observations · safety · drawing and scientific diagrams and naming equipment · various scales to read · drawing up a table · estimating mass and volume ||   ||   || Students to use cut and paste to construct diagram of the still and relate this to the concepts related to evaporation and condensing. ||  ||   ||  Survey to find out the opinions of other students on this. Analysis of the data. ||  ||   ||
 * ** TEST –** SKILLS TEST ||< TEST ON:-
 * Distillation - still ||< Students to see demo of a still and try to explain how it works using scientific language.
 * Property - Magnetism ||< Lesson using magnets. Show magnetic field. What materials have the property that they can be magnetised? Students to find examples of objects that are attracted by magnets. ||  ||   ||
 * Students to separate a wet mixture of iron filings and salt and water. ||< Students should try to plan this experiment, construct the method and write the aim. ||  ||   ||
 * ** “Down the “S” bend. Separating sewerage. ** ||< Should Perth consider using treated sewerage to supplement our water?
 * **TEST** Students are given a dry mixture of copper sulphate, sand and iron filings to separate. ||< Students to do this practical by themselves. Can be done over a couple of lessons ||  ||   ||