Primary Connections - Material World (word wall from sparklebox)
In Library or upload from Scootle
Term overview:
Week 1. Posties - Materials - purpose.
Big Book on Materials - Have student choose a material and write 5 properties of the material and then test their partners.
Watch: Break into 10 minute sections: Bill Nye the Science Guy youTube:
Week 2. Gripping gloves P 9.
Homework - Bags at home - Materials and Purpose.
Watch powerpoint on Materials - plastics
Week 3. Fair Test - P 21.
Week 4. Rot or Remain P 23.
http://www.designinsite.dk/htmsider/inspmat.htm
Week 5. Leak Soak/repel P 28
Week 6. Snap, tear or stretch P 36
Week 7. Bags of Fun p 42 & Ink Test QSA booklet(solubility) - Assessment Piece
Week 8. Investigating insulation P 53
Week 9: Material matters P 63
Week 10. Puzzling plastics P 47.Review decomposition investigation in week 2.
To support students to represent and explain their understanding of the properties of materials and how they relate to use, and to introduce current scientific views
In Library or upload from Scootle
Term overview:
Week 1. Posties - Materials - purpose.
Big Book on Materials - Have student choose a material and write 5 properties of the material and then test their partners.
Watch: Break into 10 minute sections: Bill Nye the Science Guy youTube:
Week 2. Gripping gloves P 9.
Homework - Bags at home - Materials and Purpose.
Watch powerpoint on Materials - plastics
Week 3. Fair Test - P 21.
Week 4. Rot or Remain P 23.
http://www.designinsite.dk/htmsider/inspmat.htm
Week 5. Leak Soak/repel P 28
Week 6. Snap, tear or stretch P 36
Week 7. Bags of Fun p 42 & Ink Test QSA booklet(solubility) - Assessment Piece
Week 8. Investigating insulation P 53
Week 9: Material matters P 63
Week 10. Puzzling plastics P 47.Review decomposition investigation in week 2.
To support students to represent and explain their understanding of the properties of materials and how they relate to use, and to introduce current scientific views
Lesson 1
What is a material?
The term ‘material’ refers to what objects are made of, such as plastic, rubber, glass or paper. The properties of an object depend on what materials are used to make it.
For example, a raincoat made from plastic (material is strong and waterproof (properties of plastic. Some properties of the object, however, do not depend on the materials chosen, such as the style and size of a raincoat.
Materials have properties that can be used to describe and classify them. The properties of materials come from the chemical and physical nature of the substances that are used to make them. Some of the physical properties used by scientists to describe materials include absorbency, strength, flexibility, elasticity, malleability, transparency, viscosity, porosity, density, opacity, hardness and brittleness.
Different materials have different properties and are therefore suitable for use in different objects. For example, stockings require a material with some elasticity to allow them to change shape when a force is applied, and recover their original shape when the force is removed. Winter coats need materials that are good thermal insulators, for example, wool, to keep the wearer’s warmth close to their body. Gardening boots need to be made of a material that is supple and waterproof, for example, rubber. Clothes can be made from a variety of natural and manufactured materials, including fabrics. Fabrics are usually made from yarn which is then woven, knitted or twisted into other things, such as cloth, rope and braid. Cotton, silk and wool are natural fibres, while nylon and polyester are synthetic fibres. Both can be used for making fabric materials. Some special fabrics can be made from links of metal or from rubber.
Read Big Book on Materials - Have student choose a material and write 5 properties of the material and then test their partners.
Watch: Break into 10 minute sections: Bill Nye the Science Guy youTube:
For example, a raincoat made from plastic (material is strong and waterproof (properties of plastic. Some properties of the object, however, do not depend on the materials chosen, such as the style and size of a raincoat.
Materials have properties that can be used to describe and classify them. The properties of materials come from the chemical and physical nature of the substances that are used to make them. Some of the physical properties used by scientists to describe materials include absorbency, strength, flexibility, elasticity, malleability, transparency, viscosity, porosity, density, opacity, hardness and brittleness.
Different materials have different properties and are therefore suitable for use in different objects. For example, stockings require a material with some elasticity to allow them to change shape when a force is applied, and recover their original shape when the force is removed. Winter coats need materials that are good thermal insulators, for example, wool, to keep the wearer’s warmth close to their body. Gardening boots need to be made of a material that is supple and waterproof, for example, rubber. Clothes can be made from a variety of natural and manufactured materials, including fabrics. Fabrics are usually made from yarn which is then woven, knitted or twisted into other things, such as cloth, rope and braid. Cotton, silk and wool are natural fibres, while nylon and polyester are synthetic fibres. Both can be used for making fabric materials. Some special fabrics can be made from links of metal or from rubber.
Read Big Book on Materials - Have student choose a material and write 5 properties of the material and then test their partners.
Watch: Break into 10 minute sections: Bill Nye the Science Guy youTube:
We use a science journal to record what we see, hear, feel and think so that we can look at it later to help us with our claims and evidence. What does a science journal include?
A science journal includes dates and times. It might include written text, drawings, measurements, labelled diagrams, photographs, tables and graphs.
- Explain that the class is going to build a materials snapshot. Ask each student to record words, sentences or drawings of what they know about materials, properties and their uses, on self-adhesive notes. Ask students to put their initials on the reverse side. Encourage students to think of a variety of materials, not just those used to make clothes. Model some contributions, such as:
- Plastic is waterproof and is used in raincoats.
- Rubber is bendy and can be used in shoes.
- Paper is flat, tears easily and is good for writing on
Note: Use the students’ initials on the self-adhesive notes for diagnostic assessment of individual students’ prior knowledge of materials and their properties.
- Plastic is waterproof and is used in raincoats.
The properties of an object depend on the materials that are used to make it and how those materials are put together. A ski glove (object) has an outer layer made of a waterproof material, for example, plastic, and an inner layer that keeps the hands warm, for example, wool. The purpose of the glove is to keep a hand warm and dry. Whether or not the glove achieves its purpose, depends on the properties of the two different materials used to make it, and the way in which they were put together.
- Write the terms ‘object’, ‘material’ and ‘properties’ on cards for the class word wall and ask students to describe what they think the terms might mean. Introduce a piece of clothing, for example, a raincoat, and ask questions, such as:
- What is this? Is it an object?
- What material(s) is it made of?
- Is the material natural or processed? Why do you think that?
- Why do you think this material was chosen?
Record responses to the questions in the science journal using the following sentence structures:
- The object is a...(The object is a raincoat.)
- The...is made of...(The raincoat is made of plastic.)
- ...was used because...(Plastic was used because it is light and waterproof.)
Draw students’ attention to the last sentence and explain that scientists call ‘light’ and ‘waterproof’ the properties of materials. Repeat this Lesson step using other objects.
- What is this? Is it an object?
Write the term ‘fabric’ on the word wall and compare it with the term ‘material’ as used in this unit. Add an agreed description of the term ‘fabric’ to the glossary. Note: Materials are what objects are made of and include materials, such as fabric, metal, wood and plastic. Watch Bill Nye Video.
Synthetic and Natural Materials
Natural Fibres
A natural fibre is a fibre made from natural sources. They can come from animals or from plants.
Animal fibresFibres from animal sources are wool, cashmere, fur and silk. Wool comes from the fleece of sheep and the hair of yak, camel, alpaca. Cashmere comes from cashmere goats. Fur of various animals such as rabbit, beaver, mink and muskratis also used as clothing. Silk comes from silkworms, which is a large, white moth caterpillar. Fibres from plants include flax, ramie, hemp, cotton and jute. Coconut trees bear coconut fruits that have fibres.
Plant Fibres
Coconut fibres are cleaned, smoothed and made into various dolls and toys with beads and colored threads to give them a decorative appearance.
Synthetic Fibres
Synthetic fibers are man – made from chemicals. They are generally based on polymers and are stronger than natural and regenerated fibers.
Both types have pros and cons; natural fibers come from plants and animals, while synthetic fibers are made from chemical compounds, and each is valued in the textile industry for different reasons.
Synthetic or man – made fibres can easily be distinguished from natural fibres, such as silk, cotton and wool. Although natural fibres may also be made of polymers like cellulose and proteins, they don’t undergo any chemical changes during the manufacturing process and are used in their original form.
Uses of synthetic fibresSynthetic fibres play an important role in today’s world and are used either on their own or mixed with other synthetic or natural fibres to create fabrics or products for everyday use. Some uses are :
Advantages of synthetic fibresSynthetic fibres are used because of their durable nature. Some of the advantages are :
Disadvantages of synthetic fibres
Natural Fibres
A natural fibre is a fibre made from natural sources. They can come from animals or from plants.
Animal fibresFibres from animal sources are wool, cashmere, fur and silk. Wool comes from the fleece of sheep and the hair of yak, camel, alpaca. Cashmere comes from cashmere goats. Fur of various animals such as rabbit, beaver, mink and muskratis also used as clothing. Silk comes from silkworms, which is a large, white moth caterpillar. Fibres from plants include flax, ramie, hemp, cotton and jute. Coconut trees bear coconut fruits that have fibres.
Plant Fibres
Coconut fibres are cleaned, smoothed and made into various dolls and toys with beads and colored threads to give them a decorative appearance.
Synthetic Fibres
Synthetic fibers are man – made from chemicals. They are generally based on polymers and are stronger than natural and regenerated fibers.
Both types have pros and cons; natural fibers come from plants and animals, while synthetic fibers are made from chemical compounds, and each is valued in the textile industry for different reasons.
Synthetic or man – made fibres can easily be distinguished from natural fibres, such as silk, cotton and wool. Although natural fibres may also be made of polymers like cellulose and proteins, they don’t undergo any chemical changes during the manufacturing process and are used in their original form.
Uses of synthetic fibresSynthetic fibres play an important role in today’s world and are used either on their own or mixed with other synthetic or natural fibres to create fabrics or products for everyday use. Some uses are :
- Ropes
- Parachutes
- Fish Nets
- Carpets
- Tents
- Fillers in pillows
- Fabrics for everyday wear like lycra and spandex
- Blankets
- Warm and protective clothing for extreme climates
- Synthetic hair wigs
Advantages of synthetic fibresSynthetic fibres are used because of their durable nature. Some of the advantages are :
- They have good elasticity.
- They do not wrinkle easily.
- They are comparatively less expensive, more durable, require less maintenance and are easily available.
- They are stronger and can handle heavy loads.
Disadvantages of synthetic fibres
- Most are not heat resistant making them dangerous to wear near fire.
- They do not allow air circulation, making them sticky, sweaty and uncomfortable to wear, during hot and humid climates.
- They are non – biodegradable.
Lesson 2 - Gripping Gloves
- Write these two sentence starters on separate pages in the class science journal:
- – Things I think I know about the properties and uses of materials are...
- – Things I’m interested in finding out about are...
- – Things I think I know about the properties and uses of materials are...
- Collect gloves made with different materials and for different uses, such as woollen gloves, ski gloves, gardening gloves, evening gloves, rubber (dishwashing) gloves and latex gloves.
- Take a glove from the box and model describing its properties of the object. This
will include observations about how heavy it is and what size it is, and then model identifying the materials it is made of, for example, ‘An oven glove is big and looks like a mitten. It is made of thick fabric.’ - Ask a student to take one of the gloves out of the box. Ask questions, such as:
- What might this glove be used for?
- What is the glove made of?
- Do you think that material is natural? Why or why not?
- Why do you think it is made of that material?
- What else could the glove be used for?
Encourage students to think of uses for the glove and to provide reasons for their choice. For example, the oven glove can be used to protect hands because the heat goes into the thick material before it reaches the hand.
3. Introduce the enlarged copy of ‘Glove guide’ (Resource sheet 1). Explain that students will draw a type of glove on the picture of each hand to show what they know about the materials of the glove, their properties and possible uses. Encourage students to include gloves that are not represented in the ‘Glove box’.
- What might this glove be used for?
Why do we use an annotated drawing?
We use an annotated drawing to show an idea or object. What does an annotated drawing include?
An annotated drawing includes a picture and words or descriptions about the idea or object.
Lesson 3. How to conduct a fair test
LI: I can...
- identify the features of a fair test
- identify variables to investigate
- make predictions about the decomposition of materials and give reasons for their predictions
- test materials for decomposition.
In investigating materials, different properties need to be investigated:
Which material is the most effective heat insulator?
Which material absorbs the most water?
Which material has the highest tensile strength?
All scientific investigations involves variables. Variables are things that can be changed, measured/observed or kept the same (controlled) in an investigation. When planning a fair test, we need to identify the variables.
COWS MOO SOFTLY is a useful scaffold to remind students how to plan a fair test:
Cows: Change one thing (independent variable)
Moo: Mesure/observe another thing (dependent variable) and
Softly: keep the other things (controlled variables) the same.
- Introduce some items of clothing and explain that you are going to set-up a ‘clothes relay’.
- Ask the class to watch as you create three unequal piles of clothing, for example, piles containing one, four and eight items of clothing. Place them at three different spots along a start line and place three markers at different distances from them. Place the largest amount of clothing opposite the marker the furthest away from the start line. Form three teams for the relay. Explain that the first team member has to put on the clothes at the start line, run around the marker and back, and then transfer the clothes to the second team member, and so on.
- Run the relay.
- Ask students if it was a fair relay and which things made it unfair. For example, if one team has to run further it will take longer, or if one team has more clothes to put on that will slow them down.
- Ask students to suggest things that could affect how long a team will take to get through the relay.
- Introduce the term ‘variables’ as factors that can affect the outcome of a test, such as the number of clothes, the length of the run, the number of team members, the type of ground run on and the speed of the runners. Add the term ‘variable’ to the word wall and glossary.
- What makes a test, contest or relay fair or unfair? (For example, rules and standard equipment; keeping some things the same like starting lines.)
- Why is it important to make science tests/investigations fair? (So we know what caused the observed changes; to get reliable results we can trust.)
- Discuss how to ensure the variables don’t affect the outcome of the relay, for example, they need to be kept the same.
- Optional: Run a fair relay with the class and discuss what made it a fair race, highlighting how some things need to be kept the same.
Week 4.
P 23 Rot or remain?
LI: Investigate the decomposition of materials showing an awareness of the need for fair testing.
Students make predictions about which material will decompose.
Materials that are biodegradable are able to be broken down and used by living organisms. The speed at which materials decompose depends on environmental conditions and their chemical nature.
LI: Investigate the decomposition of materials showing an awareness of the need for fair testing.
Students make predictions about which material will decompose.
Materials that are biodegradable are able to be broken down and used by living organisms. The speed at which materials decompose depends on environmental conditions and their chemical nature.
Week 5 Leak, soak or repel
Absorbency refers to the ability of a material to take in water and other fluids. Absorbent materials have surfaces that attract water (hydrophilic) and contain small spaces called pores into which liquids can enter. Paper, sponge and most woods are absorbent. The higher the number of pores, the greater the volume of liquid that can potentially enter the material. If wet, absorbent materials are twisted or squeezed, the liquid may be released.
When absorbent materials are saturated, they cannot absorb any more. For example, if a sponge is saturated with water and additional water drips on it, the same amount of water will drip out of it. A very absorbent material will soak up a lot of water before becoming saturated and leaking. A less absorbent material, for example, nylon, used in some swimwear, even if it were as thick as the sponge, will leak water quickly as it is not very absorbent. It will also dry quickly after being soaked as it does not hold much water.
Waterproof materials, such as plastics and rubber do not absorb water, nor are
they affected by it. Their surfaces repel water (hydrophobic) and the materials do not have pores. Absorbent materials can be made waterproof by being coated or sprayed with another material which fills the surface po es and repels water, such as wax, plastic or oil-based paints.
When absorbent materials are saturated, they cannot absorb any more. For example, if a sponge is saturated with water and additional water drips on it, the same amount of water will drip out of it. A very absorbent material will soak up a lot of water before becoming saturated and leaking. A less absorbent material, for example, nylon, used in some swimwear, even if it were as thick as the sponge, will leak water quickly as it is not very absorbent. It will also dry quickly after being soaked as it does not hold much water.
Waterproof materials, such as plastics and rubber do not absorb water, nor are
they affected by it. Their surfaces repel water (hydrophobic) and the materials do not have pores. Absorbent materials can be made waterproof by being coated or sprayed with another material which fills the surface po es and repels water, such as wax, plastic or oil-based paints.
Experiment:
Activate: Why do we wear swimmers and not woollen jumpers when going swimming?
• What kind of material would you want your library bag to be made of if it were raining?
• When wiping a spilt glass of water, what kind of material would you want the cloth to be made of?
Introduce the samples of materials that the students will test (Plastic, paper, cloth)
Ask questions, such as:
What do you think this material is?
What do you think this material might be used for?
What is the same about these materials?
What is different about these materials?
Activate: Why do we wear swimmers and not woollen jumpers when going swimming?
• What kind of material would you want your library bag to be made of if it were raining?
• When wiping a spilt glass of water, what kind of material would you want the cloth to be made of?
Introduce the samples of materials that the students will test (Plastic, paper, cloth)
Ask questions, such as:
What do you think this material is?
What do you think this material might be used for?
What is the same about these materials?
What is different about these materials?
Discuss the meaning of the terms ‘leak’, ‘soak’ and ‘repel’, and add them to the word wall.
Leak - to pass through(liquid, gas or light)
Soak - to become permeated/saturated with liquid
Repel - to resist/drive back
Ask students to describe what they might see if a material leaked, soaked or repelled the water during the investigation.
Discuss when to stop counting drops, for example, when a drop drips through or if it seems that the water is never going to drip through, say after 20 drops.
Introduce the variables table in the class science journal. Discuss and record what teams will:
change: the material tested
measure/observe: the number of drops added before a drop falls into the container, and whether the water soaks in or rests on top of the material.
Model how to set up the ‘Leak, soak or repel?’ investigation by placing the square of tissue paper over the top of the transparent container and securing it with an elastic band. Drop the coloured water into the centre of the material, at a steady pace, until a drop drips through.
Ask students to brainstorm what variables they would need to keep the same and record suggestions on the variables table. Suggestions might include the size of the material, the thickness of the material, the way the material is attached, the kind of liquid added, the height of the eye-dropper, the amount and rate of drops added, and the length of time the material is observed.
Explain that when a variable is kept the same, it is said to be ‘controlled’. Ask students why it is important to keep some things the same when you are measuring changes, for example, to make the test fair and so we know what caused the observed changes. Discuss the use of a tally system to keep count of the number of drops. Explain how to keep the drops at a steady pace, for example, by saying ‘banana’ between each drop.
When students have completed their investigation, discuss the results using their completed copies of ‘Leak, soak or repel?’ (Resource sheet 4). Ask questions, such as:
Which materials soaked up a lot of water? What happened to the water?
Which materials didn’t soak up any water? What happened to the water?
Which materials soaked up a little water then leaked? What happened to the water?
Which material soaked up the most water?
science_term_2_materials.docx | |
File Size: | 87 kb |
File Type: | docx |
(Summary of video)
Plastics
· Synthetic material
· Made from crude oil
· Plastics are polymers (many units in a chain)
· Durable
· Take million years to decompose
· Invented 1860
· In 1909 Bakerlite invented
Uses:
- Medical field – syringes, artificial limbs, contact lenses
- Entertainment – toys
-bullet proof vests (kelvar)
See scootle resource: How drastic is plastic (aim to sustain)
https://schoolsequella.det.nsw.edu.au/file/d084422f-785a-4eb4-b54a-dbd8087bd0fb/1/13240.zip/13240/13095/get_the_message_nw1.htm
Snap, tear or stretch
Tensile strength measures the force required to pull or stretch a material to the point where it breaks.
Materials with high tensile strength do not snap, tear or stretch under tension.
Water can affect tensile strength -like paper
Ductile materials can be stretched without snapping - chewing gum
Malleable materials can be bent or hammered out of shape
Elastic materials will stretch under tension and return to their original shape when the force is removed.
Tensile strength measures the force required to pull or stretch a material to the point where it breaks.
Materials with high tensile strength do not snap, tear or stretch under tension.
Water can affect tensile strength -like paper
Ductile materials can be stretched without snapping - chewing gum
Malleable materials can be bent or hammered out of shape
Elastic materials will stretch under tension and return to their original shape when the force is removed.
• If you had something heavy to carry, what kind of material would you want your bag to be made of?
• What would you select to wear if you want to perform gymnastics?
• Why would you select to wear those clothes and not something like tight jeans?
Ask students what variables could affect whether the material snaps, tears or stretches. Suggestions might include the size of the strips, the amount of force and the time taken to apply the force.
Ask students what they might observe if something snaps, tears or stretches. Model how to use the magnifying glass to examine the snap, tear or stretch in the material.
• What would you select to wear if you want to perform gymnastics?
• Why would you select to wear those clothes and not something like tight jeans?
Ask students what variables could affect whether the material snaps, tears or stretches. Suggestions might include the size of the strips, the amount of force and the time taken to apply the force.
Ask students what they might observe if something snaps, tears or stretches. Model how to use the magnifying glass to examine the snap, tear or stretch in the material.
Ask students to think about what they will write in the ‘Keeping it fair’ section, for example:
• change: the material tested
• observe: using a magnifying glass, if the material snaps, tears or stretches
• keep the same: the size of the material, the way the material is wrapped around the peg, how hard the peg is pushed to open it (the force) and how fast the peg is opened.
Leak, Soak or Repel
Absorbency refers to the ability of a material to take in water and other fluids.
- paper, sponge, wood
Fair test - Cows Moo Softly
change : material
observe/measure: absorbency
Keep the same: Number of drops of liquid
Absorbency refers to the ability of a material to take in water and other fluids.
- paper, sponge, wood
Fair test - Cows Moo Softly
change : material
observe/measure: absorbency
Keep the same: Number of drops of liquid
Investigating insulation
http://www.topmarks.co.uk/Flash.aspx?b=science/keeping_warm
http://www.topmarks.co.uk/Flash.aspx?b=science/keeping_warm
Wool
Absorbency creates comfortWhen wool absorbs moisture, it produces heat, so if you go from a warm room into a cold, damp night wearing a wool jersey, the wool picks up water vapour from the air, keeping you warm. The reverse occurs when you go back into the warm room – the moisture in your jersey passes into the atmosphere, cooling you down. Tiny pores in the cuticle cells allow water vapour to pass through the wool fibre. This makes wool comfortable to wear in both warm and cool conditions.