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| Pupils should be taught to compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of materials. (15) |
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Circus of experiments to test which groups of materials are magnetic |
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Class practical - Which groups of materials are magnetic? |
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Class practical to find out which objects are magnetic. |
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Classifying materials - student ideas? |
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Classifying materials - Living / Non - living. |
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Classifying Materials - Natural / manufactured. |
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Demonstration on the effects of magnets on different materials |
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Demonstration to test for hardness followed by practical. |
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Demonstration to test the strength of materials followed by practical. |
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Properties Fabrics |
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Properties of Ceramics |
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Properties of Glass |
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Properties of Metals |
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Properties of Plastics |
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Why are materials used for a particular job? |
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| Pupils should be taught that some materials are better thermal insulators than others. (3) |
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Comparing thermal conductivity of metals |
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Thermal insulation - demonstration |
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Which material is the best insulator? - investigation |
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| Pupils should be taught that some materials are better electrical conductors than others. (4) |
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Making a game to test your skill. |
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Sending Morse code |
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Which materials are conductors and which are insulators? - demonstration |
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Which materials are Conductors and which are insulators? - practical |
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| Pupils should be taught to describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability. (10) |
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Reading about Soils |
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Demonstration on adding soils to water to separate them. |
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Demonstration on separating soils |
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Demonstration on types of soil |
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Observing rocks |
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Separating soils to find out what they contain |
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Teacher exposition of soil profiles. |
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Testing for hardness of rocks. |
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Testing rocks for absorbency |
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Testing rocks for strength |
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| Pupils should be taught to recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume. (4) |
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Elicitation of ideas about particles |
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Explaining phenomena in terms of particles |
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Sorting materials into solids, liquids and gases - elicitation |
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Teacher demonstration on classifying materials as solids, liquids and gases |
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