How to be Brilliant at Science Investigations

Transcription

1 How to be Brilliant at Science Investigations Colin Hughes Winnie Wade

2 We hope you and your class enjoy using this book. Other books in the series include: Science titles How to be Brilliant at Recording in Science How to be Brilliant at Materials How to be Brilliant at Electricity, Light and Sound How to be Brilliant at Living Things English titles How to be Brilliant at Writing Stories How to be Brilliant at Writing Poetry How to be Brilliant at Grammar How to be Brilliant at Making Books How to be Brilliant at Spelling How to be Brilliant at Reading How to be Brilliant at Word Puzzles Maths titles How to be Brilliant at Using a Calculator How to be Brilliant at Algebra How to be Brilliant at Numbers How to be Brilliant at Shape and Space How to be Brilliant at Mental Arithmetic History and Geography titles How to be Brilliant at Recording in History How to be Brilliant at Recording in Geography Christmas title How to be Brilliant at Christmas Time If you would like further information on these or other titles published by Brilliant Publications, write to the address given below. Published by Brilliant Publications, Unit 10, Sparrow Hall Farm, Edlesborough, Dunstable, Bedfordshire, LU6 2ES Website: General information enquiries: Tel: The name Brilliant Publications and the logo are registered trademarks. Written by Colin Hughes and Winnie Wade Illustrated by Kate Ford Cover photograph by Martyn Chillmaid Printed in the UK Colin Hughes and Winnie Wade 1995 Printed ISBN: ebook ISBN: First published in Reprinted 1997, 1998, 1999, 2001, 2007, The right of Colin Hughes and Winnie Wade to be identifi ed as authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act Pages 7-48 may be photocopied by individual teachers for class use, without permission from the publisher and without decalration to the Publishers Licensing Society. The materials may not be reproduced in any other form or for any other purpose without the prior permission of the publisher.

3 Contents Scientifi c enquiry PoS Other PoS Page 1 2 a b a b c d e f g h i j k l m Introduction 4 Links to the National Curriculum 5 Tooth decay Sc2.2a 7 Step aerobics Sc2.2d 8 Big muscles, big jumps? Sc2.2e 9 Growing seedlings Sc2.3d, Sc2.3c 10 How does your garden grow? Sc2.3a 11 What do seeds need to start Sc2.3a 12 From the roots to the leaves Sc2.3c 13 Habitats Sc2.5b, Sc2.5c 14 Light or shade? Dry or damp? Sc2.5b, Sc2.5c 15 Mouldy bread Sc2.5b, Sc2.5f 16 Testing washing powders Sc3.1a 17 Keeping it hot Sc3.1b 18 Investigating soils Sc3.1d 19 Conductors and insulators Sc3.1c, Sc4.1a 20 Investigating ice Sc2.2a 21 Can you tell the difference? Sc2.2b 22 Eggsperiencing change Sc2.2d 23 How hot is it? Sc2.2c 24 Investigating temperature change Sc2.2c 25 Will it dissolve? Sc2.3b 26 Dissolving substances Sc2.3b 27 How much will dissolve? Sc2.3b 28 Red cabbage water magic Sc2.2a 29 Will it light? Sc4.1a 30 Dim, bright or very bright? Sc4.1b 31 Making it stronger Sc4.1a, Sc4.1b 32 Magnetic attraction Sc4.2a 33 Flying high Sc4.2c 34 Getting moving Sc4.2c 35 The pendulum problem Sc4.2e 36 The force of water Sc4.2e 37 Test drive Sc4.2e 38 Make a pinhole camera Sc4.3a 39 Creating images Sc4.3c 40 Camoufl age Sc4.3d 41 High and low notes Sc4.3e, Sc4.3f 42 Making the best telephone Sc4.3g 43 Keeping quiet Sc4.3g 44 Where is the Sun now? Sc4.4b 45 Me and my shadow Sc4.4b 46 Identifying minibeasts 47 Investigation planner 48

4 Introduction contains 42 photocopiable sheets for use with 7-11 year olds. The activities as a whole help children to acquire the experimental and investigative skills required to conduct successful science investigations. They can be used whenever the need arises for particular activities to support and supplement your existing scheme of work for science. The activities provide learning experiences which can be tailored to meet individual children s needs. The activities are addressed directly to the children. They are self-contained and many children will be able to work with little additional support from you. You may have some children, however, who have the necessary scientifi c skills and concepts, but require your help in reading the sheets. The children should be encouraged to use the sheets for all aspects of communicating their work. Most of the activities require basic classroom science resources and these are listed in the What you need box on each sheet. Some of the sheets require the use of an additional resource sheet. Where this is the case, it has been indicated by a small box, with the page number in it, in the top right corner, eg 48. pgs 18, 21, 24, 25, 28 These activities require the use of thermometers. Only use spirit thermometers. Mercury thermometers should be not used because mercury is poisonous and it could be dangerous if the thermometer breaks. It is recommended that you refer to the Association for Science Education s booklet Be Safe! for further safety advice. Links to the National Curriculum relates directly to the programmes of study for Scientifi c Enquiry. The shading in the chart on the contents page shows which aspects of the Scientifi c Enquiry programme of study are addressed in each activity. The investigative focus of each activity is indicated with an x. The contexts for the investigations are derived from the programmes of study for Life Processes and Living Things, Materials and their Properties and Physical Processes. Each activity has also been coded (on the contents page) to indicate its main relationship with these aspects of the programmes of study. Safety Some safety notes are written on the sheets. In addition your attention is drawn to the following: pg 16 Pour bleach or disinfectant on the mould culture to destroy it. Be careful when opening the jar not to release spores to the air. Soak the culture overnight. Seal it in a polythene bag before placing it in a dustbin. The glass containers may be washed after soaking and reused. 4

5 Links to the National Curriculum supports the following elements of the programmes of study for Scientifi c Enquiry (Sc1). Ideas and evidence in science 1 Pupils should be taught: a b that science is about thinking creatively to try to explain how living and non-living things work, and to establish links between causes and effects that it is important to test ideas using evidence from observation and measurement. Investigative skills 2 Pupils should be taught to: Planning a b c d ask questions that can be investigated scientifi cally and decide how to fi nd answers consider what sources of information, including fi rst-hand experience and a range of other sources, they will use to answer questions think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same Obtaining and presenting evidence e f g h use simple equipment and materials appropriately and take action to control risks make systematic observations and measurements, including the use of ICT for datalogging check observations and measurements by repeating them where appropriate use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner Considering evidence and evaluating i j make comparisons and identify simple patterns or associations in their own observations and measurements or other data use observations, measurements or other data 5

6 k l m decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made use their scientifi c knowledge and understanding to explain observations, measurements or other data or conclusions review their work and the work of others and describe its signifi cance and limitations. In addition addresses elements of the programme of study for Life Processes and Living Things (Sc2), Materials and their Properties (Sc3) and Physical Processes (Sc4). See the Contents list, page 3, for further information. 6

7 Tooth decay What you need: Dental mirror, disinfectant, container, water, coloured pencils. You have four different types of teeth in your mouth. Colour code the tooth chart using this table. Type of tooth Number on tooth Colour chart Incisors 1 and 2 red Canines 3 blue Premolars 4 and 5 yellow Molars 6 and 7 green Work in groups of four. Each of you will need a copy of this sheet. Think about what happens when you eat. Discuss what each type of tooth does. Predict which tooth type decays the most here: Use a dental mirror to look at each other s teeth. Record fi llings by showing a dot on the tooth, for example: Record missing teeth by showing a cross on the tooth, for example: Record the results of your group in this table: Name Total Number of teeth fi lled or missing Incisors Canines Premolars Molars Safety note: Always wash the mirror with disinfectant and rinse it in water before and after each person uses it. Compare the results for your group. Which type of tooth shows the most decay? Which shows the least? Was your prediction correct? EXTRA! Look in books to fi nd out how bacteria and sugar in your mouth cause tooth decay. Colin Hughes and Winnie Wade This page may be photocopied for use in the classroom only. 7

8 Step aerobics What you need: Stop watch, low bench or large block of wood. Your pulse rate shows how fast your heart is beating. Measure how much it changes when you exercise to fi nd out how fi t you are. Use your fi ngers to feel your pulse in either: your wrist or your neck. Work in a small group. Take turns to measure and record each other s pulse rate with a stop watch. Measure your pulse: before you start to exercise immediately after stepping on and off the bench as many times as you can in one minute three minutes after exercise fi ve minutes after excercise Tip: Measure your pulse rate for 20 seconds, then multiply by three to fi nd your pulse rate for one minute. Name Pulse rate (number of beats per minute) Before Immediately After 3 After 5 exercise after exercise minutes minutes What happened to your pulse rate immediately after the exercise? Safety note: You should not carry out this exercise if you have been ill or if you have had any respiratory (breathing) problems. After fi ve minutes? How long did it take your pulse rate to return to normal? EXTRA! Draw a bar chart to show the difference that exercising makes on your pulse rate. 8 Colin Hughes and Winnie Wade This page may be photocopied for use in the classroom only.

9 Big muscles, big jumps? 48 What you need: Metre ruler or tape measure, copy of the Investigation planner (page 48). The muscles in your lower leg pull on your skeleton allowing you to do a squat jump. So, do large lower leg muscles result in longer squat jumps? Design a fair test with four or fi ve of your classmates to investigate if the size of a squat jump is anything to do with the size of muscles. Use the Investigation planner (page 48) if you need help. My prediction is: The the muscles, the the squat jump because How I will carry out the test How many jumps should each person make? Our results were I found that This happens because The evidence I collected supports*/does not support* the prediction I made (*cross out one of these). EXTRA! Design an investigation to fi nd out if another part of the body affects the size of squat jumps. Colin Hughes and Winnie Wade This page may be photocopied for use in the classroom only. 9