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MATERIALS AND CHANGING STATES JUNIOR EDUCATION TOPICSPHOTOCOPIABLE 1 Photocopy or download from:SEE PAGES 2–3

Choosing materialsLook at the two pictures: the girl on the bike and the girl in her swimming costume. Think about the clothes they are wearing and the equipment they have, then fi ll in the table below.

Object Task Material Why it was chosen

Bicycle frame

Tyres

Helmet

Coat

Sunglasses

Goggles

Armband

Towel

Bag

Swimsuit

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• Collect a range of different carrier bags like the ones given away by supermarkets.• Go for as much variety as possible – different sizes, different styles and different handles.• What qualities would customers be looking for in a bag?• List the ways in which the bags are different.• Test the strength of the bags carefully using large tins of baked beans. Make sure the test is fair. Record the results on the chart below.

Name of bag Where the bag broke Number of tins used

• What qualities did the most successful bag have?

Happy shopper

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In a state• The statements below describe changes that can happen to different materials. Discuss them with a partner and then try to match each one to the correct process. • Write an ‘R’ or an ‘I’ next to each statement to show if you think the change is reversible or irreversible.

Change Process

Water in a puddle when the Sun comes out. Filtering

Chocolate left close to a warm heater. Freezing

Window misting up in the kitchen. Boiling

Sugar stirred into hot coffee. Evaporating

Water in the kettle with steam rising. Drying

Fruit drink in moulds left in the freezer. Dissolving

Washing that has been pegged out on a windy day.

Melting

Using materials in a funnel to clean dirty water.

Condensing

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Mittens templateCut out this template and it use to make your own mittens.

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Use this sheet, along with the template, to make your own mittens.

• Once you have cut out your template, place it on top of your chosen material and draw around it. • Cut out two pieces of the same material to make one mitten. If you are using fabric, stitch the two pieces together. If it is a non-fabric material, such as bubble wrap, you can tape the two pieces together (see below).• To make an insulated mitten, you need to cut out six different layers. Cut two pieces of the material, two pieces of lining fabric and two pieces of insulated material. Look at the diagram below to see which order the different materials go in. Once you have layered your mitten correctly, oversew around the edges and blanket stitch around the opening.• Now you can decorate your fi nished mitten.

How to make mittens

Oversew around the edges

Blanket stitch around the opening

Lining fabric

Decorate your fi nished mitten

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Fasten the two layers together with tape

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How to make a hat

1. Measure round the widest part of your head and add on 4cm to allow for a seam. (If you are using thick material allow 6–8cm.)

2. Place the layers of material in the order shown above. Sew a running stitch around the three edges as shown, then turn inside out to hide the seams.

3. Join the short edges together to make a tube. Sew a gathering running stitch along the open edge.

5. Turn the hat inside out and add decorations: ear fl aps, pom-poms, shapes – whatever you want!

Circumference of head and seam allowance

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MATERIALS AND CHANGING STATES JULY 2006 JUNIOR EDUCATION TOPICSPhotocopy or download from:SEE PAGE 16

The water cycle• The paragraphs below describe the main stages of the water cycle, but they have been jumbled up. • Cut them into strips and discuss each one with a partner. Can you put them back into the right order?

Teachers’ notesFor the correct order of the water cycle go online to www.scholastic.co.uk/magazines/worksheets-jet.htm and download the answer sheet.

The cycle starts when the heat from the Sun evaporates water from the sea and the land, converting it into invisible water vapour.

Rivers return the water to the sea and the cycle is able to start all over again.

The droplets inside the cloud link together to make bigger drops. When they are large and heavy enough they begin to fall as either rain or snow, depending

on the temperature at the time.

The water cycle – also known as the ‘hydrological cycle’ – was fi rst described by the Greek scientist and mathematician, Thales, over 2,500 years ago.

The water vapour rising into cold air condenses into tiny drops of water. Millions of these tiny drops will form into a cloud. If the air is very cold the drops

may turn into ice.

Some of the moisture that falls as rain or snow runs off the land and fi nds its way into rivers and streams. Some of these rivers may be specially dammed to fi ll reservoirs. Water that soaks through porous rocks underground help to

feed rivers from springs.

PHOTOCOPIABLE B

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MATERIALS AND CHANGING STATES JUNIOR EDUCATION TOPICSONLINE PHOTOCOPIABLE PAGE 1 Photocopy or download from:

English NationalCurriculumMaterials

The information and activities in this issue are designed to help you teach the knowledge, skills and understanding of the Programme of Study for Science at Key Stage 2 through a study of materials. The content also supports QCA Science

Units 3C, 4D and 5D. Specifi c links are detailed below.

Pages 2-3 Bend, stretch and fl ex!Programme of study: scienceSc1 Scientifi c enquiryPupils should be taught to:2a) ask questions that can be investigated scientifi cally and decide how to fi nd answers b) consider what sources of information, including fi rst-hand experience, they will use to answer questions.

Sc3 Materials and their propertiesPupils should be taught:1a) to compare everyday materials and objects on the basis of their material properties, including hardness, strength, fl exibility and magnetic behaviour, and to relate these properties to everyday uses of the materials.

Breadth of studyPupils should be taught:1a) through a range of domestic and environmental contexts that are familiar and of interest to them b) through looking at the part science has played in the development of many useful things2a) to use appropriate scientifi c language and terms.

English linkEn3 WritingPupils should be taught:1b) to broaden their vocabulary and use it in inventive ways.

QCA linkQCA Science Unit 3C – Characteristics of materials

Pages 4-5 Sorting machinesProgramme of study: scienceSc1 Scientifi c enquiryPupils should be taught to:2a) ask questions that can be investigated scientifi cally and decide how to fi nd answers b) consider what sources of information, including fi rst-hand experience, they will use to answer questions c) think about what might happen, what kind of evidence to collect, what equipment to use e) use simple equipment and materials appropriately and take action to control risks.

Sc3 Materials and their propertiesPupils should be taught:3a) how to separate solid particles of different sizes by sieving e) to use knowledge of solids, liquids and gases to decide how mixtures might be separated.

Design and technology linkPupils should be taught:2a) to select appropriate tools and techniques for making their product d) to measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately.

QCA linkQCA Science Unit 4D – Solids, liquids and how they are separated

Pages 6-7 Changing statesProgramme of study: scienceSc1 Scientifi c enquiryPupils should be taught:



EnglishNational Curriculum

Materials (continued)1b) that it is important to test ideas using evidence from observation and measurement2a) to ask questions that can be investigated scientifi cally and decide how to fi nd answers b) to consider what sources of information, including fi rst-hand experience, they will use to answer questions c) to think about what might happen, what kind of evidence to collect, what equipment to use d) to make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same e) to use simple equipment and materials appropriately and take action to control risks f) to make systematic observations and measurements.

Sc3 Materials and their propertiesPupils should be taught:1b) that some materials are better thermal insulators than others.2b) to describe changes that occur when materials are heated or cooled c) that temperature is a measure of how hot or cold things are d) about reversible changes, including dissolving, melting, boiling, condensing, freezing and evaporating.

Mathematics linkMa4 Handling dataPupils should be taught:1a) to select and use handling data skills when solving problems in other areas of the curriculum, particularly science.

Breadth of studyPupils should be taught:1d) to apply their measuring skills in a range of contexts.

QCA linkQCA Science Unit 4D – Solids, liquids and how they

are separated, Unit 5D Changing state

Pages 9-11 Textile booksProgramme of study: EnglishEn3 WritingPupils should be taught:1b) to broaden their vocabulary and use it in inventive ways c) to use a language and style appropriate to the reader.

Breadth of studyPupils should be taught:9a) to imagine and explore feelings and ideas, focusing on the creative uses of language and how to interest the reader10) to use writing to help their thinking, investigating, organising and learning.

Programme of study: scienceSc4 Physical processesPupils should be taught:3e) that sounds are made when objects vibrate.

Breadth of studyPupils should be taught through:1a) a range of domestic and environmental contexts that are familiar and of interest to them.

Art and design linkPupils should be taught:2a) to investigate and combine visual and tactile qualities and processes and to match these qualities to the purpose of the work.

Design and technology linkPupils should be taught:2d) to measure, mark out, cut and shape a



EnglishNational Curriculum Materials(continued)

range of materials, and assemble, join and combine components and materials accurately.


Pages 12-13 Science frictionProgramme of study: scienceSc1 Scientifi c enquiryPupils should be taught:2c) think about what might happen, what kind of evidence to collect, what equipment to use d) make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same.

Sc4 Physical processesPupils should be taught:2b) that objects are pulled downwards because of the gravitational attraction between them and the Earth c) about friction, including air resistance, as a force that slows moving objects and may prevent objects from starting to move d) when object are pushed or pulled, an opposing pull or push can be felt e) how to measure forces and identify the direction in which they act.

Breadth of studyPupils should be taught through:1b) looking at the part science has played in the development of many useful things.

Pages 14-15 Body warmersProgramme of study: scienceSc1 Scientifi c enquiryPupils should be taught:1b) that it is important to test ideas using evidence from observation and measurement

2a) to ask questions that can be investigated scientifi cally and decide how to fi nd answers c) to think about what might happen, what kind of evidence to collect, what equipment to use d) to make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same e) to use simple equipment and materials appropriately and take action to control risks f) to make systematic observations and measurements h) to 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.

Sc3 Materials and their propertiesPupils should be taught:1a) to compare everyday materials and objects on the basis of their material properties, including hardness, strength, fl exibility and magnetic behaviour, and to relate these properties to everyday uses of the materials1b) that some materials are better thermal insulators than others.

Breadth of studyPupils should be taught through:1a) a range of domestic and environmental contexts that are familiar and of interest to them b) looking at the part science has played in the development of many useful things.




EnglishNational Curriculum Materials(continued)

Page 16 From raindrop to riverProgramme of study: EnglishEn3 WritingBreadth of study9) The range of purposes for writing should include: a) to imagine and explore feelings and ideas, focusing on creative uses of language and how to interest the reader.12) The range of forms of writing should include poems.

Geography linkBreadth of studyPupils should be taught through themes:6c) water and its effects on landscapes and people, including physical features of rivers or coasts.

QCA linkQCA Science Unit 5D – Changing state



Northern IrelandNational Curriculum

MaterialsThe content of this issue will provide an opportunity to develop and reinforce knowledge, understanding and skills in scientifi c enquiry

and investigation at Key Stage 2 through a study of materials. Specifi c links are detailed below.

Pages 2-3 Bend, stretch, fl ex!Science and technology Knowledge and understandingPupils should be given opportunities to:• make observations• ask and answer questions• develop oral, written and graphic communication skills.

Materials – propertiesPupils should be given opportunities to:a) investigate similarities and differences in materials and objects and sort them according to their propertiesc) investigate the properties of materials and how these relate to their uses.

Pages 4-5 Sorting machinesScience and technology Investigating and makingPlanningPupils should be given opportunities to:b) suggest ideas that can be investigated and make productsc) choose materials and components when planning what to makee) plan what they are going to make and talk about the materials and components they could use.

Carrying out and makingPupils should be given opportunities to:b) develop manipulative skills using a range of materials and toolsc) record what they have done and observed using appropriate methodsg) develop competence in the safe use of tools and techniques to cut, shape and join materials.

Materials – propertiesPupils should be given opportunities to:a) investigate similarities and differences in materials and objects, and sort them according to their properties.

Pages 6-7 Changing statesScience and technology Investigating and makingPlanningPupils should be given opportunities to:a) recognise a fair testb) suggest ideas that can be investigated and make products.

Carrying out and makingPupils should be given opportunities to:c) record what they have done and observed using appropriate methodsd) make decisions about what, when and how to measuree) carry out a fair testf) make observations and measurementsh) record fi ndings choosing appropriate methods.

Interpreting and evaluatingPupils should be given opportunities to:a) present fi ndings using appropriate methodsd) choose methods to present their results and make a record of their conclusions.

Materials – changePupils should be given opportunities to:a) investigate everyday substances that dissolve in waterb) investigate the changes of state brought about by heating and coolingd) relate changes of state to the water cycle.



Northern IrelandNational Curriculum

Materials (continued)

Mathematics linkMeasuresPupils should be given opportunities to:d) choose and use metric units and measuring units in a variety of situations.

Pages 9-11 Textile booksScience and technologySoundPupils should be given opportunities to:a) investigate how sounds are produced when objects vibrateb) investigate that sound travels through a variety of materials.

English – writingContextWriting will arise from different experiences and contexts:• responses to their reading• aspects of various areas of study and cross-curricular themes.

Expected outcomesPupils should be given opportunities to:c) observe the different conventions and structures demanded by various forms of writing.

Art and design linkInvestigating and realisingPupils should be given opportunities to:c) experiment with and discover the characteristics of a range of materials and processesf) collect, examine, select and use resource materials to inform thinking and contribute to the development of ideas.

Pages 12-13 Science fi ctionScience and technologyInvestigating and makingPlanningPupils should be given opportunities to:a) recognise a fair testb) suggest ideas that can be investigated and make products.

Carrying out and makingPupils should be given opportunities to:b) develop manipulative skills using a range of materials and toolsc) record what they have done and observed using appropriate methodsd) make decisions about what, when and how to measuree) carry out a fair testf) make observations and measurementsh) record fi ndings choosing appropriate methods.

Interpreting and evaluatingPupils should be given opportunities to:c) talk about what they have made in terms of materials, colour, size or shape and make suggestions for improvemente) use results to draw conclusions and make comparisonsf) evaluate what they have made, in terms of fi tness for purpose, and suggest improvements.

Physical processesForces and energyPupils should be given opportunities to:c) investigate how forces can affect the movement and shape of objectsd) investigate the effect of friction on the movement of objects.



Northern IrelandNational Curriculum Materials(continued)

Pages 14-15 Body warmersScience and technologyInvestigating and makingPlanningPupils should be given opportunities to:a) recognise a fair testb) suggest ideas that can be investigated and make products.

Carrying out and makingPupils should be given opportunities to:b) develop manipulative skills using a range of materials and toolsc) record what they have done and observed using appropriate methodsd) make decisions about what, when and how to measuree) carry out a fair testf) make observations and measurementsh) record fi ndings choosing appropriate methods.

Interpreting and evaluatingPupils should be given opportunities to:c) talk about what they have made in terms of materials, colour, size or shape and make suggestions for improvemente) use results to draw conclusions and make comparisonsf) evaluate what they have made, in terms of fi tness for purpose, and suggest improvements.

Materials – propertiesPupils should be given opportunities to:a) investigate similarities and differences in materials and objects and sort them according to their propertiesc) investigate the properties of materials and how these relate to their uses.

Page 16 From raindrop to riverEnglish – writingContextOpportunities to write should include:• various areas of study and cross-curricular themes.

RangePupils should be given opportunities to write in different forms and develop control of the different conventions of these forms.Their writing should include:• poems.

PurposePupils should be given opportunities to:• describe.

Science and technologyMaterials – changePupils should be given opportunities to:d) relate changes of state to the water cycle.



Scottish 5–14National Guidelines

– MaterialsThe information and activities in this issue support the framework for Environmental Studies: Society, Science and Technology, and will help you to develop children’s knowledge, skills and understanding of scientifi c enquiry and

investigation through a study of materials.

Pages 2-3 Bend, stretch and fl ex!Society, Science and TechnologyKnowledge and understanding – Earth and spaceMaterials Pupils should be able to:• make observations of differences in the properties of common materials. Level B.• relate uses of everyday materials to properties. Level B.

Skills in social subjects – enquiryPupils should be able to:• select and record information for a given purpose. Levels B-E .• process/classify information in a variety of ways. Levels B-E .

Pages 4-5 Sorting machinesSociety, Science and TechnologySkills in science – investigatingPupils should be able to:• suggest a question for exploration and decide how they might fi nd an answer. Levels C-E .• suggest some ways of making a fair test. Levels B-D.

Carrying out tasksPupils should be able to:• select and use appropriate measurement devices or make appropriate observations. Levels C-D.• record fi ndings in a range of ways. Levels C-E .

Knowledge and understanding – Earth and spaceMaterialsPupils should be able to:• describe how solids of different sizes can be separated. Level C .

Changing materialsPupils should be able to:• explain how evaporation and fi ltration can be used in the separation of solids from liquids. Level D.

Knowledge and understanding – technologyPupils should be able to:• show that tools and materials can be used to turn an idea into a solution. Level B.

Pages 6-7 Changing statesSociety, Science and TechnologyKnowledge and understanding – Earth and spaceChanging materialsPupils should be able to:• describe changes when materials are mixed. Level C .• distinguish between soluble and insoluble materials. Level C .• describe the changes that occur when water is heated or cooled. Level C .• explain how evaporation and fi ltration can be used in the separation of solids from liquids. Level D.• describe the effect of temperature on solubility. Level E .




– Materials (continued)Skills in science – investigatingPupils should be able to:• suggest a question for exploration and decide how they might fi nd an answer. Levels C-E .• suggest some ways of making a fair test. Levels B-D.


Review and reporting on tasksPupils should be able to:• make a short report. Levels C-E .• explain what happened. Level C-D.• make links to predictions. Levels C-E .• identify limitations of the approach used. Level D.• suggest improvements to the approach used. Level E .

Mathematics linkMeasure and estimatePupils should be able to:• read scales on measuring devices. Levels B-D.• select appropriate measuring devices and units. Level D.

Pages 9-11 Textile booksEnglish Language Writing – imaginative writingPupils should be able to:• write a brief and imaginative story, using appropriate organisation and vocabulary. Levels C-E .

Reading – awareness of genrePupils should be able to:• identify features of form and content in different types of text. Levels C-E .

Art and design linkPupils should be able to:• solve problems or tasks by selecting and organising 2- and 3-dimensional materials. Level B.• convey feelings, ideas and emotions in 2- and 3-dimensions. Levels C-D.

Pages 12-13 Science frictionSociety, Science and TechnologySkills in science – investigatingPupils should be able to:• suggest a question for exploration and decide how they might fi nd an answer. Levels C-E .• suggest some ways of making a fair test. Levels B-D.


Review and reporting on tasksPupils should be able to:• make a short report. Levels C-E .• explain what happened. Level C-D.• make links to predictions. Levels C-E .• identify limitations of the approach used. Level D.• suggest improvements to the approach used. Level E .




– Materials (continued)Pages 14-15 Body warmersSociety, Science and TechnologySkills in science – investigatingPupils should be able to:• suggest a question for exploration and decide how they might fi nd an answer. Levels C-E .• suggest some ways of making a fair test. Levels B-D.


Review and reporting on tasksPupils should be able to:• make a short report. Levels C-E .• explain what happened. Level C-D.• make links to predictions. Levels C-E .• identify limitations of the approach used.

Level D.• suggest improvements to the approach used. Level E .Knowledge and understanding – Earth and spaceMaterials Pupils should be able to:• make observations of differences in the properties of common materials. Level B.• relate uses of everyday materials to properties. Level B.

Page 16 From raindrop to riverEnglish Language Writing – imaginative writingPupils should be able to:• write a brief and imaginative poem, using appropriate organisation and vocabulary. Levels C-E .

Reading – awareness of genrePupils should be able to:• identify features of form and content in different types of text. Levels C-E .



Wales NationalCurriculumMaterials

The content of this issue will provide an opportunity to develop and reinforce knowledge, understanding and skills in scientifi c enquiry and investigation at Key Stage 2 through a study of materials. Specifi c links are detailed below.

Pages 2-3 Bend, stretch, fl ex!ScienceScientifi c enquiry2. Communication in sciencePupils should be taught:1. to report their work clearly in speech and writing using scientifi c vocabulary.

Materials and their properties1. Grouping and classifying materialsPupils should be taught:1. to compare everyday materials on the basis of their properties, and to relate these properties to everyday uses of materials.

Pages 4-5 Sorting machinesScienceMaterials and their properties3. Separating mixtures of materialsPupils should be taught:1. that solid particles of different sizes can be separated by sieving.

Scientifi c enquiry1. The nature of sciencePupils should be taught:3. that scientifi c ideas can be tested by means of information gathered from observation and measurement.

3. Investigative skillsPupils should be taught:1. to turn ideas suggested to them and their own ideas into a form that can be investigated2. that asking questions and using their knowledge and understanding can be useful when planning what to do

7. to use equipment and other resources correctly, taking action to control risks.

Design and technology link3. Making skillsPupils should be taught:1. to plan the making of their product2. to select appropriate materials, equipment, tools and techniques.

Pages 6-7 Changing statesScienceScientifi c enquiry1. The nature of sciencePupils should be taught:1. to apply their ideas and knowledge and understanding of science when thinking about and investigating phenomena in the world around them.

3. Investigative skillsPupils should be taught:1. to turn ideas suggested to them and their own ideas into a form that can be investigated4. that in situations where the factors can be identifi ed and controlled a fair test may be carried out7. to use equipment and other resources correctly, taking action to control risks8. to make careful observations and measurements, and record them appropriately.

Materials and their properties1. Grouping and classifying materialsPupils should be taught:2. that some materials are better thermal insulators than others.



WalesNational Curriculum

Materials (continued)2. Changing materialsPupils should be taught:1. to explore changes in materials and recognise those that can be reversed and those that cannot2. that dissolving, melting, condensing, freezing and evaporating are changes that can be reversed5. that mixing materials, eg. adding salt to water, can cause them to change6. that heating or cooling materials can cause them to change7. that temperature is a measure of how hot or cold things are8. the part played by evaporating and condensation in the water cycle.

Mathematics linkShape, space and measures3. Understanding and using measuresPupils should be taught:2. to choose and use appropriate measuring instruments, and read scales to an increasing degree of accuracy.

Pages 9-11 Textile booksEnglish – writing1. RangePupils should be taught:2. to write in response to a variety of stimuli6. to write for an extended range of audiences.

2. SkillsPupils should be taught:2. to use the features of the chosen forms when writing for different purposes.

SciencePhysical processes3. Light and soundPupils should be taught:6. that sounds are made when objects vibrate.

Design and technology link2. Designing skillsPupils should be taught:2. use information sources to generate ideas for products.

3. Making skillsPupils should be taught:1. to plan the making of their product2. to select appropriate materials, equipment, tools and techniques.

Art and design link2. MakingPupils should be taught:3. use their experience and knowledge of different materials, tools and techniques experimentally and expressively.

Pages 12-13 Science frictionScience Scientifi c enquiry3. Investigative skillsPupils should be taught:4. that in situations where the factors can be identifi ed and controlled a fair test may be carried out.

Physical processes2. Forces and motionPupils should be taught:1. to measure forces between objects and fi nd out how the forces change in size2. that forces act in particular directions3. that forces can make things speed up, slow down or change direction6. about friction, including air resistance, as a force between surfaces which slows moving objects.



WalesNational Curriculum Materials(continued)

Pages 14-15 Body warmersScienceScientifi c enquiry1. The nature of sciencePupils should be taught:3. that scientifi c ideas can be tested by means of information gathered from observation and measurement.

2. Communication in sciencePupils should be taught:2. to use a range of methods, including diagrams, drawings, graphs, tables and charts, to record and present information.

Materials and their properties1. Grouping and classifying materialsPupils should be taught:1. to compare everyday materials on the basis of their properties, and to relate these properties to everyday uses of materials2. that some materials are better thermal insulators.

3. Investigative skillsPupils should be taught:1. to turn ideas suggested to them and their own ideas into a form that can be investigated2. that asking questions and using their knowledge and understanding can be useful when planning what to do3. to decide what information should be collected

4. that in situations where the factors can be identifi ed and controlled a fair test may be carried out8. to make careful observations and measurements and record them appropriately.

Page 16 From raindrop to riverEnglish – writing1. RangePupils should be taught:1. to write for varied purposes, understanding that writing is essential to thinking and learning2. to write for an extended range of readers3. to write in response to a wide range of stimuli, including poems4. to use the characteristics of different kinds of writing.

2. SkillsPupils should be taught:1. to use writing as a means of developing, organising and communicating ideas2. to write for a wider range of purposes, including making judgements about when a particular style, format or choice of vocabulary is appropriate6. accumulate a bank of words that they can spell correctly.

ScienceMaterials and their properties2. Changing materialsPupils should be taught:


PHOTOCOPIABLE Photocopy or download from: MATERIALS AND CHANGING STATES JULY 2006 JUNIOR EDUCATION TOPICS

River journey

SEE PAGE 16

I was born high in the hills,jumped over stones,chuckling and laughing.I listened to winds playing in the heather.

I grew into a bubbling burn,wandered through fi elds,yellow with buttercups.I made music, singing songs in the sunshine.

I became a shining stream,wound my way among stones,silver with darting fi sh.I danced with long shadows in the evening.

I hurried over rocks, under bridges, grown-up at last,my waters wide and deep, tillI tumbled into the open arms of the sea.

Moira Andrew

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JULY 2006 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE MATERIALS AND CHANGING STATES Photocopy or download from:

GLOSSARYMaterials

• Absorbent: Describes a material that is able to soak up liquid well.

• Boiling point: The temperature at which a liquid turns into a gas. The boiling point of water is 100ºC.

• Condensation: A process of gas cooling to form a liquid – for example, rain falling from clouds.

• Conductor: A material or substance that will allow heat or electricity to fl ow through it.

• Dissolve: To mix a solid into a liquid so that it seems to disappear and become part of the liquid.

• Evaporation: The process by which a liquid warms up and turns into a gas.

• Filtering: The process used to separate small particles from a liquid.

• Gas: An air-like substance that expands to fi ll any space available.

• Insulator: A material or substance that does not allow electricity or heat to fl ow through it.

• Liquid: A substance in this state will fl ow and take on the shape of the container it is in.

• Opaque: Describes a material through which light is unable to pass.

• Particle: A tiny portion of matter.

• Permeable: Describes a material that allows liquid to soak right through it.

• Solid: A substance in this state will keep its own shape.

• Solution: The name given to water and a substance that is dissolved in it.

• Translucent: Describes a material through which some light can travel.

• Transparent: Describes a material through which nearly all light will travel.

• Waterproof: Describes a material that will not allow water to pass through it.

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MATERIALS AND CHANGING STATES JUNIOR EDUCATION TOPICSPhotocopy or download from:

The water cycle – answers

(1) The water cycle – also known as the ‘hydrological cycle’ – was fi rst described by the Greek scientist and mathematician, Thales, over 2,500 years ago.

(2) The cycle starts when the heat from the Sun evaporates water from the sea and the land, converting it into invisible water vapour.

(3) The water vapour rising into cold air condenses into tiny drops of water. Millions of these tiny drops will form into a cloud. If the air is very cold the drops may turn into ice.

(4) The droplets inside the cloud link together to make bigger drops. When they are large and heavy enough they begin to fall as either rain or snow, depending on the temperature at the time.

(5) Some of the moisture that falls as rain or snow runs off the land and fi nds its way into rivers and streams. Some of these rivers may be specially dammed to fi ll reservoirs. Water that soaks through porous rocks underground help to feed rivers from springs.

(6) Rivers return the water to the sea and the cycle is able to start all over again.

SEE PAGE 16ONLINE PHOTOCOPIABLE 3



• Cloud cover in the sky is measured in ‘oktas’, in other words the number of eighths of the sky occupied by each type of cloud.

• From the school grounds, study the cloud formations at different times of the day over a period of a week. Identify the clouds that can be seen and the amount of sky they cover.

• Cloud cover can be estimated by eye alone but using a grid system makes observations more consistent.

• Try this method. Lay eight equally-sized mirrors on the ground, with a clear view of the sky (see illustration, below). Count up how many mirrors contain clouds. You can also match up part squares to make whole ones. Results will then be in oktas. For example, if three mirrors are fi lled with cloud, the coverage is 3 oktas; if they sky is cloudless, the coverage is 0 oktas.

How are clouds measured?

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Word bank (1)Materials

Wood Silk

Steel Polyester

Silver Wool

Aluminium Acrylic

Chrome Glass

Plastic Rubber

Polystyrene Foam

PVC Ceramic

ONLINE PHOTOCOPIABLE 1 SEE PAGES 2–3



Word bank (2)

Transparent Strong

Opaque Weak

Translucent Tough

Rough Brittle

Smooth Stiff

Magnetic Rigid

Non-magnetic Flexible

Hard Absorbent

Soft Waterproof

Properties of materials

ONLINE PHOTOCOPIABLE 2 SEE PAGES 2–3

Documents

Choosing materialsimages.scholastic.co.uk/assets/a/18/6f/all-worksheets... · 2007-06-18 · scientiﬁ cally and decide how to ﬁ nd answers b) to consider what sources