primary

Practical Work

in Primary Science

Explore…









Discover…









Inspire…

Foreword





What do I really remember about doing science at

school? Making a cardboard aeroplane in physics,

colourful and explosive experiments in chemistry,

looking at the intricate structure of plants and bodies

down a microscope in biology. Above all, science is

a practical subject. Most of what we know about

how the world works was discovered, not by sitting

in a chair and thinking hard, but by getting hands-on:

pulling things apart, putting them back together,

testing out ideas. Practical science is all about Photograph by Dave Pra

tt

‘learning by doing’. Students achieve a deeper level

of understanding by finding things out for themselves,

and by experimenting with techniques and methods

that have enabled the secrets of our bodies, our

environment, the whole universe – to be discovered.



So – brains on, hands on, get practical!





Dr Alice Roberts

Anatomist

University of Bristol









“Practical work

mirrors the pioneering

investigative and

exploratory nature

of science”

Teacher response to SCORE questionnaire

www.score-education.org 1









Contents

Introduction 2



Activity grids 4



General health and safety guidance 6



Primary level activities:

Make friends with a tree: Living things 10

Peace at last: Sound 13

Making sandcastles: Materials 15

Curtains: Light 17

Bone mystery: Living things 19

Design a seed: Living things 21

Paper towel magic: Materials 23

Bishops can fly: Forces 24

Colour mixing: Materials 27



Transition focus: examples of lower

secondary activities:



Biology

No stomach for it: 32

Modelling the effect of antacid medication

Biodiversity in your backyard: 34

Fieldwork using your school playing field



Chemistry

A matter of balance: The combustion of iron wool 42

Red cabbage indicator: Making a pH indicator 44



Physics

Bolt from the blue: Timing a 100 m run accurately 48

Feeling the pressure: 51

Investigating the effects of atmospheric pressure



Further information 53









Biology Chemistry Physics

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Introduction

Hands-on learning experiences are valuable in helping students through

key to the development of skills and the transition from Key Stage 2 to 3.

the tying together of practical and There is a wide range of possible

theory. Good quality practical work purposes for including practical work

can not only engage students with in science lessons. Any particular

the processes of scientific enquiry, piece of work should have its

but also communicate the excitement purposes made explicit to pupils if

and wonder of the subject. they are to benefit fully from it. If not,

This booklet has been designed there is a danger of pupils seeing

to illustrate a range of reasons why practical work merely as a break

you might do practical work, and to from the more routine activities of

direct you to sources of high quality speaking, listening and writing.

practical activities for you to use in The activities chosen here illustrate

your classroom. Whilst the focus a range of purposes and highlight

of this booklet is practical work in different types of practical activity

primary science, a few secondary level that could be used to teach various

activities have also been included to topics in the science curriculum. The

highlight the importance of transition. selections are purely illustrative and

The lower secondary activities will be we recommend that you take a look

useful for teachers in schools where at the original sources (particularly

the age of transition is later than 11, www.practicalprimaryscience.org) for

e.g. middle schools. Many primary further examples, and use the directory

schools enhance their curriculum at the back of the booklet to help you

provision through links with colleagues find an activity to suit your needs.

in secondary schools, and this can be

www.score-education.org 3









The experiments have been

categorised into Lower Primary

(age 4-7), Upper Primary (age 8-11),

and Lower Secondary (age 12-14).

Often, however, activities can be

adapted for use with more than one

age group. The activities have also

been categorised by purpose, and

as you will see in the table, many of

the activities fall into more than one

category: Investigations including

teamwork, Extended enquiry,

Challenging existing ideas, Out

of the classroom, Use of ICT, The

‘messiness’ of real data, Stimulating

demonstrations, and Developing skills.

We would encourage Science

Coordinators to look at what is being

offered in terms of practical work within

their own institutions and ensure that

the full range of purposes are covered.

A blank table has been provided that

could be photocopied and completed.









“Science without practical is like

swimming without water.”

Teacher response to SCORE questionnaire

4 www.score-education.org









Activities categorised by level

and purpose









Investigations inc. teamwork









The ‘messiness’ of real data

Stimulating demonstrations

Challenging existing ideas

Out of the classroom

Lower Secondary





Extended enquiry









Developing skills

Lower Primary

Upper Primary









Use of ICT

Primary Science

Make friends with a tree: Living things X X X X

Peace at last: Sound X X

Making sandcastles: Materials X X X X

Curtains: Light X X X

Bone mystery: Living things X X X X X

Design a seed: Living things X X X

Paper towel magic: Materials X X X

Bishops can fly: Forces X X X X

Colour mixing: Materials X X X

Biology

No stomach for it X X X

Biodiversity in your backyard X X X X X X X

Chemistry

A matter of balance X X X

Red cabbage indicator X X X

Physics

Bolt from the blue X X X

Feeling the pressure X X X X

Lower Primary

Upper Primary

Lower Secondary

Investigations inc. teamwork

Extended enquiry

Challenging existing ideas

Out of the classroom

Use of ICT

www.score-education.org









The ‘messiness’ of real data

Stimulating demonstrations

Complete this table with your own

activities, and assess their purposes









Developing skills

5

6 www.score-education.org







General health

and safety guidance

See the health and safety notes in each experiment. The following is

general guidance.

Health and safety in school science affects all concerned: teachers and

classroom assistants, their employers, pupils, their parents or guardians,

as well as authors and publishers.

These guidelines refer to procedures in the United Kingdom. If you are

working in another country you may need to make alternative provision.



Health & safety checking Teachers’ and their employers’

As part of the reviewing process, responsibilities

the experiments in this booklet have Under the COSSH Regulations,

been checked for health and safety. the Management of Health and

In particular, we have attempted to Safety at Work Regulations, and

ensure that: other regulations, employers are

• all recognized hazards have responsible for making a risk

been identified, assessment before hazardous

• suitable precautions are suggested, procedures are undertaken or

• where possible, the procedures hazardous chemicals used or made.

are in accordance with commonly Teachers are required to cooperate

adopted model (general) risk with their employers by complying

assessments, with such risk assessments.

• where model (general) risk However, teachers should be

assessments are not available, aware that mistakes can be made.

we have done our best to judge Therefore, before carrying out any

the procedures to be satisfactory practical activity, teachers should

and of an equivalent standard. always check that what they are

proposing is compatible with their

Assumptions employer’s risk assessments and

It is assumed that: does not need modification for their

• pupil behaviour is properly managed, particular circumstances. Any local

• schools follow the guidance in rules issued by the employer must

ASE ‘Be Safe’, 3rd Edition, 2001, always be followed, whatever is

• hand-washing facilities are recommended in this booklet.

readily available.

www.practicalprimaryscience.org 7









Reference material Special risk assessments

Model (general) risk assessments Special risk assessments are

have been taken from, or are unlikely to be needed in primary

compatible with: science. However, only you can know

ASE Be Safe, 3rd Edition, 2001 when your school needs a special

CLEAPSS Guide L5p Safe Use of risk assessment. But, thereafter, the

household and other chemicals responsibility for taking all the steps

And other relevant CLEAPSS demanded by the regulations lies

publications (www.cleapss.org.uk) with your employer.



Procedures

Clearly, you must follow whatever

procedures for risk assessment your

employers have laid down. As far

as we know, almost all the practical

work and demonstrations in this

booklet are covered by the model

(general) risk assessments detailed

in the above publications, and so,

in most schools, you will not need

to take further action, other than to

consider whether any customisation

is necessary for the particular

circumstances of your school

or class.

Primary level

activities

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Introduction

Practical work lies at the heart of primary science.

Children need opportunities to develop practical and

enquiry skills in order to engage with the world in a

scientific way and to make sense of what they are

learning about living things, the environment, materials

and physical processes. Hands-on experience promotes

curiosity and engagement and provides opportunities

for the discussion and questioning which develop

understanding. Practical work can take place inside

or outside the classroom, and can happen at any

point in a unit of work or lesson. It may be a five

minute demonstration, a short activity to practise

using an unfamiliar piece of equipment or an extended

enquiry. What it must be is a varied and integral part

of the learning process which promotes thinking as

well as doing.



Upper primary activities:

Make friends with a tree: Living things

Peace at last: Sound

Making sandcastles: Materials

Curtains: Light

Bone mystery: Living things

Design a seed: Living things

Paper towel magic: Materials

Bishops can fly: Forces

Colour mixing: Materials









“Practical work is doing

”

things with stuff.

11 year old pupil

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Make friends with a tree:

Living things



Introduction

This outdoor activity for younger children encourages them to make

observations using their senses and respond to the natural world. It develops

the vocabulary for describing and comparing which leads to sorting, identifying

and classifying living things. It can be developed into an extended study.

It could also be used as an introductory activity for older children.



Lesson organisation rubbing their eye and transferring

Children work in groups with an infectious organisms to another

adult per group. Older children who person on their hand. The school

can work independently could work will probably already have procedures

in pairs. in place to avoid any casual transfer

For this activity you will need from an infected child.

an area with a number of trees of 2 When carrying out fieldwork with

different sizes and species in fairly primary age children follow the

close proximity to each other. Mixed guidance and safety code on p32

woodland is ideal but parks or school and 33 of Be Safe!

grounds may also be suitable. Be aware that some plants are

poisonous and others may cause

Equipment and materials skin irritation if touched. (See Be

• Blindfolds, 1 per group or pair is Safe! p31).

generally sufficient (see note 1) Children should not explore their

tree using the sense of taste and

Optional: should avoid smelling blossom if

• Small bags or other containers they suffer with hay fever.

for collecting leaves, twigs etc Children should wash their hands

• Crayons or graphite sticks and as soon as possible after the activity

paper for making rubbings and before eating.

• Digital camera(s) 3 Explain to the children how to lead

Very young children may forget by a blindfolded child steadily and carefully

the end of the activity which tree is so that they do not accidentally bump

theirs. A sketch map or simple way into objects or trip over.

of temporarily labelling the trees will

enable the adults to keep a record. Procedure

a One child in each pair or group is

Technical notes and safety blindfolded and another child leads

1 If any children show signs of an them, by a roundabout route, to the

eye infection they should be given trunk of a tree.

an individual blindfold. Many eye b They explore the tree by feeling the

infections are not infectious but those texture and shape of the trunk and

caused by bacteria or viruses are. hugging it to feel its size. If there are

Note though that such eye infections leaves, blossom or fruits within easy

can be transmitted by one pupil reach these can also be explored.

www.practicalprimaryscience.org 11









Their partner or group members in enough detail

can guide them to touch distinctive that the children

features which may be useful for who were not in

recognising / identifying the tree their group can

later. Encourage children to describe identify the tree.

what they can feel. Children may g To extend the

also notice if any part of the tree has activity back into

a distinctive smell and can consider the classroom children collect

the sound made by the wind or their leaves, seeds etc preferably from the

hands moving the leaves. Other ground around their tree or, if picking

children can be helped to prompt them, carefully and in small quantities

them with questions about what so as not to damage their ‘friend’.

they can feel, hear and smell. They can also take photographs

c The blindfolded child is then and bark rubbings. These can be

returned to the starting point (again used for further describing, sorting,

by a roundabout route) and, when the grouping and discussion activities to

blindfold is removed, is challenged to extend vocabulary and observation

identify the tree they ‘made friends skills. They can also be used to

with’. They will do this first by looking identify the species of tree, although

at the nearby trees and then by describing rather than naming is

repeating the actions they performed the focus of this activity. Children

when blindfolded to confirm they who are working with the same tree

have identified it correctly. Encourage can collaborate to make and record

the children to describe what they further observations.

are looking for e.g. ‘My tree is thin

enough for me to get my arms all the Teaching notes

way round and has a knobbly trunk.’ This activity can stimulate creative

‘I am looking for a tree with smooth responses through language and art.

bark. I had to open my arms very Children who have made detailed

wide to hug it so it is big and fat.’ observations and comparisons of

d When children have found their colour, texture and shape should be

tree encourage them to add to their able to respond to the experience

previous description by talking by writing poems or with a variety of

about what they can observe. art media e.g. by using a range of

e Repeat the activity until all drawing materials, making collages,

children have a tree friend. Children painting and making plaster casts.

who struggle with the descriptive If the trees are in a location which

vocabulary may gain confidence if can be visited regularly children can

taken to a tree that another member develop their understanding of

of their group has already described. seasonal change, growth and plant

f Practise using the descriptive reproduction by observing their tree

vocabulary by choosing individuals to over the course of one (or more) years.

describe their tree to the whole class

12 www.practicalprimaryscience.org









When working with older children Further information

measured data can be collected. The Woodland Trust

Height can be calculated from a www.naturedetectives.org.uk/,

photograph of the tree which includes Field Studies Council www.field-

an object of known height (using a studies-council.org/ and Science

metre stick makes the calculations and Plants for Schools (SAPS)

simple) or by use of a clinometer. www.saps.org.uk are all good

Younger children can estimate sources of identification charts

height using printouts of a digital and keys.

photograph of themselves with their Instructions for making and using

tree. If they cut themselves out of a clinometer can be found at

several copies of the picture they http://nrich.maths.org/public/viewer.

can use the cut-outs to estimate php?obj_id=5382.

how many times taller than

themselves the tree is.

www.practicalprimaryscience.org 13









Peace at last:

Sound



Introduction

This activity uses a story about all the sounds that keep Mr Bear awake at

night to introduce a problem for the children to solve. They identify loud and

quiet sounds and find ways to stop sounds from entering their ears. The activity

gives young children the opportunity to carry out a simple investigation with

a degree of independence.



Lesson organisation Procedure

The practical activity is carried out in a Read the story Peace at Last by

groups of six. Three children in each Jill Murphy. Encourage children to join

group will be the testers, covering in with the sounds. Discuss pleasant

their ears with each object in turn. and unpleasant sounds and times

The other three will together make when the children are noisy and

the sound of Mrs Bear snoring. when they want peace and quiet.

When each tester has evaluated b Talk about what Mr Bear does to try

all the objects the children swap and find peace e.g. moving from room to

roles and repeat the procedure. room, covering his head with the pillow.

c Ask the children what they can do

Equipment and materials if a loud sound is bothering them.

• A selection of suitable items for Suggestions are likely to include

covering the ears (1 of each per various ways of covering the ears.

group) e.g. small cushions or bath d Tell the children that Mr Bear would

sponges, hats with ear flaps, ear prefer to sleep comfortably in his own

muffs, headphones, coats with bed so he needs something to put

hoods. Children may also want over his ears so he is not disturbed

to suggest items. by Mrs Bear’s snoring. Explain that

they are going to test some different

Technical notes and safety ways of covering their ears so they

1 Warn children that it is dangerous can tell Mr Bear a way which is best

to put objects into their ears (except for keeping the sound out.

for ear plugs which are made for Show the children a collection

this). Do not have small objects, of objects and materials. Is there

which children might use in this way, anything easily accessible that the

available during the activity. children would also like to test?

2 Children should only cover their e Children then work in groups

own ears not each others. to carry out the investigation.

3 Be aware of children who have any A demonstration of how to make

hearing impairment and may have difficulty a realistic snoring sound may

in participating fully in this activity. be needed.

f When each group has reported

their findings write a letter to Mr Bear

(individually or as a piece of shared

writing) telling him the solution to

his problem.

14 www.practicalprimaryscience.org









Teaching notes way to shut out the sound or to order

This activity develops children’s the items tested from best to worst.

understanding that we hear sounds Fair testing can be introduced by

with our ears and that covering them considering whether the children

will stop all or some of the sound make the snoring sound the same

from going into the ears. loudness each time.

Depending on the age and To make links with music children

attainment of the children they may could use percussion instruments

be expected only to identify the best to make the snoring sound.

www.practicalprimaryscience.org 15









Making sandcastles:

Materials



Introduction

In this investigation children mix sand and water to find

the ideal proportions for making a sandcastle. It promotes

discussion as they agree on their criteria for identifying the

best mixture. The activity can be used across the primary

age range: younger pupils can make observations and

simple measurements in a familiar context while older

children are challenged by finding more sophisticated

ways to collect and present measured data.



Lesson organisation Procedure

This activity could be completed in a Introduce the activity by attempting

one lesson but may be extended, to demonstrate making a sandcastle

particularly with older children, to using dry sand. Children should

provide the time to explore and try recognise that you are unsuccessful

different ideas for data collection. because you have not added water.

Children work in small groups. Ask the children how much water

you need to add. There is unlikely to

Equipment and materials be a consensus so the challenge for

Each group will need: the class is to investigate ‘What is the

• Tray of dry sand, 1 best mixture of sand and water for

• Jug of water, 1 (more may be making sandcastles?’

needed if there is not an accessible b Provide each group with a tray

tap for refilling) of sand and jug of water. Other

• Small containers for making equipment should be available for

sandcastles the children to choose. The group

• A range of equipment for measuring will need to discuss how they will

volume e.g. beakers, measuring judge which is the most successful

cylinders sandcastle, in order to determine

• Other equipment such as a camera, which mixture is best. They will also

timers / stopwatches and masses need to consider how to present their

may also be requested by the findings clearly to the rest of the class

children. c Compare the results from each

group and discuss the reasons

Technical notes and safety for any differences.

1 Fine sand may blow or be rubbed

into the eyes. Sand should be Teaching notes

handled sensibly and pupils should The investigation question is open

be reminded not to touch their eyes. enough to stimulate discussion and

2 Wash hands after the activity. allow groups of children to make their

own decisions about what criteria

they will use and what measurements

or observations they will make.

16 www.practicalprimaryscience.org









Responses may range from a can support. Some methods of data

simple ranking of the sandcastles collection will be more successful

based on appearance, which could than others and children should be

be recorded by sketching or using a encouraged to evaluate different

digital camera, to measurements of methods suggested by the group.

how much weight each sandcastle

www.practicalprimaryscience.org 17









Curtains:

Light



Introduction

This activity encourages children to investigate and find a solution to an

everyday problem. They are presented with a letter from an individual, who

works nights and is having trouble sleeping through the day, as his curtains

do not block the sunlight entering the room. Using the knowledge that an

opaque material would be the best for replacement curtains, the children test

a collection of different samples, analysing the shadows formed and then

recording the light levels with a data logger.



Lesson Organisation positioned close to one another, if not

This activity can be carried out in touching, depending on strength of

an hour and is differentiated to three torch and sensitivity of the probe.

ability levels. 4 Make classroom as dark as

The children for all levels work possible by blackening out all

in pairs or small groups and are windows and switching off lights.

supported by class teacher and 5 Ensure children are aware that they

support staff if available. must not shine torchlights directly into

other children’s eyes.

Equipment and Materials

Each pair or group will need: Procedure

• Letter from individual a With the whole class, explain how a

• Selection of different materials letter has been received that morning

labelled A – H, extras for more able from an individual of your choice,

(see note 1) asking for some help. Go on to read

• Torch (see note 2) the letter to the class explaining how

• Shoebox without lid, one end cut this individual has a new job working

away and a white paper screen, as a security guard at a supermarket

stuck inside at the opposite end on the night shift. Identify how this

• Data logger and probe, if available means he has to sleep during the

(see note 3) day. Highlight how the noise is not

• Access to a computer causing him any problems because

the children are at school and his wife

Technical Notes and Safety is at work, but the light of the spring

1 Do not make material samples too sunshine is keeping him awake.

large, check a complete shadow can Explain that he wants to resolve the

be made on the shoebox screen. problem, as he is very sleepy, and

2 Check that all torches have working thinks the best way is to change his

bulbs and strong battery power. curtains, but he doesn’t know what

3 Refer to data logger manuals to buy. He has asked that, together,

for operating instructions. When the class investigate the best way

recording light levels with the light to block out the light coming into

probe of the data logger the torch, the bedroom.

material and sensor must be

18 www.practicalprimaryscience.org









b Recall how light is unable to pass own results for the most opaque

through opaque materials and that material and then all results can be

a shadow is formed. Using this considered for patterns and accuracy.

knowledge, discuss how the best Children should return to their

type of material for blocking out light predictions made at the beginning

at his window would therefore be of the lesson and compare these

opaque. Identify how a dark shadow with their findings.

is a sign of an opaque material as no

light is passing through. Reveal to Teaching Notes

the children a selection of different This activity relies on the knowledge

labelled materials that they will be that an opaque material will block

testing. Encourage them to predict all light and so create a very dark

which materials they believe will grey shadow, whereas translucent

be suitable to block out the light materials block only some light

and, of these selections, those forming a light grey shadow and

they believe will be opaque, or at transparent materials do not stop any

least translucent. light and so no shadow is formed.

c Explain to the class that they will Usually, the higher the reading on

work in pairs or small groups to test the data logger the greater the light

the different materials, by placing a level and so this highlights that the

sample in front of a torch and shining material is allowing more light to pass

the torch into a shoebox. Less able through. This should be checked with

will then record whether they can the data logger manual.

see a shadow on the screen. Middle Children can note their results as a

ability will then record the darkness of postcard to the individual, highlighting

the shadow created hitting the back what they have discovered in their

wall of their box (visual judgement tests and what he should put up

not measured data). More able will at his window in order to gain a

record the darkness of the shadow good day’s sleep! This writing can

created hitting the back wall of their be differentiated according to ability

box (visual judgement). Then, for using cloze procedure for less able,

the samples which create a lighter questions for middle ability and

shadow, they will go on to experiment free writing for more able.

by increasing the number of layers of

the material to a total of three, to see Further Websites

whether they are able to increase the Log It manufacture the Log It Explorer

darkness of the shadow. data logger which has internal and

d For each of these tests the children external light probes which catch

can then support their findings by data and are easy to use by children

using a data logger to record light in Key Stage 2.

levels passing through the sample. http://ccgi.dcpmicro.plus.com/

All data can be downloaded onto the DCPMICRO/productt1.php?pr=1

computer. Pairs can compare their

www.practicalprimaryscience.org 19









Bone mystery:

Living things



Introduction

This activity presents children with a mystery to be solved

when a skeleton is discovered during renovation work

at a local site of historical interest. It requires children to

make decisions about what data to collect, to measure

accurately and to find patterns in their data. They will use

their knowledge that the skeleton grows until adulthood.



Lesson organisation Procedure

This activity takes place over two a Introduce the activity with a letter

lessons: one for planning and obtaining or news report about the discovery

data, the second for presenting the of a skeleton buried at a local

data and drawing conclusions. historical site. It is clearly ancient

Measurements will need to be taken but, as yet, archaeologists have very

from children of different ages and little information about it. The task

from adults. Arrangements will need for the class is to try to determine

to be made with colleagues to ensure what age the individual was when

minimal disruption of lessons. they died. In order to answer the

Children work in pairs to make question the children will need to

the measurements. You may wish make comparisons between the

them to work in larger groups when skeleton and people of various

planning the investigation so that 2 or ages in their school. The bones

3 pairs can combine their data into a have been disturbed and have not

larger total sample. yet been reassembled into a whole

skeleton so children will have to make

Equipment and materials measurements of individual bones.

• Letter / news report No measurements are available

• Model skeleton or ICT / paper yet but assure the pupils that the

images of a skeleton (see note 1) archaeologists will send these by

• Selection of rulers, metre sticks the time of their next lesson.

and tape measures, enough to b Using a model skeleton or suitable

allow a choice for each pair of images discuss what measurements

pupils. Calipers may also be it would be possible to take from

useful if available a living person in order to make

• Spreadsheet or graphing comparisons with the skeleton. Pairs

software (optional) or groups of children decide what

measurement to take and plan their

Technical notes and safety investigation. They then make and

1 If a model is not available an record the measurements.

archaeologists report, with data

about the skeleton, should be used.

20 www.practicalprimaryscience.org









Teaching notes

When planning their investigation

you may want to prompt pupils to

consider and justify some or all of the

following decisions (depending on

age and ability):

• What measuring equipment to use

• Where exactly to measure to and

from on each person

• Which year groups to sample –

do they need to choose all years

to find a pattern

c In the second lesson the data is • How many people in each year

presented as a bar chart grouped group to measure

by class or age or as a scattergraph • Whether they need the same

with age plotted against bone numbers of boys and girls

measurement. This can be done • How they will choose which children

using ICT. Discuss patterns in the in a class to measure – the tallest,

sets of data. the shortest, a random selection

d Reveal to the children that • Which adults to measure.

the archaeologist’s data about If doing this investigation for the first

the skeleton has now arrived. time, without a model skeleton, you

This will either be in the form of will need to look at the data collected

measurements on a table or diagram by your pupils in order to choose

or, if a suitably sized model skeleton suitable measurements to include

is available, as a reconstruction of in the archaeologist’s report for the

the actual skeleton. second lesson.

Children compare the Children may also consider

measurements of the skeleton with evidence that people in the past

their own findings and decide on were, on average, shorter than we

the likely age range of the mystery are now. How might this affect

individual. Older or more able children their conclusion?

can use combined evidence from The mystery can be further

different measurements to report extended into cross curricula work

an overall conclusion to by introducing evidence which allows

the archaeologist. children to draw further conclusions

about when the person may have

lived and who they might have been.

www.practicalprimaryscience.org 21









Design a seed:

Living things



Introduction

This activity involves designing a seed, which has come from a newly

discovered plant. It stimulates discussion on how the seeds are dispersed

as well as providing a link to the topic of germinating and growing seeds. It

requires some creative thinking and also gives opportunities for developing

literacy and presentation skills.

In order to be successful pupils will draw on knowledge and understanding

gained through fieldwork, making close observations and drawing

conclusions. They will have:

• observed and collected fruits and seeds from local habitats;

• learned about the reason why seeds need to be dispersed away from the

parent plant and the main groups of dispersal mechanisms (animal, wind,

water and self-dispersal);

• made careful observations of fruits and seeds and used these to decide how

each one is dispersed.

(see website references for sources of further ideas for the activities above)



Lesson organisation in charge. A list of commonly found

Children work individually or, to hazardous plants can be found on

promote discussion and reduce the p31 of Be Safe!.

resource demand, in pairs.

Procedure

Equipment and materials a Suggest to the children that they

• A range of junk and modelling are going on an expedition to look

materials which may include small for new plants and bring back some

boxes and other containers, a range seeds from these plants. Ask the

of papers and card, components for children to make a drawing of the

technology projects, fabric, feathers plant they discover and give its

and other trimmings, pipe-cleaners, name. (You can let them discuss how

hooks, Velcro, balloons, plastic scientists name new plants when

bags, bubble wrap etc they are found.)

• Tape, glue, string etc b Review the different ways in which

• Scissors and other tools as required plants can disperse their seeds. Then

ask the children to make a magnified

Technical notes and safety drawing of a seed from their plant

Although nothing in the activity and explain how they think it is

suggests eating seeds, and dispersed.

berries, the activity does provide an c From their design, let them make

opportunity to remind pupils that an enlarged version of their seed,

fruits, which birds and other animals using junk materials.

enjoy eating, may be very poisonous

to humans. Nothing must be eaten

without the permission of the adult

22 www.practicalprimaryscience.org









Teaching notes range of materials available. Some

This provides an opportunity for examples of seeds designed by

extended enquiry if, as children children can be found in the original

are designing and making their source publication for this activity

seeds, they are encouraged to (see below).

carry out further observations and

investigations using the seeds Further information

collected in previous lessons. Adapted with permission of Science

However, children need not and Plants for Schools (SAPS) and

necessarily be constrained by the Field Studies Council (FSC).

examples they have observed; their (See www.field-studies-council.

expedition may take them to places org/publications/pubsinfo.

where seeds fly, walk or appear to roll aspx?Code=OP107 and for further

on wheels. The possible outcomes information of what SAPS offers

of this activity are limited only by www.saps.org.uk

the children’s imagination and the

www.practicalprimaryscience.org 23









Paper towel magic:

Materials



Introduction

This is a demonstration to help pupils understand, as part of an introduction

to gases, that there is air occupying all the ‘empty’ spaces around them and

that it has volume.



Lesson organisation demonstration as necessary during

This is a short introductory activity. the discussion to support further

Depending on the prior experiences observation and explaining.

of the pupils it can be demonstrated

as a ‘magic trick’ or presented as a Paper

‘challenge activity’ with the ‘trick’ as towel

the solution. You may also wish to

give pupils the opportunity to try the Tank of

water

activity for themselves afterwards.

Clear

Equipment and materials plastic cup

• Clear plastic cup(s)

• Paper towels (or similar)

• Transparent bowl or tank of water,

deeper than the cup Teaching notes

Some pupils will realise quite quickly

Technical notes and safety that the air in the cup is stopping the

Make sure the paper towel is pushed water from reaching the towel. Others

securely into the bottom of the cup will need to see the cup being tilted,

and the cup is vertical as it is lowered releasing bubbles of air, and watch the

into and lifted out of the water. water rise to replace the air inside the

cup before they can explain how the

Procedure ‘magic trick’ works. A small amount of

a Show the tank, cups and paper water rising in the cup before any air

towels to the pupils. Challenge the has been released demonstrates that

pupils to put a scrunched up paper air can be compressed

towel into the water and bring it out

dry. Let them demonstrate some of Possible questions:

their ideas. What is in the cup?

b If anyone is successful proceed with Is anything else in the cup?

the discussion. Otherwise, scrunch a What can you see when the cup is

paper towel into the bottom of a dry underwater?

cup. Invert the cup and lower it into the Can you see any water in the cup?

water until it is completely submerged. What is stopping the water going

Lift it out and ask pupils to check that into the cup?

the towel is completely dry. How can I show there is air in the cup?

c Ask the pupils to talk with a partner or What will happen if I tilt the cup?

and then discuss as a class how the What has happened to the towel now?

‘magic trick’ was done. Repeat the

24 www.practicalprimaryscience.org









Bishops can fly:

Forces



Introduction

The initial problem solving challenge to make a piece of A4 paper float across

the classroom leads to the systematic exploration of the physical and material

phenomena of balance, friction, forces, gravity and the properties of common

materials. The activity starts with a problem solving approach and then with

further exploration leads to the identification and testing of trends and patterns,

followed by the communication of the processes used and tentative

explanations developed.



Lesson organisation Procedure

The introductory activity and a Setting the problem

exploration involve students working Quite simply the students are

individually with their own paper challenged to make a piece of A4

model. This leads to an investigation paper float across the classroom.

where they work in small groups of They are allowed to cut and fold the

not more than three. paper in any way they wish but are

not allowed to apply any force when

Equipment and materials releasing the paper. The only forces

• A4 paper, several sheets per pupil that can act on the paper as it falls

• Scissors are gravity and the resistance caused

• Paper clips by air particles. The students spend

• Rulers at least 5 minutes exploring a number

of options but invariably admit they

Technical notes and safety need help.

If students are investigating releasing b Making the model

their model from above their own The students are shown how to make

height (not essential but may be a Bishop’s hat by folding and cutting

part of exploratory activities) they the paper to form an isosceles right

should stand on PE or playground angle triangle and then folding the

equipment and not classroom hypotenuse twice inwards thinly like

furniture. (Refer to Be Safe! p12) folding a scarf, before joining the

ends to form a mitre or Bishop’s hat.

www.practicalprimaryscience.org 25









All the students are required to make observed. For example the students

a model that works. The model is could draw symbols to show the fold

held horizontally near the tail with the in the tail and a curve to show the

tail on the underside of the model and glide path. The students will test

released. As it falls the Bishops hat their models a number of times

will gently glide across the classroom. and as a class build up a table to

c Exploring the model and its highlight patterns.

flight pattern The teacher could use one group’s

Time needs to be spent making a results and record them in pictorial

range of Bishop’s hats exploring ways form on the white board or large

to improve the flight pattern, direction sheet of paper. (See example in

and distance, by changing the centre teaching notes).

of balance, by adding paper clips or In a class discussion ask the

the flow of air, by folding the tail up student to identify inferences that

and down. Following this exploration can be drawn from these patterns

a discussion of what is involved when that can retested or evaluated

the paper floats across the room is and then turn the inferences into

conducted including: explanatory statements like “when

• Talking about the movement through the tail is folded down the flow of

the air /and resulting air flow air is changed and it causes the

• Identifying the manner in which the flight pattern to change” or “with

model moves. our models it makes the model fall

• Identifying some questions using the directly down”. If the students have

lead, I wonder what will happen if …? not made the connection to aircraft

• Making a list of questions that could and birds this would be a suitable

be investigated. time to link this experience to other

• Identifying one that the whole class similar situations.

can complete. e Finally discuss the activity from a

d As a class investigate science perspective; ‘What makes

“I wonder what will happen to the this activity a science activity?’, ‘What

flight pattern if I change the way the conventions of science activity have

air flows over the tail by changing been applied as we have completed

the shape of the tail?” this exploration?’. For example, a

Depending on their experience scientific idea is an idea where the

the students, in small groups of no evidence supporting the idea has

more than three, can plan a simple been tested and this testing can be

investigation to identify the effect replicated and scientist use symbols

changing the tail has on the flight to record and communicate data

pattern. It may be appropriate to and ideas.

introduce the notion of multiple

testing when looking for patterns

and the use of symbols to

communicate what has been

26 www.practicalprimaryscience.org









Teaching notes

Example results table:



Exploring flight patterns / glide paths of Bishop’s hat when tail shape is changed

Tail shape Test 1 Test 2 Test 3 Test 4

www.practicalprimaryscience.org 27









Colour mixing:

Materials



Introduction

This activity presents a simple ‘interview challenge’ which requires the

scientific skill of measuring using a graduated cylinder.

It is designed to develop the children’s ability to measure volumes of liquid,

interpret data and follow directions. Although this activity for older pupils

develops measuring to a high level of precision it can be adapted for younger

children by scaling up quantities and using larger containers or measuring

cylinders with larger divisions / graduations.



Lesson organisation Test tubes and boiling tubes are glass

Children work in pairs. but are generally robust. However,

explain to the children what to do if a

Equipment and materials tube becomes broken e.g. by being

For each group of 2: dropped onto a hard floor. Explain

• Challenge sheet (see note 1) that they must not try to pick up any

• Red, yellow and blue liquid (see broken glass themselves but must

note 2) report the breakage to the teacher.

• Beakers, 3 (to hold red, yellow and 4 Use plastic graduated cylinders.

blue liquid) 5 Inexpensive disposable type

• Large test-tubes (boiling tubes) plastic pipettes can be washed.

(50 ml), 6 (see note 3)

• Test tube rack Procedure

• Graduated measuring cylinder a Children are read the ‘challenge’

(25 ml) (see note 4) from the challenge sheet:

• Graduated measuring cylinder ‘I would like to take this opportunity

(10 ml) (see note 4) to welcome you to the Southside

• Plastic pipette, 1 (see note 5) Medical Technology Company.

• Plastic cup, 1, for rinsing between If you pass this stage, you will be

colours offered employment at SMTC. As

• Water wash bottles (optional) part of our selection process to find

(Some equipment may be borrowed the very best candidate possible for

from a local secondary school) employment in our company, we give

each applicant who reaches the third

Technical notes and safety round in our selection process a test.

1 The challenge sheet is the student This test is based on a person’s ability

worksheet. It has the ‘challenge’, to measure different substances,

procedure, and results table. See the interpret data and follow directions.

procedure for details. Below you will find the directions to

2 Fizzy colour tablets, like those from this test. We wish you the best of

TTS are good as they do not stain. luck and hope you have the abilities

3 For younger children, or if large we are looking for in our employees.’

test-tubes (boiling tubes) are not

available, use small plastic cups.

28 www.practicalprimaryscience.org









(OPTIONAL – if you have water 6 From test tube E, measure 6 ml

wash bottles:) and pour into test tube D. Swirl test

‘Any time you want to “rinse” a piece tube D.

of equipment use a water wash 7 From test tube E, measure 3 ml

bottle. Your teacher will tell you how. and pour into test tube F.

Contaminated liquid is disposed of in 8 From test tube A, measure 6 ml

the plastic cup.’ and pour into test tube F. Swirl test

b Pupils then follow the procedure tube F.

(also on the challenge sheet): 9 From test tube A, measure 7 ml

1 Label 6 test tubes in order: A, B, C, and pour into test tube B.

D, E & F. 10 From test tube C, measure 2 ml

2 Measure 22 ml of RED liquid from and pour into test tube B. Swirl test

the beaker and pour it into test tube A. tube B.

3 Measure 14 ml of YELLOW liquid 11 Record the colours you have

from the beaker and pour in into test made on the worksheet table.

tube C. 12 If time permits measure each

4 Measure 18 ml of BLUE liquid from coloured liquid and record in the table.

the beaker and pour in into test tube E. c The children record their results in

5 From test tube C, measure 3 ml a table where they can record the

and pour into test tube D. final colour and the amount of liquid

in each test tube.





Data Table: Test Tube Observations (don’t forget units)

Test- Final Volume of

tube colour liquid (ml)

A

B

C

D

E

F

www.practicalprimaryscience.org 29









Teaching notes During the main activity:

Pre-lesson: How will they label their test tubes

Before starting the scientific skills (small pieces of paper on the table)?

challenge children need to become Why is marking or covering the test

familiar with graduated cylinders tubes with paper labels not a good

and the various scales on 25 ml and idea (labels could hide the contents)?

10 ml graduated cylinders. Scale What strategies can they use to keep

markings can be drawn on the board. track of where they are in the

Children also need to know how to challenge (mark off numbers as

use a pipette. they go)?

Simple challenges can help Children collect the equipment

children develop the skills to use a they need but are not allowed to start

pipette: making a line of single drops until the teacher does an equipment

on a plastic container lid or piece check. Read through the list and

of cling film, picking up drops using when finished let groups get anything

the pipette, adding one drop to an they are missing.

existing drop. Children work independently to

Similar challenges can be set complete the challenge. Encourage

using graduated cylinders: using the rinsing of equipment to decrease

10 ml cylinder can they make exactly cross contamination of colours.

25 ml using 10 ml +10 ml +5 ml At the end the teacher can do a

(the amount in the 25 ml cylinder will quick accuracy check, each test

act as a self check), can they fill the tube should end up with the same

25 ml cylinder with 17 ml of water amount, 9 ml. A more precise ‘quick

(the pipette can be used to take away check’ can be done by pouring all

or add liquid and this will be useful in the colours in a graduated cylinder.

the main activity)? The total should add to 54 ml.

Alternatively, the teacher can get

the children to check each others

test tubes and totals.

Biology

The science of the life processes and habits

of all living things, from tiny single cells to

whole organisms and how they interact

with each other and their environment.

www.practicalbiology.org 31









Introduction

Students come to understand how living things behave

through opportunities to engage in practical activities.

Biology involves making sense of complex systems at

the level of cells, organisms and whole ecosystems.

Often biologists have to devise models that isolate

individual processes for closer study, have to control the

many variables in a system to see the effect of each more

clearly, or have to study changes over long time scales.

A successful biologist will master key ideas in chemistry

and physics, and use mathematical tools for interpreting

and analysing data. Much of what students learn in

biology is directly applicable to their own lives, as a

growing understanding of other living things helps them to

learn about the human body and the wider environment.



Secondary biology experiments:

No stomach for it:

Modelling the effect of antacid medication

Biodiversity in your backyard:

Fieldwork using your school playing field









“We enjoy science when

it’s practical and we get

to do stuff rather than

just sit there, I learn more

because we’ve done it

ourselves rather than

just reading about it”

Y9 students taken from ‘Learning to Love Science:

Harnessing children’s scientific imagination – a report from

The Chemical Industry Education Centre, University of York;

Cliff Porter and Joy Parvin

32 www.practicalbiology.org









No stomach for it:

Modelling the effect of antacid medication



Introduction

This practical has been developed with support from the British

Pharmacological Society and the Physiological Society. Pupils monitor

the changing pH of a sample of dilute hydrochloric acid as doses of

over-the-counter antacid preparations dissolve. Typical doses of a range

of over-the-counter antacid preparations (powders, tablets and liquids)

are added to a volume of dilute hydrochloric acid that models the volume

and concentration of our stomach contents. Pupils monitor the changing pH,

and compare the effects of different preparations and discuss the short and

long-term consequences of using each medicine.





Lesson organisation system. The acid used here is much

Organisation may depend on the more dilute and presents a minimal

number of pH probes and meters hazard to students.

you have, or the range of antacids 2 Universal indicator – see Hazcard

you want to try. Students working 31 and Recipe card 32. The bottled

in pairs would each be able to solution is highly flammable.

investigate one or two antacids.

Procedure

Apparatus and Chemicals SAFETY: Take care when making up

For the class – set up by technician/ the dilute acid.

teacher: Preparation by the teacher

• Hydrochloric acid, dilute, 0.01 mol a Make up the dilute hydrochloric

dm-3, 100 cm3 for each antacid acid by serial dilution (1 in 10, twice)

for each working group (refer to from 1 mol dm-3 acid. (See note 1.)

Hazcard 47A and note 1) b Copy (and enlarge if necessary) the

• Universal indicator solution, in details of typical doses of antacids

dropping bottles (note 2) from the packaging.

• Antacids, with details of dosage c Set up a few beakers of 50 cm3

from packaging of water with indicator to show what

a neutral pH would look like.

For each group of students: Investigation

• Beaker, 100 cm3, 2 per antacid d Measure 50 cm3 of dilute acid into

to be tested each of two beakers and add enough

• Mortar and pestle Universal indicator to get a clearly

• Measuring cylinder, 100 cm3 visible colour. (See note 2.)

e Sit both beakers on a sheet of

Technical notes and safety white paper.

1 Hydrochloric acid is described f Keep one beaker for comparison

on Hazcard 47A as irritant at as small changes in the acid pH

concentrations above 2.0M, causes range can be hard to see.

burns and is irritating to the respiratory

www.practicalbiology.org 33









g Add a normal dose of antacid to the

other beaker and watch the colour

change. If the antacid is in tablet form,

crush the tablet in a mortar with a

pestle before adding to the acid.

h Repeat with other antacids.

i Decide which antacid is making

the greatest change, or the

quickest change. Record any other

observations – such as effervescence.

j If using a pH probe, plot a graph of

pH against time over 10-15 minutes.

the stomach lining and may protect

Teaching notes the lining tissue from damage by

The approximate relaxed volume acid. This could lead into a more

of our stomach is 50 cm3, but it detailed exploration of the structure of

is able to expand to nearly 4 dm3. the stomach and the different tissues

The lowest pH of secreted acid is that make up the organ.

about 0.8, but it is diluted in the Discuss the issues associated

stomach to an ideal pH of around with long-term use of antacid

1.4. The stomach secretes acid to preparations. Ideas are listed below.

produce the optimum pH for the • Pepsin operates best at acid pHs,

action of pepsin. An excess of acid is so using antacids before meals, or

sometimes produced, which results immediately after, could reduce the

in acid indigestion (in the short term) rate of digestion.

or could result in ulceration of the • The body has many mechanisms

stomach lining (if high concentrations that maintain balance. Is it possible

of acid persist). Antacids have that taking antacid medication

been developed to treat short-term regularly would, in fact, stimulate

excesses. Other pharmaceuticals are the gastric lining to make more

used to treat long-term imbalance of acid to restore normal pH?

acid production.

Students may be surprised how Further information

little the pH changes when the www.rsc.org/education/teachers/

antacid is added. learnnet/pdf/LearnNet/rsc/Kev51-

It is interesting to compare liquids 60.pdf

with powders, and to see just how This is from the RSC’s ‘Classic

slowly an uncrushed tablet reacts. Chemistry Experiments’ – a formal

There are ingredients other than titration of preparations of indigestion

antacids in many over-the-counter tablets with hydrochloric acid. You

preparations that have an effect could use this as a more quantitative

on indigestion. Some include a extension activity linked to the above

mucilaginous component that coats investigation.

34 www.practicalbiology.org









Biodiversity in your backyard:

Fieldwork using your school playing field



Introduction

Introduce the core fieldwork technique of random sampling with quadrats in

your school grounds. Random sampling allows you to make an estimate of

the populations of different species in any area. It should eliminate sampling

bias introduced by the sampler selecting areas that look interesting or easier

to count. Develop an understanding of plant biodiversity in the grassland

typical of school playing fields. Use the Field Studies Council key Playing

field plants to identify the species that you find. Students are often surprised

by the biodiversity in an area they think of as ‘grass’. There is scope for

students to develop and investigate hypotheses about plant distribution

based on observations and measurements of factors such as soil, moisture,

light intensity and wind speed. Observations of human or other animal activity

in the area, and background information about the characteristics of common

playing field plants, provide further starting points for developing hypotheses

to test over short or long time scales.



Lesson organisation • Pinboard, or sheet of cardboard

Students working in groups of three (for step 1) with sticky tape or pins

(or four) can each take a role in the to attach plants to the board

survey. Depending on your students,

it should be possible to carry out For each group of students:

your survey of one or two areas of • Quadrat – a wire frame

the school grounds in one lesson. 0.25 m x 0.25 m, or 0.5 m x 0.5 m

Then, presenting and analysing • Key to plants – see links

the results could be completed in • Clipboard, 1

the next lesson. Collecting data to • Pencil, 1

investigate hypotheses might be • Record sheet – devised by teacher

spread over several weeks. Each time or students

the students survey the area, they

will be more efficient as they become Technical notes and safety

more familiar with the technique and 1 Choosing your quadrat: A quadrat,

the species present. not a ‘quadrant’, is a frame used for

sampling an area and it is usually

Apparatus and Chemicals square. Smaller quadrats present

For the class – set up by technician/ a smaller number of species to be

teacher: identified. However, groups taking

• Tape measure, 20 m, 2 (or string 10 samples each with 0.5 m x 0.5 m

marked into metres) quadrats will collect information about

• Number cards, 1-20, in each of a more significant sample of the area.

two bags (or bowls or buckets) 2 Refer to the supplementary

• OR 20-sided dice, 2 (ask someone risk assessment (SRA 08) dated

who plays war games or fantasy October 2006 from CLEAPSS for

role-play games) more details of hazards and control

www.practicalbiology.org 35









measures for working outdoors. g Hazards such as building rubble,

This risk assessment advises that it pot holes in the ground, unsafe

is important to consider the following. structures or items such as broken

a How students are likely to behave glass and other ‘litter’ that could

when working outdoors, and be hidden in grass or soil. Check

suggests that the normal ratio for the area in advance and be aware

classrooms or laboratories may not of any such risks that could cause

be adequate to ensure safe working wounds or cause children to trip

outdoors. and fall. Remove the hazards or

b Provision for hand washing needs identify them with warning signs

to be readily available whenever and keep children away from them.

plants and soil are handled. You 3 Sample size: You can test whether

might consider the use of alcohol your sample size is big enough by

gels or other hand sanitisers with comparing the results from two

paper towels. groups sampling the same area.

c The low risk of diseases such If their results are very similar, your

as toxoplasmosis and toxocariasis sample size is big enough to be a

from plants and soil contaminated good estimate of the populations

by cat or dog faeces. Covering in the area.

any cuts and grazes and ensuring

that children do not eat snacks or Ethical issues

sweets while working outdoors as It is useful to consider how the act

well as confirming thorough hand of surveying the area and collecting

washing reduce this risk. plants might damage or change the

d The possibility of allergic reactions environment surveyed. Although this

to substances encountered is probably not an issue for a school

outdoors, such as pollen, plant sap, playing field (which is regularly mowed

contact with leaves, insect bites and and trampled in normal use), it would

stings or some hairy caterpillars. certainly be an issue for a natural or

Be alert to the development of ‘wild’ area.

any allergic reactions or asthma

symptoms and deal with them Procedure

according to your school’s normal SAFETY: Make a full risk

policy. assessment for the outdoor activity

e The risk of sunburn on sunny and put in place any necessary

summer days if exposed for more control measures.

than 20-30 minutes. Preparation

f Risks of injury when using and a Check the area where you will be

carrying tools or heavy loads of working for hazards.

unfamiliar equipment which should b Make a preliminary survey yourself

be assessed for each individual in to identify the most common plants

the specific environment. (other than grass).

36 www.practicalbiology.org









c Collect your equipment together and allow students to use them to

and check it for hazards such as identify the main species of plants.

sharp edges. Consider attaching tags e Collect samples of the five most

of brightly-coloured electrical tape to common plants (other than grass).

make it easier to locate equipment Write their names on the board and

that gets ‘lost’ on the site. ask each group to bring and attach

d Organise your students in groups a sample of each plant to the board.

of three (or four) and identify their

roles in the group.







1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Step 1: Preliminary observations

a Stand in the area to be surveyed

and make a simple plan drawing of

key features – the direction of north, Put the quadrat

any nearby buildings, large plants where you meet

(trees and shrubs), favoured paths

across the area, slopes etc. Include

information about the use of adjacent 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20





land and think about whether the site

is open and exposed or sheltered by

a belt of trees or buildings. Step 3: Sampling the area –

b Make a note of any clearly visible a random sample

features in the ‘grassland’ vegetation, f Lay out your tape measures (or

such as areas of flowering plants, marked string) at right angles along

worn grass or darker vegetation. two edges of the area to survey. Lay

Step 2: Identifying what species the two bags of numbers near the

are present point where the tapes meet.

c Give the students a quadrat per g With students working in threes,

group. Place the quadrat on the ask one student to hold the quadrat,

ground and ask students to look a second to pick a number from the

closely at the plants and see how bag on one line, the third to pick a

many different plants they can see. number from the other bag on the

d Develop vocabulary to describe other line. Then, the students who

the differences between plants – have numbers should replace the

for example key botanical features numbers and walk to that number

such as leaf veins, sepals, or the on their line. The student with the

arrangement of flower clusters, and quadrat uses their colleagues as

the shapes of leaves, the patterns of place markers and places the

attachment of leaves to stems, the quadrat where it is in line with both

habit of the plant (ground-hugging, of them. Then all three can work

creeping, rosette etc). The table on together to identify the species in

the inside of the FSC key Playing field their quadrat and record the results.

plants will guide such observations

www.practicalbiology.org 37









h Send two students back to the m The simplest analysis would be

bags on the lines to pick more of the percentage of sample quadrats

numbers and randomly select the that each species appears in.

next quadrat position. Repeat step g. n If you have information about

frequency (or percentage cover) you

can calculate the average frequency

(or average percentage cover) of

each species for each area sampled.

Count

Teaching notes

It can be very rewarding with younger

students simply to open their eyes to

Don’t the diversity of plant species under

count

their feet. Developing observational

skills and learning which features

of plants are important when

i Each group should assess the distinguishing one species from

contents of around 10 quadrats another are significant basic skills.

to get a reliable estimate of the The detail of the data you gather

species distribution. will depend on the investigation you

Step 4: What to record are exploring.

j In a preliminary investigation, or A 20 m x 20 m survey area covers

with younger students, a presence 400 m2. A 0.25 m quadrat covers one

or absence of each species in each sixteenth of a square metre and a

quadrat may be enough information. 0.5 m quadrat covers one quarter of

You can then collate the results to a square metre. So, with 10 groups

show the percentage of quadrats in collecting data from 10 quadrats

which each species was found, which each (100 quadrats surveyed), the

will give you a relative abundance of group will have sampled 6.25 m2 with

each species. 0.25 m quadrats (about 1.6% of the

k With older students, or to area) or 25 m2 with 0.5 m quadrats

provide data you can analyse with (6.25% of the area). (See note 3.)

mathematical tools, you will need A random sample will give you

to estimate and record the number some descriptions that characterise

of plants of each species in each an area. So it is useful if you want to

quadrat or the percentage cover of compare two contrasting habitats.

each species in each quadrat. You could make random samples

Step 5: Analysing the results on two different areas of grassland in

l Use a spreadsheet to analyse the the school – such as the playing field

results and produce bar graphs or and any open areas that get less foot

other plots of the data collected. traffic, or two different parts of the

playing field to see if there are

any differences.

38 www.practicalbiology.org









It is possible using the method here ensure you do not survey any

for selecting your random sample sample square twice.

point that two groups of students will There are several methods of

survey the same square metre. For quantifying biodiversity – apart from

introductory exercises this should comparing a simple list of the number

not pose a problem, but for more of species identified in each area.

thorough investigations you could One measure is ‘species richness’.

keep track of the areas sampled and



Here is an example of a simple record sheet that you could use for your field survey.

Species present

Quadrat number









1



2



3



4



5



6



7



8



9



10



Numbers / percentages in each quadrat

www.practicalbiology.org 39









Others include ‘range-size rarity’ 3 How would you investigate these

and ‘taxic richness’. See links below, differences further?

or make a wider internet search. 4 What has surprised you most about

You could survey to answer the diversity of plants on your school

questions such as: Are there more playing field?

daisies in mown or unmown grass?

Is there more ribwort plantain Further information

where the grass is less trampled? www.field-studies-council.

Alternatively, after identifying org/publications/pubsinfo.

differences in distribution of species aspx?Code=OP97

between two areas, you can start Details of the Field Studies Council

to develop hypotheses that might key to Playing field plants. This will

explain the different distributions. be a great help in identifying the main

These might depend on being able to plants and provides supplementary

collect further data about the areas. information about the plants to

For example: Is the soil wetter where support hypothesis development and

we find more buttercups? suggestions for further work. (Last

You could collect and collate accessed November 2008.)

information about the plants in www.field-studies-council.org/

the field and maintain a database outdoorscience/diy.htm

of distribution information (with Part of the London Outdoor

photographs) over a number of years. Science project – with details of

This kind of random sampling how to make and use your own

will probably not reveal any trends fieldwork equipment. (Last accessed

or changes across an area (such November 2008.)

as differences near to or far from www.field-studies-council.org/

a regular walkway where plants resources/index.aspx

are trampled). However, there are The index to all the Field Studies

systematic sampling techniques that Council on-line resources. (Last

allow you to investigate changes accessed November 2008.)

along a line from one part of an area http://internt.nhm.ac.uk/eb/

to another – such as a line transect homepage.shtml

or a belt transect. A good guide to This is the homepage for a project

ecological techniques will explain called Exploring biodiversity (dated

these techniques in more detail. 2001) on the Natural History Museum

An example of a simple record (London) website. It includes

sheet that you could use for your interactive models that explain how

field survey is shown. to calculate species richness, range-

Some questions to think about: size rarity and taxic richness. You will

1 What are the 5 main species in need to log in using Internet Explorer

each area? to view these pages. (Last accessed

2 What do you think are the reasons November 2008.)

for any differences?

Chemistry

The science of materials, their structure,

physical and chemical properties, and

how they interact.

www.practicalchemistry.org 41









Introduction

Chemistry is about the study of atoms, how they interact,

the structures they form and the materials they make.

Practical activities provide opportunities for students to

explore the chemistry of materials, and observe patterns

in reactions. They can also be used to demonstrate the

applications of chemistry, increasing its relevance to

students. Practical work is vital in the development of

students’ skills of manipulating and handling apparatus

and data, working with others, and scientific enquiry.

They can also provide opportunities for students to

collect their own data and use this to apply and develop

mathematical skills. Chemistry demonstrations should be

exciting and stimulating and some of the most memorable

experiences that students will take from science.



Secondary chemistry experiments:

A matter of balance:

The combustion of iron wool

Red cabbage indicator:

Making a pH indicator









“What was missing from

my primary science

experience was fun

experiments to hold

children’s attention”

Student response to Student review of the science curriculum, 2003

42 www.practicalchemistry.org









A matter of balance:

The combustion of iron wool



Introduction

Iron wool is heated in air on a simple ‘see-saw’ balance. The increase in mass

is seen clearly.



Lesson organisation Technical notes and safety

This demonstration takes around Steel wool (Low hazard) Refer to

5 minutes once it has been set up. CLEAPSS Hazcard 55A

1 A shallow groove cut across the

Apparatus and chemicals width of the ruler at the 50 cm mark

For one demonstration: will help when balancing it on the

• Eye protection knife edge. Cover the end of the

• Bunsen burner meter ruler with foil to protect it from

• Heat resistant mat the Bunsen burner.

• Wooden metre rule (see note 1)

• Aluminium cooking foil, about Procedure

10 cm x 10 cm a Cover one end of the metre ruler

• Retort stand, boss and clamp with foil to protect it from the Bunsen

• Plasticine, few grams burner. Take about 4 g of steel wool

• Knife edge, triangular block or and tease it out so that the air can

something similar get around it easily. Use a few of

• Steel wool (Low hazard), about 4g the strands to attach it to the end

of the ruler.

b Balance the ruler on a knife edge

or triangular block at the 50 cm mark.

Weight the empty end with plasticine

until this end is just down (see the

diagram). This part is critical.









Steel wool Plasticine







Before









Foil to Knife edge

After

protect ruler

www.practicalchemistry.org 43









c Place a heat resistant mat

underneath the steel wool.

d Wear eye protection. Light the

Bunsen burner and heat the steel

wool from the top with a roaring

flame. It will glow and some pieces

of burning wool will drop onto the

heat resistant mat. Heat for about a

minute by which time the meter ruler

will have over-balanced so that the

iron wool side is down.



Teaching notes

As you are setting up, ask the

students whether they think the iron

wool will go up, down or remain the

same. Many will predict a weight loss.

If fine steel or iron wool is used then

it may be possible to light it using

a splint.



Equation:

Iron + oxygen iron oxide

2Fe(s) + 3/2 O2(g) Fe2O3(s)

This demonstration could be

complemented by a class experiment

such as ‘The change in mass when

magnesium burns’ which can be

found at www.practicalchemistry.org.

44 www.practicalchemistry.org









Red cabbage indicator:

Making a pH indicator



Introduction

A pH indicator is a substance which has one colour when added to an acidic

solution and a different colour when added to an alkaline solution. In this

experiment pupils make an indicator from red cabbage.



Lesson organisation Apparatus and chemicals

The experiment is in two parts. The • Eye protection for all

first part involves boiling some red Each working group will require:

cabbage in water. In the second • Beaker (250 cm3)

part the students test their indicator. • Bunsen burner

Between the two parts the mixture • Tripod

must be allowed to cool. The first part • Gauze

takes about 10 to 15 minutes. The • Heat resistant mat

cooling takes about 15 minutes and • Test-tubes, 3 (see note 1)

the testing less than 5 minutes. • Test-tube rack

The cooling period could be used • Dropping pipette

as an opportunity to discuss the • Several pieces of red cabbage

background to the experiment – see Access to (see notes 2 and 3):

Teaching notes below. • Dilute hydrochloric acid, 0.01

mol dm-3 (Low hazard at this

concentration)

• Sodium hydroxide solution 0.01

mol dm-3 (Low hazard at this

concentration)

• De-ionised or distilled water







Beaker



Water



Pieces of red cabbage



Gauze





Tripod

Bunsen burner

www.practicalchemistry.org 45









Technical notes and safety

Dilute hydrochloric acid, 0.01 mol dm-3

(Low hazard at concentration used).

Refer to CLEAPSS Hazcard 47A

Sodium hydroxide solution 0.01 mol

dm-3 (Low hazard at concentration

used). Refer to CLEAPSS Hazcard 91

1 Small test-tubes of capacity about

10 cm3 are ideal.

2 Each group of students will need

access to the hydrochloric acid and

sodium hydroxide solutions. Dropper

bottles are ideal. Alternatively small with acid, one with alkali, and one

beakers (100 cm3) with dropper with distilled or de-ionised water.

pipettes could be used. Students Label the test-tubes.

need to be able to pour the acid and f Use a dropper pipette to add a

alkali solutions easily and safely into few drops of the cabbage solution to

test-tubes. each test-tube. Note the colour of the

3 Provide similar containers for cabbage solution in each of the three

de-ionised or distilled water. Label test-tubes.

the containers ‘Acid’, ‘Alkali’

and ‘Water’. Teaching notes

4 A good tip is to attach a pipette to Discussion points could include

each bottle with an elastic band, to any or all of the following.

avoid cross-contamination. Many plant colouring materials

in berries, leaves and petals act

Procedure as indicators.

SAFETY: Wear eye protection Some of these will not dissolve

throughout. Consider clamping in water easily. A solvent other than

the beaker. water (e.g. ethanol) could be used,

a Boil about 50 cm3 of water in but it may be flammable. Discuss

a beaker. how the risk of fire can be reduced

b Add 3 or 4 small (5 cm) pieces by using a beaker of hot water to

of red cabbage to the boiling water. heat the mixture.

c Continue to boil the red cabbage Possible variations on this

in the water for about 5 minutes. experiment might include using

The water should turn blue or green. beetroot, blackberries, raspberries,

d Turn off the Bunsen burner and copper beech leaves, or onion

allow the beaker to cool for about skins in place of the red cabbage.

15 minutes.

e Place 3 test-tubes in a test-tube

rack. Half-fill one of the test-tubes

Physics

The science of matter and its motion, as

well as space and time. Concepts such

as force, energy, mass and charge, and

learning to understand how the world

around us behaves.

www.practicalphysics.org 47









Introduction

Practical work in physics is important in showing things

to learners, as well as giving them an experience or

feeling of a phenomenon, particularly an abstract one

such as momentum. Experiments can sharpen students’

powers of observation, stimulate questions, and help

develop new understanding and vocabulary. Practical

work plays a particularly important role in developing

pupils’ understanding of the physical world around

them. Everyone remembers a number of dramatic

practical activities from school – often demonstrations

or activities with unexpected outcomes. These vivid

memories of dramatic events can help students to retain

scientific knowledge.



Secondary physics experiments:

Bolt from the blue:

Timing a 100 m run accurately

Feeling the pressure:

Investigating the effects of atmospheric pressure









“Practical work is doing

things with different types

of materials”

Teacher response to SCORE questionnaire

48 www.practicalphysics.org









Bolt from the blue:

Timing a 100 m run accurately



Introduction

This is an exploration of issues of measurement, such as precision, range of

values, uncertainty or ‘error’, repeat measurements and mean values.



Apparatus and materials Assign values to each channel.

For each student or student group: Students drop in a disc for the value

• Stopwatch or stopclock they achieve. The distribution of

• String results grows as results are added.

• Statistics board (see note 1) 2 If working outside, students must

• Masses (50 g), 5 or 6 be appropriately supervised.

• Cones/Track markers, 10 (optional) 3 If a trolley is used in the lab,

• Video camera (optional) ensure that the trolley cannot land

• Tape measure, long (at least 10 m) on anyone’s feet or legs.

(optional)

Procedure

Technical notes and safety a One student runs a distance of

1 A statistics board is made from a 100 metres. You, and other students,

piece of wooden board about 0.5 m all independently time the run.

square. 10 slotted channels are glued b Compare all of the measurements.

to it and metal (or other suitable What is their range (the difference

material) discs are cut so that they between the highest and the lowest

fit into the channels. The board is values)?

supported vertically. c What is the mean of all the

measurements? A mean is a kind

of average. Work this out by adding

them all together and then dividing

by the number of measurements.

www.practicalphysics.org 49









d Did everybody make It is worth pointing out that there

measurements with the same is such a thing as too much precision

precision? For example, did in a quoted value. A student who

everybody make measurements uses a stopwatch and gives a time

using tenths of seconds (0.1 second of 14.77 seconds is crediting the

is a tenth of a second) or hundredths timing process with more precision

of seconds (0.01 seconds is a than it has. Answers of 15 seconds

hundredth of a second). or 14.8 seconds may be acceptable

e How certain can you be about (depending on the procedure and

the actual time taken for the run? the stopwatch).

You can’t be perfectly certain! ‘Mean’ is here used to indicate a

There must be some uncertainty particular kind of average – that found

in the measurements. The mean by dividing the sum of values by the

measurement could be 14.8 seconds. sample size.

Perhaps you think that the ‘true’ In more advanced work,

time for the run is in between 14.6 uncertainty is conventionally called

seconds and 15.0 seconds. Then ‘error’. Here, the word uncertainty

you can say that the uncertainty is more clearly describes the concept.

± 0.2 seconds. You could repeat the activity for a

different motion, such as for a trolley

Teaching notes pulled across a metre distance on a

The times can be collated as lists table, or the fall of a mass.

of numbers or, using a computer, Again, all students should measure

as bar charts, or using a statistics the time for the same motion. Range,

board. Bar charts enable students mean, precision and uncertainty

to understand range, mean and can be compared with those for the

error visually. student’s 100 metre run.

Statistical treatment plays a very You may want to compare timings

important part in science. In advanced for real sports races. Information on

experiments students are expected to sporting records can be found on the

treat errors with some statistical care. Internet. Precision of measurement

In kinetic theory the steady pressure of in different sports can be compared,

a gas is recognised as an average of and students can discuss the idea

innumerable individual bombardments. of uncertainty in the values.

Statistical methods are used to

delve into details of molecular speeds How Science Works extension:

or sizes. In atomic physics statistical This experiment already covers

views are of prime importance. many of the areas relating to

So you might well make a gentle accuracy and reliability of data,

start now by showing how scientists as well as experimental errors.

look at a number of measurements

of the same thing.

50 www.practicalphysics.org









• Students then plot this data

graphically (distance against time).

This will make it easier for students

to understand average speed

and get a feel for the variation in

measurements. A ‘true’ velocity can

be calculated from the gradient of

the best fit line.

The scope could be increased further, • If you placed cones/markers along

as follows: the track, you might be able to

• Arrange pairs of students every video each student running, with a

5 m or 10 m apart along the 100 stopclock also in the camera view.

m running path. Use some kind This would generate a second set

of signal (e.g. dropping a raised of results that could be compared

arm) to start both the runner and numerically or graphically to the

everyone’s timers. As the runner class set. Students could comment

passes each student, they stop on whether this method improves

their timer and record the time on the previous one.

taken to reach them.

www.practicalphysics.org 51









Feeling the pressure: Investigating

the effects of atmospheric pressure



Introduction

It is not always easy to get students to understand the effects of atmospheric

pressure, but here are a couple of simple activities to challenge existing ideas

and allow the development of a more sophisticated understanding of this concept.



Lesson organisation Technical notes and safety

Although these can readily be done Each student who tries the two

as demonstrations, the simplicity of straws activity should use fresh

the equipment allows the activities straws and used straws should be

to be done individually or in small thrown away.

groups as well.

Procedure

Apparatus and materials Activity 1 – atmospheric pressure

Each group/individual will need: and suction

• Two straws 1 Put a straw in the clear cup of

• A plastic cup of water water.

• A clear plastic bottle up to 1 litre 2 Hold a second straw outside the

in size cup as shown.

• A clear plastic bottle up to 1 litre 3 Try sucking the water up through

in size, with a small hole on its base the straw.

• 2 well stretched balloons 4 Now make a small hole in one of

• A drawing pin to make a hole in the straws with the drawing pin about

a straw 3 cm from the top and try drinking

through it.









Suck here





Plastic bottle



Balloon



Plastic cup

Small hole



Water

52 www.practicalphysics.org









Activity 2 – balloon in a bottle

1 Place a balloon inside each bottle;

spread its neck over the top of the

bottle.

2 Try blowing up the balloon in each

case – only with the bottle with a hole

in will it work.

3 Air will exit the bottle via the small A similar effect is achieved by

hole in the base of the bottle. Quickly making a small hole in a straw about

seal the hole with your thumb and the 3 cm from the top and putting this

balloon will stay inflated. straw in the water.

4 By slowly allowing air to enter the Extension activities could include

bottle, the balloon will deflate under exploring how many straws put

your command. IN the water can drink be sucked

through – increasing the surface

Teaching notes area makes it harder.

Both activities can be run after some By joining straws together find the

discussion to encourage students longest straw it is possible to drink

to make predictions and attempt through.

explanations that use the idea of a

pressure difference to explain what Activity 2

happens. Discuss why it is not possible to

blow up the balloon without the hole

Activity 1 in the bottle and why the balloon

The student will find it impossible to stays inflated when the hole in

drink if one of the straws is outside the bottle is covered. Encourage

the glass. students to use the idea of pressure

If both straws are placed in the differences in their answers.

mouth it is difficult to maintain a Putting the lid on the bottle, or tape

sufficiently low pressure to cause the over the hole, can leave the balloon

water to be sucked up, because air inflated.

enters the mouth through the second By sucking air through the hole in

straw. In order for the water to be the bottom of the bottle it is possible

forced into your mouth, the pressure to inflate the balloon.

outside (atmospheric pressure) needs

to be greater than the pressure inside

your mouth. This means that no

matter how you suck, a straw won’t

work if air can get into your mouth.

www.score-education.org 53









Further information

Web resources:



General

CLEAPSS: www.cleapss.org.uk

SSERC: www.sserc.org.uk

ASE: www.ase.org.uk

ASE School Science: www.schoolscience.co.uk

ASE Primary Upd8: www.primaryupd8.org.uk

SciCast: www.planet-scicast.com

Field Studies Council (FSC): www.field-studies-council.org

Science Learning Centres: www.sciencelearningcentres.org.uk

CREST STAR Investigators:

www.the-ba.net/the-ba/ccaf/CRESTStarInvestigators/

Practical Primary Science: www.practicalprimaryscience.org

Planet Science: www.planet-science.com



Biology

Science and Plants for Schools (SAPS): www-saps.plantsci.cam.ac.uk

Survival Rivals: www.survivalrivals.org

Great Plant Hunt: www.thegreatplanthunt.org

Woodland Trust nature detectives: www.naturedetectives.org.uk

Evolution Megalab: www.evolutionmegalab.org

Practical Biology: www.practicalbiology.org

BioEthics Education Project (BEEP): www.beep.ac.uk



Chemistry

Practical Chemistry: www.practicalchemistry.org

Nuffield Re:Act: www.chemistry-react.org

RSC Classic Chemistry Demonstrations:

www.rsc.org/education/teachers/learnnet/classic.htm

RSC Classic Chemistry Experiments:

www.rsc.org/education/teachers/learnnet/classic_exp.htm

RSC Microscale Chemistry:

www.rsc.org/education/teachers/learnnet/microscale.htm

RSC Video material for teachers of chemistry

www.rsc.org/education/teachers/learnnet/videoclips.htm



Physics

Practical Physics: www.practicalphysics.org

Physics & Ethics Education Project (PEEP): www.peep.ac.uk

This booklet has been produced by









SCORE partners:

Association for Science Education

Biosciences Federation

Institute of Biology

Institute of Physics

Royal Society

Royal Society of Chemistry

Science Council

in association with:

CLEAPSS

Field Studies Council

Nuffield Curriculum Centre

The Wellcome Trust



Supported by Department for Children, Schools and Families

and The Gatsby Charitable Foundation.



SCORE – Science Community Representing Education

6-9 Carlton House Terrace

London SW1Y 5AG

email score@score-education.org

tel +44 (0)20 7451 2205

web www.score-education.org

PPAPG/D35(3959)/0109/34









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