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Introduction to

Introduction to. Lesson 1. “science is simply the word we use to describe a method to organise our curiosity” - Tim Minchin. Lesson 1 – Introduction to Science. Learning intention: We will learn what Science is and how it impacts our daily lives. What is Science?.

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Introduction to

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  1. Introduction to

  2. Lesson 1 “science is simply the word we use to describe a method to organise our curiosity” - Tim Minchin

  3. Lesson 1 – Introduction to Science Learning intention: We will learn what Science is and how it impacts our daily lives

  4. What is Science? • On your ‘graffiti board’, write or draw things that you think are related to or are important in Science. • Questions to think about: • What Science things do I know? • What makes something classed as Science? • How does Science affect me?

  5. Success Criteria • I can name one thing that falls under the category of Science. • I can give one example of how Science has an impact on my daily life. Homework • Cover your class jotter in a Science theme!

  6. Lesson 2 “The science of today is the technology of tomorrow” -Edward Teller

  7. Lesson 2 – Careers in Science Learning intention: We will learn about different careers in Science

  8. Careers in Science Research task: Your teacher will give you a job title to research. Using the myworldofwork website, complete the worksheet. You will be asked to share your findings with the rest of the class.

  9. Success Criteria • I can use the internet to research careers • I can name one career within Science • I can give one example of how that career has an impact on daily life

  10. Lesson 3 “Safety is my Prime Concern” - mRMcguire

  11. Lesson 3 – Science Safety Learning intention: We will learn how to keep ourselves safe in the Science classroom

  12. Safety Rules Lets look at the rules we all must follow to keep ourselves safe in Science.

  13. Safety Rules • You must not ________ the room until your ______ tells you • Be sure you know where the nearest _______ exit is • Put your coat and bag where they will ____ cause an ______

  14. Safety Rules • Before doing an _______ make sure you _____ all the instructions including the _______ precautions. • Carefully examine the apparatus ______ you use it. Glass should have no ______ edges or cracks. Do not use any ________ apparatus but tell your teacher about it.

  15. Safety Rules • When doing an experiment be careful and take your _______ • Report any _______ or accident at once to your teacher.

  16. Safety Rules • Never put and chemicals near your mouth. Always make sure you wash your hands after doing an experiment. • Always wear ________ ________ when doing an experiment.

  17. Safety Rules • After you have finished an experiment:- • _____ away apparatus b) Take care of any ________ material (ask if you are not sure) c) _______ and dry the bench.

  18. Hazard Symbols Find out what each of these hazard symbols mean

  19. Oxidising Agent Harmful Substance Flammable Substance Corrosive Substance Toxic Substance Irritant

  20. Hazard Symbols The previous task looked at the old European symbols. We now use ones which are based on the International symbols. This is known as the UNITED NATIONS GLOBALLY HARMONISED SYSTEM or GHS

  21. Hazard Symbols There are no single words used to describe these symbols but there will be a hazard statement on the packaging alongside the symbol.

  22. Safety in the Laboratory

  23. Hazard labels Corrosive chemicals destroy other substances. Flammable chemicals can cause fire if near a naked flame. Irritant chemicals can cause inflammation to skin and eyes. Toxic chemicals can cause serious health risk. Explosive chemicals can react violently to their surroundings. Biohazard: can cause infection or disease Oxidising chemicals give off oxygen thus promoting fire Harmful chemicals can cause limited health risk.

  24. Success Criteria • I can state 3 things that I can do to keep myself safe in Science • I can identify some hazard symbols and state what they mean Homework • Complete the Spongebob Safety challenge!

  25. Lesson 4 Science Apparatus

  26. Lesson 4 – Science Apparatus Learning intention: We will learn the names of Science apparatus and what they are used for

  27. Science Apparatus Lets look at some of the apparatus we have in the science classroom… Try and guess what each piece of apparatus is used.

  28. Science Apparatus Description-’ary’? One pupil come out and face the audience –No looking at the apparatus on the board!!Can anyone describe the apparatus well enough so they can identify it??

  29. Success Criteria • I can identify and name 3 pieces of apparatus • I can describe how to use 3 pieces of apparatus

  30. Lesson 5 Investigating the Bunsen burner

  31. Lesson 5 – Bunsen Flame Investigation Learning intention: We will learn how to use a Bunsen Burner safely. We will investigate the different flames on the Bunsen Burner

  32. Experiment Aim : To find out which Bunsen flame is the hottest; the yellow or the blue.

  33. What do we need? • How do we keep it fair?

  34. Apparatus

  35. Method • Measure 100ml of water into a beaker • Place the beaker on top of a tripod and place a Bunsen underneath 3.a Ensure the Bunsen is set to a pale yellowish / blue flame (air hole slightly open) 3b. Ensure the Bunsen is set to a roaring blue flame (air hole fully open) 4. Light the Bunsen and start the timer 5. Record the time taken for the water to boil 6. Swap times with 3A or 3B group

  36. What does boiling water look like?

  37. Results

  38. Results

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