Chemical sciences: What are Properties?

Week 2 Term 2
Natural and processed materials have a range of physical properties that can influence their use.
Watch: https://www.youtube.com/watch?v=tAEQDu7juEg
Different properties are needed for different reasons.
Circle the material and underline the property terms in each sentence.

Plastic is flexible and can be made into many shapes. Water is a liquid we need to live.

Wood is flammable and can be used as fuel. Glass is transparent.

Iron is magnetic. Bricks are hard and can be used for building.

Gold is shiny. Leather is waterproof. Aluminium is a conductor of electricity.

Describe these Describe the properties of the material before it is

properties. changed. Describe the new product.
Transparent Trees are made into paper.

Waterproof Oil is manufactured into paint.

Strength Sand is changed with heat glass.

into

Absorbent Old cardboard is recycled newspaper.

into

Flexible Clay is made into bricks.

Magnetic Old plastic bottles are fleece.

recycled into

Elasticity Gravel, sand and cement concrete.

are mixed into
 Chemical sciences: Properties of Different Materials Week 3 Term 2
We are learning to describe a range of common natural and processed materials, such as metals or plastics using their
physical properties.
In groups of two or three choose 6 materials from the mystery box and use the property key chart to choose 6 properties to
investigate.
Write the property on the dotted line. We will test the property of flammability as a class demonstration.
Property 1 Property 2 Property 3 Property 4 Property 5 Property 6
Flammability
------------------ ------------------ ------------------ ------------------- ------------------
Material 1
---------------
Material 2
---------------
Material 3
---------------
Material 4
---------------
Material 5
---------------
Material 6
---------------
Chemical sciences: Adding and Removing Heat Week 3 Term 2

Natural and processed materials have a range of physical properties and these properties
can influence their use.
Some properties of materials are transparency, strength, hardness and being waterproof.

We learned about different properties and tested some materials in the online interactive
resource: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/characteristics_materials.shtml
http://www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/play/

Some materials have the properties of:

flexibility: can change its shape without breaking
plasticity: keeps its shape once a force is removed

We learned about working with glass: https://www.youtube.com/watch?v=HAPc6JH85pM

Describe the properties of glass when -

it is cold it is hot

Use the plasticine to make a model of something you could make with molten glass.
Write and draw to describe your object.

Write and draw some other materials that have the property of flexibility or plasticity.
Industrial Polymer Resins Ltd.
Sterling Park, Lonsdale
Dear Research Group,
We produce special inks for chocolate-makers, who use them to print
the names of sweets on the wrappers. We also make the glue for
sticking the wrappers together. We have found that the best starting
ingredient for the ink and glue is a liquid from trees. Unfortunately,
our new recipe is causing us problems. It makes a very thick liquid
that does not flow easily through our pipes. It is also very hard to stir,
and we need a lot of electricity to run our stirring machines. This is
very expensive!
We understand that your research group is investigating liquids, and
would be pleased if you could suggest ways we can solve this
problem. We need as much data as you can provide, including any
measurements you make of runniness of different sorts of liquid. Any
suggestions you can give us, which will make our liquid flow more
easily, would help us very much.
We look forward to hearing from you in the near future. Yours
faithfully,

J. Wellington
Managing Director
Chemical sciences: Investigating The Properties of Liquids Week 5 Term 2

We are learning about selecting materials for uses based on their properties and working in
groups, with teacher guidance, to plan ways to investigate questions scientifically.

Read the letter together with the class and think about these questions.
Discuss with your group and write your answers.

Why does the company need the material as a liquid?

What do you know about the properties of liquids?

Examine the samples of liquids on your table.

Write down at least two things that you notice about the properties of each one.

Material 1 Material 2 Material 3 Material 4 Material 5 Material 6 Material 7 Material 8

Chemical sciences: Investigating The Properties of Liquids Term 2 Week 6

Discuss some ways you could group these materials and write down your ideas.

Which ones would you group together and why?

We are learning about the properties of liquids and to identify questions in familiar contexts
that can be investigated scientifically.

Write down the materials in order of runniness starting with the least runny at the top.

Materials What do you think the material is? Why? The answer is

The polymer company needs our help to understand the runniness of liquids.
Discuss methods of testing and measuring how runny liquids are with your group then write
and draw your ideas.

Write down some of the materials and How will you stay safe doing your testing?
equipment you might need.

How will you make your test fair?

Chemical sciences: Measuring Runniness Term 2 Week 7
Learning goals: We will investigate different methods of measuring and comparing the
property of runniness of liquids and present the information in a way that quickly shows our
results.
We will consider the elements of fair tests and use formal measurements to make and record
observations accurately.
Class discussion questions:
Would it be useful to tell the polymer company how slowly each liquid flows?
Is it enough to say This is slower than that?
How can we present the information in an easy to see way?

Class activity - Timing a marble falling through a column of liquid.

1. Add the same volume of three different liquids to measuring cylinders.

2. Hold a marble just above the surface of the liquid and start timing as the marble is
dropped.
3. Stop the timer when the marble reaches the bottom.
Results

Liquid Time (units?__________ ) What did you notice?

1. _______________________

2. _______________________

3. _______________________

Group activity Timing drips on a plastic sheet.

1. Lay your sample sheet flat on the table
2. Use the syringe to squeeze out just enough liquid to cover the sample circle on the
sheet. Use a different sample circle for each different liquid.
3. Get ready to start timing - Lift the sample end of the sheet to 10 cm high. Start the
timer.
4. Stop the timer as soon as the liquid drop reaches the finish line
5. Make sure your test is fair.
Results

Liquid Time (units?__________ ) What did you notice?

A. _______________________

B. _______________________

C. _______________________

Use the graph paper to show your results in a column graph similar to the one we made for
the class activity.
Chemical sciences: Changing Viscosity Term 2 Week 8
Learning goals: We will investigate how the property of viscosity of liquids responds to
changes in temperature.
We will consider the elements of fair tests and use formal measurements to make and record
observations accurately.

Class discussion questions:

How could we make gravy or chocolate sauce less viscous?
How can we make butter easier to spread?
How could ice cream be made easier to scoop out of its container from the freezer?

Class activity - Timing a liquid flowing through a funnel.

Question What happens to the flow when we warm the liquid?

1. Add the same volume of three different room temperature liquids to the funnels.
2. Start timing when the liquid is poured in.
3. Stop the timer when most of the liquid has flowed through the funnel.
4. Repeat with the heated liquids.
Prediction
What do you think will happen to the time of liquid flowing through the funnel when we
change the temperature of the liquid (to warmer)?

I predict that

Results

Time for Room Time for

Liquid Temperature Heated liquid What did you notice?
(units?_________ ) (temp______)

1.
_______________________

2.
_______________________

3.
_______________________

Make a graph to show the results of the room temperature and warm liquid results.
Can we use our results to make suggestions to the polymer factory to help with their problem?
What advice would you give them?
 Chemical Sciences: Properties of cooking equipment Week 9 Term 2
Equipment used for cooking is made from processed materials that have a range of physical
properties. These properties influence their use.
We will safely use appropriate materials, tools or equipment to make and record observations

Pancake recipe:
Ingredients
1 cup (150g) self-raising flour
1 table spoon of sugar
1 egg, lightly beaten
3/4 cup (180ml) milk
50g butter, melted

Method
Sift the flour and sugar into the bowl and mix together.
Make a well (like a hole) in the middle of the flour mixture and add the cracked egg and milk
Mix the egg and milk into the flour until all the lumps are gone.

WAIT until your groups turn to go to the cooking table where Leanne will cook your pancakes.
SAFETY:
To be safe when we are using heat we all need to
Listen to the teachers instructions
Talk safely
Move slowly and carefully
Think and act safely

We discussed first aid for burns.

We know that if we get a burn from the electric frying pan we must put the burn under cold
running water for at least 20 minutes.
Do this straight away - do not wait for the teacher.****

My observation My prediction of what I will see, My observation

Before cooking smell, hear or feel. After cooking

Pancake
mixture

Equipment Materials used to make it Properties of the materials

Fry pan

Mixing bowl

Sieve

Spoon