Name ............................
What do these have in common?
Rusty horseshoe
How do fires start?
tray
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Class ......................
a jar is placed over the _____________________ it will soon stop burning.
with the ____________________ from the air. The candle needs oxygen to ____________. If
The heat melts the _________________ which travels up the wick. The wax burns
Complete the following sentences with the correct words from the list:
candle
oxygen
wax
burn
See what happens to the candle when you cover it with a jar. Use different
sizes of jar to see if this affects how long the candle will burn for.
sand
Investigate the burning of a candle
Place a wax candle in a small tray of sand. Light the candle.
A triangle needs three sides. If you take one away, it will collapse. Heat, fuel
and oxygen are all needed for burning. If one of them is missing, there won’t
be a fire.
F _____________________ + H _____________________ + O _____________________ = F_____________________
from air
Write down the three things needed for a fire.
from air
H
iron oxide
Burning candle
Rusting, burning and oxygen
Can you see why Sarah’s bicycle has gone rusty?
The frame of Sarah’s bike is made of steel. Steel is iron mixed with carbon to
make it stronger. She leaves her bike outside all the time and the chain does
not have a coating of grease or oil. The paint is chipped and scratched.
Write down your observations.
Clue 1 ____________________________________________________________
Clue 2 ____________________________________________________________
Clue 3 ____________________________________________________________
Clue 4 ______________________________________________________________________________________________
Write down your conclusion:
from the air
I ___________________ + W ___________________ + O ___________________ = R ___________________
Write down three ways in which Sarah could protect her bike from rust.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Set 2: Materials and their Properties
Poster 5
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Activities
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Extension activities
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Pearson Publishing
Chesterton Mill, French’s Road, Cambridge Tel 0223 350555
Science
Pupils could write pages for First Aid and
emergency handbooks and then compare theirs with
those produced by St Johns Ambulance and the Red
Cross.
Mathematics
Pupils could measure the volumes of the jam jars
used in the candle experiment and graph burning
time against volume.
Cross-curricular links
Pupils could investigate the effect of air and water
on iron that has been treated in different ways. Jam
jars containing a little water could have nails (clean,
greased or painted) galvanised nails, tin plate,
chromium plated nails or a stainless steel knife
suspended by string above the water and left for
about two weeks.
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Clues
• Laying the person down prevents movements
which might fan the flames.
Smothering the flames excludes air and hence
oxygen so stopping the burning process.
An extra pupil sheet is provided on the right. It
shows a drawing and simple instructions for how to
deal with an emergency, that of someones clothes
catching fire. From the picture and the description
pupils are asked to identify two reasons for the
actions which are suggested.
The final activity involves three sections in the
centre of the poster. They are provided as a revision
or summary for the pupils and illustrate the
connection between burning and rusting ie the
involvement of oxygen.
not burning completely to carbon dioxide and water,
but that carbon remains as a sooty deposit.
Warning
You should never use water to put out petrol fire, electrical fires or chip pan fires. Try
to work out, or find out why not.
Clue 1 ____________________________________________________________________
Clue 2 __________________________________________________________________________________________________________
Write down your observations.
If someone’s clothes catch fire and no adult is near, throw a rug, blanket, coat or fire
blanket, over the burning clothes. Try to protect their face and yourself by holding the
blanket as a shield. Find an adult and ring for an ambulance.
Can you see why the flames go out?
Putting out a fire
Set 2: Sc3 Poster 5: Rusting, burning and oxygen
National Curriculum
TEACHER’S NOTES
T I ONA
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Sc3 (5c)
Understand that rusting and burning involve a
reaction with oxygen.
VIT
The fire triangle shows the three essentials for a fire,
fuel, heat and oxygen. Remove any of these and a fire
will not burn.
Pupils can then consider how she could protect her
bicycle, repainting, greasing and oiling, wiping off
water, keeping inside.
The combination of the iron in the steel frame, the
exposure to water and oxygen from the air results in
the formation of iron oxide (combined with some
water) or rust.
Clues
• Water droplets on the frame.
• Chipped paint.
• No oil on the chain.
• Bike left unprotected in all weathers.
The information on the left-hand side of the poster is
presented as a detective process. Information is
provided in the picture and the description which
might provide the reason why Sarah’s bicycle has
gone rusty. The pupils can write down their ideas
and then discuss them.
TI
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The second activity requires pupils to investigate the
burning of a wax candle. Candles should be placed in
small trays of sand and the usual safety precautions
observed. The heat melts the wax which travels up
the wick and then burns with the oxygen from the
air. Restricting the amount of air by placing a jar
over the candle illustrates the need for oxygen.
Using jars of different sizes pupils should be able to
time the different times at which the flame goes out.
The black deposits on the jars show that the wax is
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Name ............................
Raw materials
Set 2: Materials and their Properties
Poster 9
Product
Useful chemical changes
Burn
Acids are produced
which curdle the
milk proteins
Destructive distillation
Biotechnology
Smelting
Iron ore is
reduced to iron
by gases
Class ......................
Wood
Milk (skimmed)
Bacteria
Yoghurt
Limestone
Coke
Pig Iron
Charcoal
Iron Ore
Build up into
piles, with plenty
of air spaces
Heat to over
1100°C
Limestone makes
slag from the waste
materials
Pasteurise then
add starter
culture (bacteria)
Cover with
earth
Incubate at 45°C
for a few hours
National Curriculum
TEACHER’S NOTES
T I ONA
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Extension activities
Cross-curricular links
Pupils could make a small quantity of yoghurt.
Using sterile equipment – heat 1 pint of milk to
90°C and let it cool down to 40°C. Stir in 1
tablespoon of dried skimmed milk and 1 tablespoon
of fresh natural yoghurt. Pour into a pre-warmed
vacuum flask, cover and leave in a warm place (about
40°C) for 24 hours. They could add mashed fruit to
taste.
Pupils could look at the uses of the new materials eg
iron is used to make steel, charcoal in making water
filters.
Pupils could investigate any local industries
manufacturing materials, or use secondary sources to
find out about other industries eg coke is made from
coal using the same chemical process used to make
charcoal, copper is extracted by smelting,
aluminium by electrolysis, glass is made from sand,
limestone and sodium carbonate.
EX
Background information
yoghurt made in bulk is then poured into pots.
Making iron. Iron is produced from the ore
(Haematite, Magnetite and Limonite) in blast
furnaces. They are tall structures 30 m or more high
and about 9 m diameter at the base. The iron ore is
reduced to iron in a series of reactions involving
carbon dioxide and carbon monoxide which are made
in the furnace from the coke. This, burning in the
air blasted into the furnace, provides the heat which
melts the limestone and the iron ore. The limestone
combines with the impurities forming slag that
floats on top of the molten iron. The furnace is
tapped to removed the molten metal and the slag.
S
Aluminium ore,
Crushed ore is
called bauxite, dissolved in caustic
is mined
soda and heated
Finally it is bottled
Aluminium oxide from
The aluminium is
the solution is electrolysed now 99.9% pure,
dissolved in molten cryolite
ready for use
During baking the
air bubbles expand,
and the dough hardens
The wine is stored
in barrels to mature
Bubbles of CO2 make
the dough spongy.
The bread ‘rises’
Solid impurities are
filtered from
the solution
How aluminium is made
Flour, salt, sugar,
The dough is covered
yeast and water are
and put in a
mixed to make dough
warm place
How bread is made
Grapes contain
The grapes are
The yeast ferments
sugar, and have crushed and the the grape juice, forming
yeast on their skins juice extracted
alcohol and CO2
How wine is made
Set 2: Sc3 Poster 9: Useful chemical changes
Sc3 (4b)
Know that materials from a variety of sources can be
converted into new and useful products by chemical
reactions
TI
The raw materials and the final products for three
chemical processes are illustrated in the squares on
the right-hand side of the poster. The pupils should
identify which materials are associated with each
process. They can colour the diagrams, cut them out
and glue them into the squares provided.
RO
Each large central picture illustrates the commercial
way in which the process is carried out. The pupils
should have each explained, and they can then
complete the diagrams by cutting out the small
rectangles and glueing them into place so that the
stages in the manufacturing process are recorded.
Three further examples are provided on the right.
KG
Making charcoal. This is made by burning wood
with little or no air so that a form of carbon is left.
Piling pieces of wood into a rough pyramid shape
with plenty of room between the pieces for air to
circulate, and then covering the pile with earth and
setting fire to it is the traditional method for
making charcoal. Today wood is placed in closed
vessels from which air is excluded, these are heated
and the constituents are given off as gas, leaving the
black porous charcoal behind.
History
Smelting and charcoal burning are ancient crafts
which the pupils could place in historical context.
Geography
Pupils could research the locations providing raw
materials and the siting of industry.
Pearson Publishing
Chesterton Mill, French’s Road, Cambridge Tel 0223 350555
Making yoghurt. Skimmed milk is pasturised to
kill any bacteria and then a starter culture of
Streptococcus thermophilus and Lactobacillus bulgaricus is
added. The mixture is incubated at 45°C for a few
hours. During this time acids are produced (pH 4.6)
and the milk proteins curdle to make yoghurt. Most
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