Cleaning Copper Pennies, Exercises of Life Sciences

Download Cleaning Copper Pennies and more Exercises Life Sciences in PDF only on Docsity!

KEY STAGE 1:

science box

EVERYDAY MATERIALS

Cleaning Copper Pennies

Contents:

• KIT LIST:
• SUMMARY:......................................................................................................................................
• ACTIVITY OUTLINE / SUGGESTIONS:
• HOW THIS ACTIVITY MEETS THE NATIONAL CURRICULUM.....................................................
• WORKSHEETS
  • WORKSHEET
• HOW OTHER SCHOOLS USE THIS ACTIVITY............................................................................
  • 26 Year 1, 2 EAL, 0 SEN
  • 19 year 2 children - 0 SEN
  • Year 1 and 2 (details not provided).............................................................................................................................
• YOUR FEEDBACK
• WHAT TO DO WHEN YOU HAVE FINISHED WITH THIS SCIENCE BOX

SUMMARY:

This box contains a selection of household materials that may be

used to clean copper pennies, and others that will be ineffective.

The children will make predictions about which material will best

clean the pennies; they will measure out the various liquids and

make observations of their results and record them.

Copper pennies must be used. The copper oxidises (combines

with oxygen in the air) to make a layer of copper oxide on the

pennies, this is what makes them dull.

Acids will dissolve copper oxide. Lemon juice, vinegar, cola and

lemon juice are all acidic (are/contain acid).

Water and detergent, that we use to wash our dishes, are not

acidic, that is why they will be ineffective.

ACTIVITY OUTLINE / SUGGESTIONS:

Introductory Activity

Allow the children “tinker time” to freely explore the items they shall be using.

The pennies are made of a material called copper. The copper mixes with oxygen in the air to

make a layer of copper oxide on the pennies, this is what makes them dull.

But under the copper oxide the penny is still made of copper that is bright and shiny, so if we can

get that off, the pennies will be shiny again.

Ask the children what they think will be most useful for that task and show them how to complete

their worksheets to show what they think will be the outcome of their experiment.

Demonstrate how to carefully pour the various materials into the five clear plastic tubs/beakers,

and how to carefully place a penny into each one, then how to monitor the time (wall clock,

stopwatch, timing is not critical, a minimum of 10 minutes approximately).

It is not necessary for the materials to be accurately measured, however, more able pupils may

use the measuring cylinders provided, thinking about fair testing the children could measure the

same volume into each cup.

Children’s Investigations – CORE ACTIVITY

1. Talk about the materials the children have been provided with to clean their pennies, ask them

to complete the predictions in their worksheets – which will be the best for cleaning pennies.

2. Pour the various liquids into the five beakers, to half fill (approximately). It is not necessary for

the materials to be accurately measured, however, more able pupils may use the measuring

cylinders and record the amounts of liquid they have used, they could be challenged to try and

make a fair test eg. Using the same amounts of liquid, however it cannot be a fair test as the

pennies will differ in their discolouration.

3. Place the copper pennies into each liquid.

4. Leave for a minimum of 10 minutes, if time permits the lesson could be split into two at this

point and the pennies left soaking for a week before carrying on to step 4.

5. Remove each penny, wipe clean with paper towel (the pennies may need to be rinsed in water).

6. Decide which is the cleanest and write the results in the work sheet.

detergent

& water

vinegar

teaspoon

salt

cola lemon

juice

tomato

ketchup

HOW THIS ACTIVITY MEETS THE NATIONAL CURRICULUM

(highlighting indicates criteria met by activity) Statutory requirements^ pupils should be taught to….

Year 1

• distinguish between an object and the material from which it is made
• identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
• describe the simple physical properties of a variety of everyday materials
• compare and group together a variety of everyday materials on the basis of their simple physical properties.

Year 2

• identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
• find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Working Scientifically

Statutory requirements during years 1 and 2, pupils should be taught to use the following practical methods, processes and skills….

• asking simple questions and recognising that they can be answered in different ways
• observing closely, using simple equipment
• performing simple tests
• identifying and classifying
• using observations and ideas to suggest answers to questions
• gathering and recording data to help in answering questions

Notes and guidance (non-statutory) pupils in years 1 and 2 should……

• explore the world around them and raise their own questions.
• use simple features to compare objects, materials and living things
• decide how to sort and group the above,
• observe changes over time,
• begin to notice patterns and relationships.
• ask people questions and use simple secondary sources to find answers
• use simple measurements and equipment
• gather data,
• carry out simple tests,
• record simple data,
• talk about what they have found out and how they found it out.
• record and communicate their findings in a range of ways
• begin to use simple scientific language

Notes and guidance (non-statutory) pupils should…….. Year 1

• explore, name, discuss and raise and answer questions about everyday materials
• become familiar with the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent
• explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example: brick, paper, fabrics, elastic, foil
• perform simple tests to explore questions, eg. o What is the best material for an umbrella? o for lining a dog basket? o for curtains? o for a bookshelf? o for a gymnast’s leotard? Year 2
• identify and discuss the uses of different everyday materials
• become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles)
• become familiar with different materials being used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass)
• think about the properties of materials that make them suitable or unsuitable for particular purposes
• be encouraged to think about unusual and creative uses for everyday materials
• find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam
• compare the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs)
• observe closely, identifying and classifying the uses of different materials, and recording their observations

WORKSHEETS

The following pages contain the

worksheets for this science box, they can

be photocopied or, for editable versions,

please contact West Suffolk College.

HOW OTHER SCHOOLS USE THIS

ACTIVITY

The following pages contain examples of

how other schools have used this science

box that you may find useful.

They give details of the class

demographic (eg. class size, EAL, SEN)

as well as a lesson plan, anonymised

photographs or samples of pupils work.

26 Year 1, 2 EAL, 0 SEN

19 year 2 children - 0 SEN

Year 1 and 2 (details not provided)