MaterialsUnit 2M.3 & 2M.4:Natural and man-made materials andchanging materials Natural and man-madematerials. Shaping materials Heating materialsScience Skills ObservingClassifyingPredictingExperimentingBy the end of this unit you should: Classify materials according to natural and manmade properties and know that they are changedfurther before use. Know that flexible materials can be changedtemporarily whereas not flexible materials canchanged permanently. Know that heating materials can cause temporaryor permanent change.36Grade2, Unit 2M.3 &2M.4Materials
Materials2.7.4Natural and man-made materialsActivity 1:You will need: A range of items from around theclassroom (ie.Pencils, scissors, fabric, erasers, scissors etc)Steps: Sort the items into a Venn diagram.Natural materialsMan-made materialsAll objects around you are made from materials.Materials can be classified into two groups: Natural Materials Man-made Materials37Grade2, Unit 2M.3 &2M.4Materials
MaterialsNatural materials can be found in around us.Man-made materials have been manufactured bymachines or other processes.Wool from sheep isPlastic is a man-madea natural materialmaterial made from petrolMaterials either natural or man-made are changedbefore they are used by people.Look at the picture; discuss what happened forthe wool?WoolWool Yarns38Wool sweaterGrade2, Unit 2M.3 &2M.4Materials
MaterialsLook at the picture; discuss what happened forthe petrol?PetrolKey Terms: Raw plasticPlastic BucketKey ideas:Natural Natural and man-made materialsMan-madeare often changed further beforethey are used.Key Questions:Q1. Write 3 natural materials;1 2 3 Q2. Write 3 man-made materials;1 2 393 Grade2, Unit 2M.3 &2M.4Materials
Materials2.7.5Shaping MaterialsActivity:You will need:Modelling clay or play dough, foam ballsSteps:1- Take a piece of modelling clay or playdough and a foam ball.2- Shape the modelling clay into a ball.3- Predict (P)What will happen to each ball if yousqueeze it in your hand?Write your prediction in the boxes below.Foam BallModelling Clay4- Squeeze each ball.5- Observe (O): What happened to each ballafter you squeezed them? Write yourobservation in the boxes below.Foam BallModelling Clay40Grade2, Unit 2M.3 &2M.4Materials
MaterialsExplain (E): Was your observation the same asyour prediction?.Can you think of any other objects that changeback after we squeeze them?.Foam ball and rubber band are .marterials. (Flexible – not flexible)Some flexible materials can be temporarilychanged by pushing and pulling like bending,twisting and stretching whereas not flexiblematerials are changed ible material: Any material that you canbend, squeeze, twist or stretch easily41Grade2, Unit 2M.3 &2M.4Materials
MaterialsActivity: Explore the properties of clayYou will need:Play dough or modelling clay, tapemeasure or ruler, strips plastic bags.Steps1-Take a lump of clay or dough; rollit, squash it, stretch it, squeeze it.Now roll it into a ball.2. Now, make a shape/ object that has;A bend ( ie. tree)A twist (ie. a knot)Squash it up again and roll into a ball.3. Now roll the shape into a long sausage.What is the longest sausageyou can roll before it breaks?Measure the longest piece?.(cm)42Grade2, Unit 2M.3 &2M.4Materials
Materials4. Roll another sausage. Was this one longer?Measure how long?.(cm)Could you change Play dough back again?. .Any material change back again to its originalstate after the change.The change is called temporary change5. Cut thin strips of plastic carrier bags.6. Stretch the strip as much as you canuntil it snaps.Can the plastic bag be turned back into astrip again?.( YES , NO).Any material doesn’t change back into its originalstate. The change is called permanent change43Grade2, Unit 2M.3 &2M.4Materials
MaterialsActivity:You will need: Examples of materials made fromwood, fabric, paper, metal, plastic, rubber andClay.(*Glass is too dangerous to use for this activity)Steps:Use the table to test each material for itsflexibility and permanent change.1. Place a tick in the box if the material changed2. Shade the box if it changed permanently.If flexibleShade if permanent change44Grade2, Unit 2M.3 &2M.4Materials
MaterialsMaterialBendTwistSquash ClayMetalWoodRubber45Grade2, Unit 2M.3 &2M.4Materials
Materials2.7.6, 2.7.7, 2.7.8Heating materialsLook at the pictures; identify the state of matterin each :Look at the pictures; write the state of matter ineach picture.Butter (-----------)HeatMelted butter(--------)What would happen if you cool the melted rade2, Unit 2M.3 &2M.4Materials
MaterialsIce-creamHeat(-----------)Melted Ice-cream(-----------------)What would happen if you cool the melted tivity: Melting ThingsYou will need:Ice cubes, platesSteps:1-Place an ice-cube on a plate and put it in awarm place. What is the state of ice cube?My ice-cube on the plate47Grade2, Unit 2M.3 &2M.4Materials
Materials2-Predict (P) what will happen to the ice after 10minutes. Write your prediction.My prediction3- Check the ice-cube after 10 minutes. Recordyour observation in the box below.My ice-cube after 10minutes4- Compare your results with your predictions.My PredictionResults-------------------- ----------------------------------------- ----------------------48Grade2, Unit 2M.3 &2M.4Materials
MaterialsActivity: Melting Chocolate*Teacher demonstrationYou will need: chocolate, bowl, watersaucepan, stove, spoon, chocolate mouldsSteps:1- Break the chocolate into abowl. Pour some water into asaucepan and place the bowl tosimmer in the water. Heat thewater until it simmers.What is the state of chocolate?--------------------------2- When the chocolate hasmelted, spoon it into thechocolate moulds and place in thefridge to set.What is the state of chocolate?--------------------------3- After the chocolate has setpress them out to eat.What do you think will happen if the chocolate isheated up again?.49Grade2, Unit 2M.3 &2M.4Materials
Materials Some materials turn into a liquid when theyare -----------. They start as a solidmaterial but if they are warmed they start tomelt and can turn into a -----------.Some materials turn into a liquid when they are-----------. They start as a solid material butif they are warmed they start to melt and can turninto a -----------.Question 1Which of these things melt if you place it in warmplace? Circle the objects that melt.ChocolateWood50ButterFabricGrade2, Unit 2M.3 &2M.4Materials
MaterialsActivity:You will need: *Teacher DemonstrationWater, heater, plates, kettle, large spoon.Steps:1- Place water into a kettle and pressboil. Observe the steam leaving thekettle’s spout.2- Now hold a ladle horizontally, withthe cup of the ladle placed directlyin the path of the steam, and placea bowl beneath. Predict (P) what willhappen to the ------------------------------------Write your ------------------------------------------3- Can you describe what is happening?.51Grade2, Unit 2M.3 &2M.4Materials
MaterialsActivity: The Dough Test*Teacher demonstrationYou will need:Flour, yeast, water, hot oven,fridge and a warm sunny place.Steps:1- Teacher to make the breaddough.2- Divide the dough into 3 parts.1. Place one part in a refrigerator.2. Place one part in a hot oven.3. Place one part in a warm place.3- Record your observation after 10 minutes.RefrigeratorHot ovenWarm place4- Which place did the bread rise best?.5 – Place the dough in the oven to cook.52Grade2, Unit 2M.3 &2M.4Materials
MaterialsThe yeast in the bread helps it to rise when it is left awarm place. The temperature is important for helpingthe bread to rise properly.Activity :You will need:Bread, bread knife and toaster.Steps:1. Cut some slices of bread. Leave some freshand place some in the toaster to cook.2. Use the attribute list organiser below tocompare the fresh slice of bread to the toastedslice. Eg. Dry, soft, crunchy, yummy etcBreadSmellTexture Appearance TasteFreshToasted53Grade2, Unit 2M.3 &2M.4Materials
MaterialsActivity:Look at foods before cooking and after cooking,compare between them.Before cookingAfter cookingQuestion:Can these food after cooking change back to theoriginal state?--------------54Grade2, Unit 2M.3 &2M.4Materials
MaterialsList some other foods that change after theyhave been heated?.Heating the food causes it to change permanently.It can’t be changed back to original state after ithas been cooked.Key Terms: Bend, twist, flexible, stretch, snap, squeeze,squash, heat, warm, cool, melt. Permanent change, temporary change. Solid, liquid, water, ice, steam, bubbleKey Ideas: Flexible materials can bend, twist and stretch. Sometimes the change is temporary change,sometimes the change is permanent. Some solids such as ice can turn into liquidswhen they are warmed. Steam from boiling water in a kettle whencollected turns back to water.55Grade2, Unit 2M.3 &2M.4Materials
MaterialsProject: Take some photos of objects that change whenwe stretch, squeeze, bend or heat them. Make a booklet of the photos that can bechanged either temporarily or permanently.Key questionsQ1: Some children try to stretch the followingobjects:elastic bandplay doughcling filmhair tiestennis ballclayCircle the objects that will go back to their normalshape when the children let go.What will happen to the others?.56Grade2, Unit 2M.3 &2M.4Materials
MaterialsKey questionsQ2: Colour GREEN the things that can be changedback after heating. Colour RED the things thatcannot be changed back after heating.eggbutterchocolateQ3: Amal knows that chocolate changes when it getswarm. Tick one box to show how it changes.From a solid to a liquid From a liquid to a solid It boils 57Grade2, Unit 2M.3 &2M.4Materials
MaterialsUse the concept map to show all the things you knowabout heat, materials and change. Add more lines ifyou need.HEAT58Grade2, Unit 2M.3 &2M.4Materials
1- Break the chocolate into a bowl. Pour some water into a saucepan and place the bowl to simmer in the water. Heat the water until it simmers. What is the state of chocolate? ----- 2- When the chocolate has melted, spoon it into the chocolate moulds and place in the fridge to set. What is the state of chocolate? ----- 3- After the chocolate .
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
ice cream Unit 9: ice cream ka bio Unit 3: say it again kaa Unit 10: car kakra Unit 3: a little Kofi Unit 5: a name (boy born on Fri.) Koforidua Unit 4: Koforidua kↄ Unit 9: go Kↄ so Unit 7: Go ahead. kↄↄp Unit 9: cup kube Unit 10: coconut Kumase Unit 4: Kumasi Labadi Beach Unit 10: Labadi Beach
CAPE Management of Business Specimen Papers: Unit 1 Paper 01 60 Unit 1 Paper 02 68 Unit 1 Paper 03/2 74 Unit 2 Paper 01 78 Unit 2 Paper 02 86 Unit 2 Paper 03/2 90 CAPE Management of Business Mark Schemes: Unit 1 Paper 01 93 Unit 1 Paper 02 95 Unit 1 Paper 03/2 110 Unit 2 Paper 01 117 Unit 2 Paper 02 119 Unit 2 Paper 03/2 134
BASIC WIRING TABLE OF CONTENTS Unit I: Occupational Introduction 1 Unit II: General Safety 15 Unit III: Electrical Safety 71 Unit IV: Hand Tools 101 Unit V: Specialty Tools and Equipment 195 Unit VI: Using Trade Information 307 Unit VII: Basic Equipment 343 Unit VIII: Basic Theory 415 Unit IX: DC Circuits 469 Unit X: AC Circuits 533 Unit XI: Wiring Methods 641 Unit XII: Conductors 685
CONTENTS Page Thank you page 3 About the book 4 UNIT 1: About Academic IELTS Task 1 6 UNIT 2: Line Graphs – Language of Change 8 UNIT 3: Introducing a graph 20 UNIT 4: Grouping Information 26 UNIT 5: A More Complicated Line Graph 29 UNI T 6: Describing Bar Charts 36 UNIT 7: Describing Pie Charts 44 UNIT 8: Describing Tables 49
Unit 39: Adventure Tourism 378 Unit 40: Special Interest Tourism 386 Unit 41: Tourist Resort Management 393 Unit 42: Cruise Management 401 Unit 43: International Tourism Planning and Policy 408 Unit 44: Organisational Behaviour 415 Unit 45: Sales Management 421 Unit 46: Pitching and Negotiation Skills 427 Unit 47: Strategic Human Resource Management 433 Unit 48: Launching a New Venture 440 .
Unit 1: Science and fiction 3 Unit 2: A model career 6 Unit 3: On the farm 7 Unit 4: Crime scene investigations 8 Materials and their properties 9 Unit 5: Building for the future 9 Unit 6: Sculpture park 10 Unit 7: Cleaning up 12 Unit 8: Flying materials 13 Physical processes 14 Unit 9: Buying energy 14 Unit 10: Satellites and space 15
Cabarrus County Schools 7th AMPS Mathematics Year-Long Curriculum Map Click here to access the Preamble for 7th Grade Math. 1 Last revised 7/3/17 North Carolina State Standards for Mathematics Unit 0 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9