6317-Y1 Types Materials All

Hamilton Trust 2007 Y1 - Science

Hamilton TrustScience Year 1

Chemistry Strand

Types of Materials


Science Year 1 Chemistry Strand: Types of Materials

Explore materials commonly found in the classroom, sorting them into plastic& not plastic. Discover objects that float & sink before carrying out relatedinvestigations. Use the Three Little Pigs to study building materials beforelooking at magnets.

Description of sessions

Session ANaming

materials

Explore materials and objects placed on tables round the room usinglooking and feeling. As a class name the materials, then in small groupstalk about their properties. Go on a materials hunt around the school.Chn make a materials collage.

Session BExploringplastics

Focus on plastic as a material. Sort objects into plastic & not-plastic.Be plastic detectives & find different plastic objects & then talkabout their properties. Chn carry out investigation about whichmaterial is best for keeping cotton wool dry.

Session CFloating and

sinking

Explore which materials float and which sink. Chn predict by sorting &testing, then record what has been found out in different ways. Usetopic books and do some floating & sinking activities online.

Session DWhy things

float

Why do some materials/objects float or sink? Talk about diffmaterials used to make boats & ships. Carry out investigations: canchn make plasticine float? How many pebbles/marbles will sink aplastic container? What happens when you blow air into water?

Session EMaterials for

building

Find out which materials are used for buildings. Read the story of TheThree Little Pigs. Work in groups to make houses out of straw, woodand bricks, trying to make them strong enough to withstand ahairdryer.

Session FMagneticmaterials

Exploring magnets and materials. Look at image of lodestone. Freeexploration of magnets and materials around classroom. Focussedactivity: sorting magnetic/non magnetic objects. Predicting andrecording results. Look at games that use magnets.


Science Coverage ? KS1 Y1 Science

Programme of Study/ Strand Light & Sound Senses Types of Materials Intro to Forces Living & Growing Life CyclesIdeas &evidence inscience

1 1Sc1ScientificEnquiry:

Investigativeskills

2b, 2d, 2e, 2f, 2g,2h 2b, 2f, 2h, 2i

2a, 2b, 2c, 2f, 2g,2h, 2i, 2j

2a, 2b, 2c, 2f, 2g,2h, 2i, 2j

2b, 2e, 2f, 2g, 2h,2j 2a, 2b, 2f, 2j, 2k

1. Lifeprocesses

1b 1a, 1b 1b, 1c

2. Humans &other animals

2e, 2g 2a, 2b, 2e, 2f 2b, 2e, 2f

3. Greenplants

3b 3c

4. Variation &classification

4a, 4b 4b

Sc2 Lifeprocesses &living things

5. Living thingsin theirenvironment

5a, 5c

1. Groupingmaterials

1a, 1b, 1c, 1dSc3Materials &theirproperties

2. ChangingmaterialsElectricityForces &motion

2a, 2b, 2c

Know

ledg

e, s

kills

& u

nder

stan

ding

Sc4 PhysicalprocessesBreadth

Light & sound 3a, 3b, 3c, 3d

Brea

dth

ofst

udy 1a, 1b, 1c, 1d, 2a,

2d 1a, 1b, 1c, 2a 1a, 1b, 1d, 2a 1b, 1d, 2a, 2b 1a, 2a, 2b 1a, 1c, 2a


Science Strands KS1(with equivalent QCA units)

Year 1 Year 2Living & Growing Biology (1A partly) Healthy Humans Biology (2A)Life Cycles Biology (1B partly) Plants Biology (1B/2B partly)Senses Biology (1A partly/1D/1F) Living Things in their Environment Biology

(2B partly/2C)Types of Materials Chemistry (1C) Changing Materials Chemistry (2D)Intro to Forces Physics (1E) Forces Physics (2E)Light & Sound Physics (1D/1F) Electricity Physics (2F)

Science Strand suggested links to current KS1 TopicsYear Topic Science Strand(s)

1 Clothes & CoveringsTypes of Materials/ Living Things intheir Environment (Y2)/ ChangingMaterials (Y2)

1 Homes & HousesTypes of Materials/ Living &Growing/Living Things in theirEnvironment (Y2)

1 Journeys Light & Sound/ Intro to Forces/ Forces(Y2)1 Babies & Play Living & Growing/ Life Cycles

1 Changes Senses/ Living & Growing/ Living Thingsin their Environment (Y2)

1 Talking Time Light & Sound/ Intro to Forces/Electricity (Y2)

2 Global Gardens Plants/ Living Things in theirEnvironment/ Life Cycles (Y1)

2 Oceans & Seas Living Things in their Environment/Types of Materials (Y1)

2 Families & Neighbours Healthy Humans/ Plants/ Living Thingsin their Environment2 Fire Changing Materials

2 Fighting Fit Healthy Humans/ Forces/ Intro toForces (Y1)2 Famous People Electricity/ Forces/ Light & Sound (Y1)

1/2 AnimalsIntro to Forces/ Forces/ Senses/Living & Growing/ Living Things in theirEnvironment

1/2 Food & Farming Plants, Intro to Forces, Forces, Senses,Healthy Humans

1/2 Countries & Cultures:France N/A


Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Session ANaming

materials

Objectives: Understand that the objects around us are made of different materials and beable to name some of the materials.Sc3 1a Use their senses to explore and recognise similarities and differences between materials.1c Recognise and name common types of material and recognise that some of them are foundnaturally.Breadth of study: 2a Learn to use simple scientific language to communicate ideas and to nameand describe living things, materials, phenomena and processes.

ScientificEnquiry

Sc1 2f Explore using the senses and make and record observations.

Resources

A large collection of commonly found materials and objects made of differentmaterials. A set of materials that are preferably not recognisable objects, i.e. a lump ofwood, clay, paper, a piece of metal, plastic (bit of plastic bag, bit of a drinks bottle,eraser, etc), cork, card, glass, fabric. A rough and a smooth stone or piece of wood.Sets of 3 different materials (enough for each chd in a small group to have a set) couldbe a small piece of metal e.g. a sharpener, a small piece of wood e.g. a ruler, a smallpiece of fabric. Materials, paper and glue to make a class or individual materials collage.

Whole class teaching: (could link to materials clothes are made from Session 2, Materials Theme, Clothes &Coverings Topic or to house materials texture, Session 4, Homes in many contexts Theme, Houses and HomesTopic)Have a large collection of materials and objects made of different materials on different tables around the room.Explain to the chn that you want them to move carefully round the room exploring all the different things bylooking at them and feeling them. Ask them (to think about) What are they made of? Bring chn back togetherand make list of all the materials they can name on a flip chart or whiteboard. Practice reading the words. Showthem a set of materials that are preferably not recognisable objects, i.e. a lump of wood, clay, paper, a piece ofmetal, plastic (bit of plastic bag, bit of a drinks bottle, eraser etc), cork, card, glass, fabric. Put labels (sessionresources) on the floor and in a circle encourage chn to sort materials according to the type of material.Safety: make sure materials have no sharp edges when chn are handling them.

Group activities:Adult-led activity: In a small group check chn are confident naming materials. Introduce words that describeproperties (session resources). Encourage chn to match them to the named materials. Point out that somematerials can be both rough and smooth, demonstrate this with a rough and a smooth stone or a piece of wood.Extension: Ask Do you know where the materials come from?

Independent activity:Provide each chd in a small group with about 3 different materials. Could be a small piece of metal e.g. asharpener, a small piece of wood e.g. a ruler, a small piece of fabric. Plastic can be confusing as plastic takes somany forms. Ask them to go on a materials hunt around the classroom and draw pictures of what else they canfind made of those materials (session resources).Independent activity:Provide the chn with materials, paper and glue to make a class or individual materials collage (session resourcesfor label).Independent activity:Explore science clips Sorting and using materials activity for 5-6 yrshttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate.shtmlPlenary: Consolidate grouping materials by doing Science clips activity for 6-7 yrs all together if you haveaccess to a whiteboard http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtmlor ask chn which science words they can remember about materials.

I can:1. Explore different materials by looking at them and feeling them.2. Name some different materials.

Hamilton Trust 2007 Y1 - Sc Types of Materials Session A

Types of materials

card metalclay paper

fabric plasticglass wood


Properties of materials

bendy smoothdull softhard strongrough transparentshiny waterproof


Come and feel ourcollage made from

different materials


Come and feel ourcollages made fromdifferent materials

Materials HuntDraw objects in our classroom made out of these materials.

metal woodfabric



Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual usersY1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Session BExploringplastics

Objectives: Understand that materials have different properties which make them useful indifferent ways.Sc3 1c Recognise and name common types of material and recognise that some of them are foundnaturally.1b Sort objects into groups on the basis of simple material properties.1d Find out about the uses of a variety of materials and how they are chosen on the basis of theirsimple properties.Breadth of study: 1d Use first hand and secondary data to carry out a range of scientificinvestigations, including complete investigations.

ScientificEnquiry

Sc1 1 Learn that it is important to collect evidence by making observations and measurementswhen trying to answer a question.

Resources

Collection of objects and property cards from session A. A4 size pieces ofplastic bag, paper, card, J cloth, 4 balls of cotton wool to wrap up, or could usesmall soft toys if they can get wet. 4 small bulldog clips. Tank of water, timer,topic books about materials.

Whole class teaching:Plastic detectives. One of the most commonly used materials is plastic which is often finished to look like othermaterials. This can be confusing for chn. As a class sort your large collection of objects from session A intoplastic and not plastic. Ask the chn Can you find something in the room that is made of plastic and go andstand near it? Can you find anything made of plastic that is disguised to look like a different material?Come back together and look at the property cards from session A. Ask What was your object like? Explain theword material means the stuff things are made of and property mean what they are like (give examples). Askthem to complete this sentence. My object was smooth, hard, strong, soft, etc.Show the Plastics Detective table (session resources) and explain how to fill it in with ticks and crosses. Model ifnecessary.Introduce the word waterproof and talk about how plastics are very useful for keeping things dry.Explain we are going to do an investigation to test different types of materials to answer the question Whichmaterial is best for keeping cotton wool dry? Show them A4 pieces of e.g. plastic bag, paper, card, cleaningJcloth.We will look at the cotton wool (or whatever you choose to wrap up!) after 5 min, 10, min, 15 min and see whichmaterial has kept it dry. Ask What do you think will happen? Discuss with someone near you.

Group activities:Adult-led activity: Help the first group of chn to wrap cotton wool in the pieces of diff material, secure themwith small bull dog clip and put them in the tank. After 5 min help the next group unwrap the cotton wool andobserve what has happened. Rewrap them and repeat after 10 min and 15 min with other groups. Adult recordsresults on table (session resources). It might be worth trying this out first as how quickly the cotton wool getswet depends on the thickness of card and type of paper, etc and adjust timings if necessary.

Independent activity:Chn fill in table about properties of plastic.Independent activity:Look at topic books about different materials. Draw pictures and label according to ability.

Plenary:Look at table from waterproof test and discuss results.I can:1. Talk about the properties of some materials.2. Begin to be able to talk about how to keep a test fair.

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session B

Which material is best for keeping cotton wool dry?Put a tick when the cotton wool is dry and a cross when it is wet.

paper card plastic J cloth

5 min

10min

15 min

We used different materials to wrap up the cotton wool.We kept everything else the same.

We found out that ______________ is best for keeping thecotton wool dry.

sponge

Plastics detectiveComplete the table with ticks and crosses

hard soft shinydull

multilinkcubeplasticbagruler

milkcartonscissorhandles

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session B



Session CFloating &sinking

Objectives: Understand that some materials float in water and some sink.Sc3 1b Sort objects into groups on the basis of simple material properties.1d Find out about the uses of a variety of materials and how they are chosen on the basis of theirsimple properties.Breadth of study: 1a Learn through a range of domestic and environmental contexts that arefamiliar and of interest to them.

ScientificEnquiry

Sc1 2a Ask questions and decide how to answer them.2g Communicate what happened in a variety of ways.2h Make simple comparisons.

ResourcesA small container of water and 2 things to drop in it that will float or sink (e.g. apaperclip and a bit of drinking straw). Set of 8 objects that will float or sink.Second water tray if resources allow. Topic books.

Whole class teaching: (links to Sessions 6 & 7, Ocean travel Theme, Oceans & Seas Topic & to Session 11,Homes in many contexts Theme, Houses and Homes Topic)Show the children a clear container of water. Drop in something that will float and something that will sink (e.g. apaperclip and a bit of drinking straw). Ask What are the words we use to talk about when things are held upin water or fall to the bottom? Show the words float and sink (session resources).

Could use this song the children will enjoy it!Will it Float Song (Sung to the tune of When the Saints Go Marching In)Oh, will it float or will it sink?Which will it be; what do you think?Will it stay on top of the water?Or, like an anchor, will it sink?

Tell the children we are going to do a test to see which objects will float or sink. Ask What will we need togather together to do our test? Make a list. Talk about the fact we need to guess what might happen first(predict). What do we think will happen?Show the objects and guide children to talk about different ways we could record results (session resources for acouple of possible ways).Children sort the set of objects into float and sink and adult records prediction on flip chart. Draw the set ofobjects you have chosen to use on the flip chart for children to copy when they record the test (sessionresources). If they are going to draw a picture of the test you may need to model how to draw the object half inand half out of the water.Group activities:Adult-led activity:After children have had a chance to explore objects freely, focus the group and look at each object in turn to seeif it floats or sinks. Children complete results sheet drawing their own pictures and writing floats or sinks asappropriate.

Independent activity:Explore freely objects that float and sink in second water tray if resources allow.Independent activity:Look in topic books to find other things that float or sink and draw pictures (session resources).Independent activity:http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtmlSite also includes instructions for making boats to test.Plenary:Extension: Ask Why do some objects float and some sink? (Will look at this further in next session).Could look at website togetherhttp://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml.



I can:1. Draw a picture or fill in a chart to show the results of our test.2. I can find information in books.

Hamilton Trust 2007 Y1 - Sc Types of Materials Session C

float


sink


Did it float or sink? The results of our test

These objectsfloated

These objectssank


Did it float or sink?The results of our test

Object(draw the objects)

Did it floator sink?

(write float or sink)

1

2

3

4

5

6

7

8



Session DWhy things

float

Objectives: Understand that some materials float because they are lighter or less dense thanwater.Sc3 1b Sort objects into groups on the basis of simple material properties.1d Find out about the uses of a variety of materials and how they are chosen on the basis of theirsimple properties.Breadth of study: 1b Look at the part science has played in the development of many usefulthings.

ScientificEnquiry

Sc1 2b Use first hand experience and simple information sources to answer questions.2i Compare what happened with what they expected would happen and try to explain it drawing ontheir knowledge and understanding.

Resources

Small piece of stone, plasticine, metal wood and cork. 1 per child in small group- plastic food container and some small stones or marbles (flat glass beads/flatpebbles work best as they dont roll around so much). 1 per child in small group -2 small balls of plasticine. 1 per child in small group - empty plastic drinks bottleand length of plastic tubing. Water trays and/or containers.

Whole class teaching: (links to Sessions 6 & 7, Ocean travel Theme, Oceans & Seas Topic & Session 11,Homes in many contexts Theme, Houses and Homes Topic)Remind chn about the last session and the question that you asked them in the plenary -Why do some objects float and some sink? Collect any ideas.Explain that when you drop something into water its weight pushes it down. The water tries to push it up again.This push (force) is called upthrust. Objects/materials that float are lighter or less dense than water. If theobject/material is denser (more dense) it will sink. Stone, plasticine and metal are all denser than water so theysink. Wood and cork are less dense so they float. Demonstrate this.If things have air inside them it helps them to float. Ask chn to put their hands on their chests and take a bigbreath in and feel their chests expanding. Explain that the air inside them helps them float when they areswimming. Mention armbands, etc.Show picture of wooden ship ask What is this ship made of? Then show picture of metal tanker (sessionresources). Ask Why can this great big metal ship float? It is because of the air inside the ship. Look at otherpictures and identify materials used. Demonstrate how you can make the plasticine float by changing its shape(you can also demonstrate this with foil but you need something to squash it with to remove sufficient air to makeit dense enough to sink).

Group activities:Adult-led activity:Give each chd in a group a plastic food container and some small stones or marbles (flat glass beads/flat pebbleswork best as they dont roll around so much). Ask the chn to count how many marbles/pebbles they can put intheir boat before it sinks. Guess (predict) first. Record by drawing a picture of what happened.

Independent activity:Give each chd in a group 2 small balls of plasticine ask them to make one of them into a bowl shape. Put itcarefully in the water. Ask Can you make it float? Put in the other ball and see what happens.Independent activity:Give a group of chn at the water tray an empty plastic drinks bottle and length of plastic tubing each. Ask themto fill the bottles with water so they sink (must be completely full so they might need a jug) and then blow air intothe bottles through the tube. They will be surprised to see how little air is needed to make the bottle float.Independent activity:Draw pictures of ships and boats made of 3 different materials (session resources).Plenary:Extension: Revisit pictures of boats and ships and ask chn to think about why particular materials have been used.Encourage them to use vocab such as strong, light, etc.



I can:1. Talk about why some materials float and some sink.2. Begin to talk about why some materials are good for different purposes (their properties).

Hamilton Trust 2007 Y1 - Sc Types of Materials Session D

What materials are these boats and ships made from?


Different Materialsmetal wood plastic

My first boat is made of My second boat is made of My third boat is made of



Session EMaterials

for building

Objectives: Understand which materials are suitable for making different buildings.Sc3 1a Use their senses to explore and recognise similarities and difference between materials.1c Recognise and name common types of material.1d Find out about the uses of a variety of materials.Breadth of study: 1a Learn through a range of domestic and environmental contexts that arefamiliar and of interest to them.

ScientificEnquiry

Sc1 2c Think about what might happen before deciding what to do.2j Review their work and explain what they did to others.

ResourcesSelection of building materials: brick, stone, clay, wood. A supply of sticks,straw, bricks (Lego or Duplo) to make houses with. Masking tape/sellotape,string, paper (rolled or folded), a hairdryer.

Whole class teaching: (links with Three Little Pigs, Hamilton Oral Texts Year 2 and to Session 10, Houses:here & away Theme, Houses and Homes Topic)

Remind the chn about the work we did in Session A looking at materials used in the classroom. Now ask them tolook out of the window or take them to the playground to observe what the outside of the school building, andsurrounding buildings are made of. Or could look at images of different buildings and discuss materials (sessionresources). List them on the flip chart.

Read The Three Little Pigs to the children (session resources). Encourage them to join in with repetitive text.Discuss what materials were used in the story to make the houses. What other materials could the pigs use tobuild their home? Pass round a selection of building materials: brick, stone, clay, wood, & talk about eachmaterial. Are they all waterproof? Would they keep the cold/heat out? Which material is strong? Explain tochildren that they are going to be in 3 groups and each group is going to build a simple home/s for one of the 3pigs. One group will use straw, another will use wood and another will use brick (this could be Lego or Duplo orsomething similar). Tell chn that we are going to try to blow the houses down with a hairdryer. Which house dothey think will be the strongest? Why? Challenge them all to make houses that WILL NOT blow down!

Class activity:Give the groups diff materials to construct a home/s for the pigs using sticks, straw, bricks (Lego or Duplo).Chn in groups discuss ways of making their house/s. They can use sellotape, string and even some paper (rolled orfolded), etc, at your discretion. Try to allow some time later for them to record their work by drawing the housethey have made. When all the houses are finished try to blow each groups down using a hairdryer.

Plenary:Each group explains what went well with their house build, what was difficult, and what they would do differentlynext time.

I can:1. Talk about why some materials are good for different purposes (their properties).2. Talk about my ideas in a group.

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session E

The Three Little Pigs

Remember, said their mother, to watch out for the big, bad wolf!So the three little pigs started to walk down the road. Soon they met a man carrying a load of straw.Please, sir, said the first little pig, with that straw I could build a strong, safe house. And he did just that. The other two pigs walked on.After a little while they met a man carrying bundles of sticks.Please, sir, said the second little pig, with those sticks I could build a strong, safe house. And that is just what he did. The third pig walkedon alone. At last he met a man pushing a cart full of bricks.Please, sir, said the third little pig, with those bricks I could build a strong, safe house. And that is exactly what he did.That same night the first little pig heard a gruff voice calling.Little pig, little pig, let me come in. It was the big, bad wolf!No, no, by the hair of my chinny-chin-chin, I will not let you in, the little pig replied bravely.Then Ill huff and Ill puff, and Ill blow your house down! And the wolf huffed and puffed and blew the house down. But the little pig ran asquickly as he could to his brothers house of sticks.The next night the two little pigs heard the gruff voice again.Little pigs, little pigs, let me come in.No, no, by the hair of our chinny-chin-chins, we will not let you in, the little pigs called back, although they were trembling.Then Ill huff and Ill puff, and Ill blow your house down! And the wolf huffed and puffed and blew the house down. But the little pigs ranas quickly as they could to their brothers house of bricks.That night the wolf was back.Little pigs, little pigs, let me come in.No, no, by the hair of our chinny-chin-chins, we will not let you in, the little pigs shouted loudly.Then Ill huff and Ill puff, and Ill blow your house down! And the wolf huffed and puffed and huffed and puffed, but he could not blow thehouse down. He started to get very cross.Then Ill climb down the chimney! he said.Quickly the third little pig put a huge pot of water on to the fire, where it soon began to boil. When the wolf leapt down the chimney, he landedwith a shriek and a splash. And that was the end of the big, bad wolf!

Once upon a time there were three little pigs, who decided to set out into thebig wide world to find homes of their own.

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session E

Which materials are used in these buildings?

The Lloyds building Chepstow castle (the Gherkin)

glass, metal, stone

wood, clay and straw, concrete, brickHamilton Trust 2007 Y1 - Sc Types of Materials - Session E



Session FMagneticmaterials

Objectives: Understand that some materials are attracted to magnets.Sc3 1b Sort objects into groups on the basis of simple material properties e.g. whether they aremagnetic or non-magnetic.Breadth of study: 1b Look at the part science has played in the development of many usefulthings.

ScientificEnquiry

Sc1 2a Ask questions.2g Communicate what happened in a variety of ways.

Resources

A bar magnet for each child, a range of magnetic and non magnetic materials,small group of objects to sort e.g. paperclip, pencil, rubber, coin, sharpener,drinks can. Games that use magnets e.g. trains linked by magnets, magneticletters, fishing game, ladybirds. A range of different types of magnets.

Whole class teaching:Show the children a picture of a lodestone (session resources) and explain that long ago people discovered specialstones in the ground that attracted some materials (magnetic materials).Give each child a bar magnet and allow them time to explore different materials on the tables and around theroom. Ask What can you find out about magnets?Bring the children back together and ask them to tell you what they have found out and what questions they wouldlike to ask and have answered. List these on a flip chart or interactive whiteboard. For your info, answers tocommonly asked questions can be found on the website below e.g. how magnets are made.http://www.dowlingmagnets.com/about_magnets.phpSafety: Never place a magnet near computers, watches, radios, televisions, credit cards, etc as they may damagethis type of equipment.

Group activities:Adult-led activity:Group of objects (paperclip, pencil, rubber, coin, sharpener, drinks can) into magnetic and non-magnetic. Recordpredictions and findings (session resources).

Independent activity:Give chn the opportunity to experiment with a range of different types of magnets.Independent activity:Give chn the opportunity to play with a range of games that use magnets, depending on what you have available e.g.trains linked by magnets, magnetic letters, fishing game, ladybirds, etc.Plenary:In pairs chn discuss what they found out. Share findings with the class.Extension: Point out some of the many ways magnets are used (session resources).

I can:1. Find out which materials are attracted to magnets (that is, which materials are magnetic).2. Understand that not all metals are attracted to magnets.

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session F

Lodestones


List for teachers

Around the house:HeadphonesStereo speakersComputer speakersTelephone receiversPhone ringersMicrowave tubesDoorbell ringer solenoidRefrigerator magnets to hold thingsSeal around refrigerator doorPlug-in battery eliminatorsFloppy disk recording and reading headAudio tape recording and playback headVideo tape recording and playback headCredit card magnetic stripTV deflection coilTV degaussing coilComputer monitor deflection coilComputer hard drive recording and reading headDishwasher water valve solenoidShower curtain weights / attach to tubPower supply transformers

Motors for use in:CD spinner and head positionerDVD spinner and head positionerAudio tape transportVHS tape transportVHS tape loaderMicrowave stirring fans Kitchen exhaust fansGarbage disposal motorDishwasher Pump TimerRefrigerator Compressor Ice maker dumperSump pumpFurnace Blower ExhaustGarage door openerClothes washer Pump and agitator TimerClothes dryer Timer Drum turnerBathroom exhaust fanElectric toothbrushCeiling fanPager or cell phone vibratorClocks (not the wind-up type or LCD type)Computer Cooling fans Floppy disk spinner CD spinner DVD spinner Hard disk spinnerCan opener Motor Lid holder magnet

Things in the Car:Starter motorA/C clutchInterior fan motorElectric door locksWindshield wiper motorElectric window motorSide-view mirror adjuster motorCD player motorAudio tape player motorAudio tape recorder and playback headsEngine speed sensorsAlternatorStarter relayWindshield washer pump motor

Predict first and then record whether or not theseobjects are magnetic?

(Use tick for magnetic, cross for not magnetic)

Object Prediction Result

paperclip

rubber

pencil

sharpener

coins

drinkscan

Name:


Documents

6317-Y1 Types Materials All