6.4

National STEM Learning Centre

Skip to 0 minutes and 15 secondsNow, if we compare this egg to the one we started with.

Skip to 0 minutes and 22 secondsSo here's the one we started with 24 hours ago. That was in water. I've just left that in water, OK? I put an egg just like this into golden syrup. And look what happened.

Skip to 0 minutes and 40 secondsSo think back. Think yourselves back to this first question. What actually was the correct answer? It's decreased in mass. C, yeah? It's decreased in mass. You can clearly see that that compared to that has decreased in mass. So C was the correct answer. So if you did C in that first question, well done. OK? If not, doesn't matter. Because it's a really hard concept to get your head around. Yes, Meg? If you kept it in even longer, would it just keep decreasing? Or would it have exploded? That's a really good question, isn't it? [INAUDIBLE] why Meg said that. So we'll pick that up. If we had left it in even longer, would it decrease even more? Would it explode?

Skip to 1 minute and 19 secondsWhat do you think would happen to it? Can anyone help answer? Go on, Joey. What do you think? It would decrease more however it will get to a point where it would just stop. [INAUDIBLE] wouldn't decrease any more. That's a really nice scientific answer, that is. It would keep decreasing possibly. At what point would it stop decreasing? Does anyone know? So have a little think about this. At what point would it stop decreasing? Sidney, any ideas? When would it? It's OK if you're not sure. We can phone a friend, ask someone else. Come on, Daisy. When its concentration is higher than that of the egg What it's higher. So when the concentration is higher. Does everyone agree with that?

Skip to 1 minute and 55 secondsWhat do you think? [INAUDIBLE] Right. Saturation point. That's another interesting point, as well. So we've got when it's higher, saturation point. Do you remember when we did our potato experiment? When did I say that the-- at which point was the water no longer moving? Or it was moving, but there's no net change? Anyone know? When did we say there's no net change?

Skip to 2 minutes and 21 secondsSo it'd keep decreasing, yes. But then it would stop decreasing at some point. When would that be? What would cause it to stop decreasing? Yeah, what do you think? Is it when the concentration of the solute and the solvent are both equal? Yeah, absolutely. Now, that's not always the case. But in this particular case, when the water's moving out of the egg, when this is the particular case in this one, yes, that's when it would happen. Doesn't always happen in cells. Because in cells, they are contained in the membrane, and they can only get so big. And actually, it's the pressure which stops them from getting any bigger.

Skip to 3 minutes and 30 secondsOK. 3, 2, 1 and show. Right. Lots and lots of people have changed their minds.

Skip to 3 minutes and 44 secondsAll right. So we're moving on today. We're thinking about characteristics, and we're going to start by looking at our hands. So I want you to have a look at your hand. I want you to hold it next to the hand of the person next to you and tell us anything that's the same and anything that's different. OK? Off you go.

Skip to 4 minutes and 15 secondsOK. 5, 4, 3, 2, 1. OK. Anything the same? Or anything that's different? I'm going to go for the box again this afternoon. Lauren Sharp. We have lines on our hands. Yeah, we do. We have lines on our hands, don't we? Has everybody got lines on their hands? Yeah. That's the same. Are your lines, Amy, the same as Abby's Nearly. Nearly the same. So there's some patterns in them. Are they identical? Are they exactly the same? I think if you look really carefully, you'll find they're slightly different. Now, I want you to look at the size of your palm, which is this bit here. Can you put your hand up against the hand of the person next to you?

Skip to 4 minutes and 59 seconds[INAUDIBLE] Same or different? Same or different? [INTERPOSING VOICES] Same, girls, or different? Yours are a little bit bigger. OK. 5, 4, 3. Let's have a quick show of hands. Thumbs up for the same. Thumbs up for different. Most people's are different.

Skip to 5 minutes and 25 secondsWho can tell me what that part of my picture is? Jack? Flower. The flower! OK. That is the flower. What do we call the bits that make up the flower?

Skip to 5 minutes and 37 secondsDo you know? It begins with a P. Logan? What are the pink bits, each one of those pink-- Petals! Petals. Yes, well done. The flower is made up of lots of petals. Well done. What's this bit called? Leafs. Leaf-- is that one leaf? Two leaves. Brilliant. Who can remember the rules? So if we have one leaf, we spell it with an F. If we have more than one leaf, how do we say it? We put a "vuh," "eh." Yeah, you're right! "Suh." "Suh." Well, good teamwork, boys. Yeah, we change the ending, don't we, if it's a plural, from a singular to a plural. Oh, I've got the plurals here, because I've got leaves. What's this bit called?

Skip to 6 minutes and 21 secondsI'm going to ask you, Charlie. Stem. Stem. Brilliant. And finally, which bit haven't we labelled yet? Bonnie. Roots! The roots!

Three teachers in action

This video will remind you about the work of Jonathan Lye, Martha Worthington and Emma Rowe.

Make a brief note of any stand-out points about their approach to questioning including their use of hinge-point questions.

In the video in the next step of the course you will hear Jonathan, Martha and Emma’s personal reflections.