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Skip to 0 minutes and 13 secondsSo the first one's solute. Can anyone tell me how we might use the word solute?

Skip to 0 minutes and 21 secondsAll right, Daisy. What do you think? Well, a solute is a liquid that you dissolve something into. OK so Daisy says a solute is a liquid that we dissolve something into. Would anyone like to challenge that? Does anyone agree? Does anyone disagree? Ross, what do you think? A solute is a liquid that we dissolve something in. I had the same idea. The same idea? OK, so Ross-- Jay, you had a different idea? I just thought maybe it's something to do about putting an egg in the salt water. OK, so put an egg in salt water. Right. So that's-- we're going to look at the egg in the salt water in a sec.

Skip to 0 minutes and 53 secondsIt has got something to do with that, though. So as we're putting an egg in salt water, there's something about the salt water that is a solute. So what do you think is about the salt water that is a solute? Molly, have you got any ideas? What is a solute? Is it when something's dissolved in something? So when something is dissolved, So the solute therefore is-- Salt. --the thing which dissolves. So for example, salt. Can anyone think of any other examples? So salt is a good example of a solute. It is something which dissolves in water. Can anyone think of any other examples of a solute? So salt's a good example of a solute.

Skip to 1 minute and 27 secondsCan anyone think of any other examples? Yeah, Charlie.

Skip to 1 minute and 33 secondsSorry, Richard. Yeah, sugar. Sugar. Good. OK, so when we put sugar into our tea, or if you've got sugar in water, that is a solute. Once you added our sugar to our salts and we've mixed it, is the sugar there's still there? So we've put our sugar in our tea. It seems to have disappeared. We've put our salt into our water, it seems to have disappeared. Has it disappeared? No. What do you think? If you think it's disappeared, put your hand up. No, it's a real thing. It's not disappeared. Right. What do you think, Nathan? I think it's formed a solution. You think it's formed a solution. OK, fantastic. And that's the second word, isn't it.

Skip to 2 minutes and 9 secondsSo once we've added our solute to our solvent-- so the solvent is the liquid part we're dissolving it in, we end up with a solution.

Skip to 2 minutes and 24 secondsTake what's going on here first. The last question of the-- I've done that wrong. I've done it really wrong. OK, so if you look at this here, to help us understand it, and look at that thing on the board, what it's asking you-- I'm sorry, Lauren. Is the water able to get into the [INAUDIBLE]? Yes, because if you look at the diagram on here, that is a partially permeable membrane Is that what that thing is, at the bottom? Yes. OK, so that's a partially permeable membrane, so the water can get in. So that-- Does this-- But that can't get-- So what do you-- what do you think it is? Go on. Well, yeah, it's just water.

Skip to 2 minutes and 55 secondsWait, so-- So the water's gone and-- That gets into there and makes it-- because this is too much of it, right? This is-- Good. That's the water that's been added in round here, so that's-- Well, kind of. It's all mixed together, but-- But not as much as-- concentrated as that. Well, it hasn't equalised yet, because it's still going. It's still going up. Will it slide up? It will have, actually, if you were to leave it. So this is pure water, with no solute. Here is water with solute. So that's a solution. So obviously if there's no solute in here, this must be the what, in terms of solute concentration? Well, higher. Higher. It's going to be higher, isn't it?

Skip to 3 minutes and 30 secondsBecause there's no solute in here, but there is solute in there. So therefore the water's going to move. Wait, so that increases the mass. Why does it say it-- But it says, why is this-- [INTERPOSING VOICES] So this is actually station two. I'm just here to help you have a look at it, OK? Station one is talking about the potato experiment, which is the other way round. All right. In station one-- Yeah, the solution-- yeah. Yes. And remember, in solution one it's the other way round. Around the outside we've got the concentration of the solution, OK? You can write that. So that's-- Go on. [INAUDIBLE] But if the solvent's going into it, then how does that make it [INAUDIBLE]? Right.

Skip to 4 minutes and 12 secondsNo, because the [INAUDIBLE]. It's a potato. Because it's got higher amount of sugar than the water, the potato is losing mass to try and like dilute the water-- So water comes out of the potato. Water comes out of the potato, and therefore it makes it lose mass. Try not to with drying, but it is water moving out. So if we put the potato, just like we put the egg, in the concentrated sugar solution, if we put the potato in the concentrated sugar solution, the water leaves the potato. And that's why the potato, this one here, loses mass. OK, thank you.

Skip to 4 minutes and 48 secondsNow we're going to think about what we were learning about yesterday. We had these two words yesterday. Talk to your partner. Anything at all that you cab remember about those two words from our lesson yesterday? Off you go. [INTERPOSING VOICES] Remember, girls. We had our pictures, didn't we? Yeah. Inheritance means when you've got something from somebody, like they've got it, and you've got it. That's right. So it's like a feature, isn't it?

Skip to 5 minutes and 20 secondsFive, four, three, two, one. Let's have some from the box today. Maddy M, I've got you. Anything at all you remember about these two words from yesterday? Inheritance means something passed on. Something that's passed on from who? Could you inherit something from your sister? Nathan, what you think? It's like from your grandparents, or mum, dad. You can't inherit something from your sister, because you came from the same mum. Because you haven't come from your sister. OK, so you inherit things from an older generation, so from mums and dads, and granny and grandpas. Anything else? Lauren Hammond, anything you--

Skip to 6 minutes and 7 secondsSo we've had a really careful look on my table at the different kinds of foods that are available, and the different environments, so the different places that you've got to try and collect your food from. Which do you think is going to be your most effective beak, and why? Joel. The cup, because you can scoop up. OK, so you could scoop up quite a lot with a cup. Can anyone tell me, on Joel's idea, which environment that might be quite difficult for? Have a quick look at your different environments. That one. [INTERPOSING VOICES] OK, five, four, three. Where might Joel be challenged, if he's just using the cup as a scoop? Dylan. In the jugs.

Skip to 6 minutes and 52 secondsYeah, in the jugs, in the beakers, in the little tube. Anywhere where it's a small space. So scooping is one technique that is going to be a challenge in some environments. Anybody got a different idea of which one might be best? Connor. The cocktail stick. The cocktail stick. Why, Connor? Why do you think that will be effective? Because you can get these out of it. Because you can push it, and then-- OK, I'm going to move Connor's idea on. Which particular foods is the cocktail stick going to be effective for? I know we've talked about it, Amy, so I'm not going to pick you. I'm going to come over to Shauna. Go on. Jellybeans. Why jellybeans, Shauna?

Skip to 7 minutes and 26 secondsWhat property have they got that's going to make them-- It's hard inside, and it doesn't move about. OK, so how is that going to be helpful? Why is that going to be possible, using a cocktail stick?

Skip to 7 minutes and 39 secondsLauren, do you want to whisper your idea to Shauna? Help each other out.

Skip to 7 minutes and 46 secondsJellybeans are soft. Because they're soft, so you can squish them in. Is that what your idea, Lauren, that you can-- anything that's squishy? And raisins, as well. And raisins, yeah. And there's a couple of other things there.

Skip to 8 minutes and 2 secondsCan everybody wave their bird beak at me? Have a look at some of the choices that we've got. So we've got a whole table of straws over here. We've got lots of straws at the back, too. Goodness gracious, we've chosen a lot of straws. You've got a clippy one, and some cocktail sticks. Right. You've got two minutes to collect as much as you can into your food stall-- wait. Anything that goes on the table, just pick up with your fingers and pop back on the tray, and we'll consider that to be clean. If anything goes on the floor, just leave it and we'll sort it later. But don't pick it up and but it back in.

Skip to 8 minutes and 38 secondsYour two minutes starts now. [INTERPOSING VOICES]

Skip to 8 minutes and 47 secondsWhat would make that easier, Josh? Josh, think about your technique. What would make it easier? [INTERPOSING VOICES] Is it working, Connor? Is what you thought would happen happening? Is it OK? Concentrating. It's easy, picking it up. [INTERPOSING VOICES] You haven't got any yet. I can't do it with a straw. Oh no. [INTERPOSING VOICES]

Skip to 9 minutes and 18 secondsThat might be a little ambitious, Emily. Put it by your cup, I'll let you have it. [INTERPOSING VOICES]

Skip to 9 minutes and 34 secondsYes I do, because I managed to get things out with-- in tube and-- [INAUDIBLE]. And the low environment, as well. So you've actually got some [INAUDIBLE] down here. What about you, Joel? You think you could make it like this? No, I wanted that clip now. Why? What was it about yours that you don't-- it was effective? When I kept blowing in to pick it up, pieces of biscuit kept getting into the my throat. Oh, so you were getting things down you're throat. That's not very nice, is it? Yeah, so it's maybe not very effective at just the job it was doing. Do you like Malteses? I do.

Skip to 10 minutes and 4 seconds[INTERPOSING VOICES] I done a good choice, because with the biscuit, you can just pick it up really easily. So you're happy with your choice.

Classroom talk: six video segments

Watch and re-watch the six examples of teaching and learning from two classes of different ages.

Some of these involve whole class discussion and questioning; others involve group or paired work.

Think about how the teacher and student roles differ between the segments, and consider the implications for the conduct of whole class and group discussion. Don’t forget there are subtitles and a video transcript available to help you follow the discussion.

Here is an editable table [DOCX] (which also contains helpful information about the start and finish times of each segment) to summarise your findings.

We encourage you to contribute a summary of your observations and any implications that you have identified as a comment. If you do this, please ensure that you are clear about any particular segments on which you are commenting.

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