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Energy & Forces - Conversion & transfer of energy - Energy sources - G19
This is the Teacher's Guide for this targetThis is the Teacher's Guide for this targetTeacher's Guide

EF-E2.2

1. This is revision of P6 Group 17 - Burning.

Refer to the ASE document ‘Be Safe’ for guidance on burning things in the classroom. You may be able to use night-lights under close supervision (depending on the children you have). You could burn small strips of paper, some bread, fabric ( fumes) etc. Either borrow proper tongs from your secondary school science department or use suitable barbecue tongs. Have a fire extinguisher handy and make sure there are no loose flammable items in the vicinity.

As an alternative, in situations where burning would be inappropriate it should be possible to allow the children to compare material before and after it has been burnt.
 2. Most fabric labels do not mention fire-risk with the exception of nightwear. All fabric used in furnishing must now carry a label to state its fire-retardant properties and so, if someone has recently had new furniture delivered, they may be able to supply you with some of those.

You could ask the children to design a fire risk label for some material - discuss the information which it should contain and the sort of layout which would be eye-catching. Worksheet E20 (G) could be used for this.
 3. This was covered in EF-D2.3 of this unit.

Note: burning is not the only chemical change the pupils will be familiar with. Another good example is to examine metal which has rusted. The rust is the result of a chemical change :-

iron -----> iron oxide (rust).

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