So we're going to demonstrate
what happens when something evaporates.
We've got some water inside the kettle
which has been preboiled, but we're going to boil some more.
And we're going to see what happens.
OK, now the back card is there so you'll be able to see
the steam that comes out of it.
But if I turn this up,
see how there's liquid that's now come off it?
So we had liquid, and then it evaporated and became a gas,
and now it's gone back into a liquid.
So evaporation is when it goes from a liquid to a gas.
Does anyone know what it's called
when it goes from a gas to a liquid?
Turn and talk to the person next to you.
Have a discussion about what you think it's called.
MAN: If we had a little bit more time in that first session
to actually have given them counters while we were looking at the steam.
Yeah, that's a good point.
And to think about how the particles were acting,
and then actually act out, "This is what's happening with the particles,"
so that it's bringing it back to the physical again.
Yep. We could have elaborated a bit more. Yeah.
We were talking about evaporation and we haven't touched on that yet.
So, yeah, using the counters would have been a good idea,
just to cement that knowledge.
MAN: Mmm. It depends on the time too. We did want to get onto the...
WOMAN: Yeah, the animations.
Which is the main focus at the moment anyway,
now that we're sort of coming to the end of the sequence of lessons.
Now let's hark back to our last lessons. OK?
We've been animating - you've been animating -
and you've been representing what we've learned so far
in a really good way.
We've been really impressed with what you've been doing.
Mmm, very impressed.
But we'd like to make sure you have a look today
and have a think and see if you can take it a little bit further.
Can you show a bit more detail?
Can you make sure that
the science that you're showing is accurate?
So we'll be using Movie Maker,
and you're all aware of how to use Movie Maker.
So we're going to collect the things that you've got on your webcams,
on your flip cams, on the iPads, and put them into Movie Maker
so you can insert, like, voiceovers
and maybe some more information
to get that extra detail that Mr Kadush was talking about.
Alright, so you need to discuss about
what's happening with the red counters.
So the red counters, what do they represent?
The perfume particles.
Yep, the particles in the perfume. Very good.
OK, so you need to explain that so when someone watches the movie
if they don't know anything about science,
they still understand what's happening.
I really like how they have their storyboards
and their animations are actually following
what they've put in their storyboards.
Even though the storyboards were fairly rough,
it captured their ideas, which we talked about with them.
And then the representation of the particle model
is actually showing that they've picked up
what we've been teaching them over the series of lessons.
It'll be really good to pull it all together
and actually see them as a whole movie
with the little footage that they've shot,
the animation bits they've done with their voiceovers,
and putting it all together into Movie Maker
and actually coming out with a finished product.
Hopefully we can see some of those tomorrow.
So you've all worked extremely well during this session.
We're all very impressed with the work you've done.
And a lot of people have done a lot more on their animations
and are very close to finishing.
OK, so the goal was to put it into Movie Maker
and then to start drawing all of the different movies that you've got
on the flip cams and webcams all together
into the one animation.
How we going? Can we see it? OK, so I'm going to press 'play'.
There is no sound yet, but hopefully they're going to add some sound.
They have added some information there.
So "The blue counters represent the air particles."
Get the blue counters.
"The red particles are the perfume.
"The red particles are moving around because they are a gas
"and gas particles are free to move around."
See the gas particles coming in?
"The gas particles spread through the air
"until they got to the man's nose.
"The smell is perfume."
It's quite significant, the use of the technology, you know?
A few years ago, even less,
we wouldn't have been able to have brought all these things together -
the stop-motion program, the iPads, the webcams...
WOMAN: Well, even, yeah, the iPads - they're so easy to use.
And at the start, all the kids are, like, "I wanna use the iPad."
But then we had the two groups actually using it.
But so easy, and they were so quick to do.
I think the ICT aspect
has also boosted the amount of social interaction
that's going on within the class.
When you look at Jed in particular...
Jed - fantastic, yeah.
And especially how he started off, like,
"I hate school. I don't like science.
"I don't wanna do the work."
And the first day, he told me he doesn't read books.
-Yeah. -"No, I don't read books."
And now he's out there, his animation's almost finished,
and he used the iPad, which I think was really, really good for him
because it was so easy and so fun.
'Cause in the lesson, his partner was away,
so he was partnered up with someone else.
And they still worked really well together.
That was great, and those social aspects,
and the wellbeing aspects,
of him becoming involved with other people
that he probably wouldn't have
if it wasn't for the project involving the ICT
and the physical things to move around...
WOMAN: Yep.
MAN: ..that he's really latched onto.
And I don't think he would have demonstrated
any sort of...that amount of learning
if we hadn't have been using those pieces of equipment
and actually getting them to handle things
and saying "These are like the particles."
Yeah.
And "You can use the iPad - here you go."