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air you breathe in and more carbon dioxide in the air you breathe out. How could she show this? The particles of each gas are invisible. To make it clearer, Mabel demonstrated with a model. Ask pupils to guess which one will reach the ground first. Just before you drop them, crumple paper B into a tight ball. Repeat the action a few times asking the pupils to observe and compare carefully. In the Key Activity of Module 1 Section 4, pupils observed and researched things that move in air. Activity 2 integrates well with that work and could be done at the same time. But you could start by observing and comparing non-living things, for example sheets of paper, parachutes, kites and The hottest product vintage mamasaurus dinosaur all over print rompersairplanes. It can be useful to observe and compare things dropping, or falling through air. It begins to give pupils the idea that air must consist of small particles that are free to move, but nevertheless get in the way and push against things as they drop. This is the focus of Case Study 1. Even the action of ‘pointing out’ something in a short

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