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This article is about scientific and technological developments in ancient India. For the modern-day Republic of India, see Science and technology in India. For modern-day Pakistan, see Science and technology in Pakistan.

The history of science and technology on the Indian subcontinent begins with the prehistoric human activity of the Indus Valley Civilisation to the early Indian states and empires.

Prehistory

See also: List of Indian inventions and discoveries

By 5500 BCE a number of sites similar to Mehrgarh (modern-day Pakistan) had appeared, forming the basis of later chalcolithic cultures. The inhabitants of these sites maintained trading relations with Central Asia and the Near East.

Irrigation was developed in the Indus Valley Civilization by around 4500 BCE. The size and prosperity of the Indus civilization grew as a result of this innovation, which eventually led to more planned settlements making use of drainage and sewerage. Sophisticated irrigation and water storage systems were developed by the Indus Valley Civilization, including artificial reservoirs at Girnar dated to 3000 BCE, and an early canal irrigation system from c. 2600 BCE.Cotton was cultivated in the region by the 5th–4th millennia BCE.Sugarcane was originally from tropical South and Southeast Asia. Different species likely originated in different locations with S. barberi originating in India, and S. edule and S. officinarum coming from New Guinea.

The inhabitants of the Indus valley developed a system of standardization, using weights and measures, evident by the excavations made at the Indus valley sites. This technical standardization enabled gauging devices to be effectively used in angular measurement and measurement for construction.Calibration was al

Science lessons in school are based around our very own science principles which were developed with staff during PSQM. These principles are at the heart of our science planning so that we provide children with fun and memorable lessons. We ensure that lessons include practical elements where children are provided with opportunities to work scientifically and carry out investigations. We work hard to make science lessons thought provoking and inspiring so that children are inquisitive and ask questions to further their own learning – therefore developing their scientific knowledge and conceptual understanding. We also link the teaching of science to real life so that it is relevant and where possible, make cross curricular links.

We utilise a range of resources to make the lessons engaging and we plan in visitors and trips to bring science alive as well as having good links with two local secondary schools. Children are provided with opportunities to use the five different types of scientific enquiry and have access to a wealth of science resources from our well equipped science cupboard which is regularly replenished. Children enjoy using different resources and we teach them to use equipment independently. Children are also given opportunities to then suggest their own enquiries which helps to develop their questioning skills, initiative, independence, teamwork and leadership. By doing this, it helps them develop an understanding of scientific methods, and helps them to answer questions about the world around them.

Lessons are inclusive using things like ‘odd one out’ activities that everyone can access. Word banks are used to support learners and we use a variety of different ways to record our learning e.g. through drama, DT / art links in the use of modelling. Lessons feature challenges to extend the children’s knowledge and to explore deeper thinking so all children are equipped with the skills required to understand science of today and the futu

Science lessons in school are based around our very own science principles which were developed with staff during PSQM. These principles are at the heart of our science planning so that we provide children with fun and memorable lessons. We ensure that lessons include lots of practical elements where children are provided with opportunities to work scientifically and carry out investigations.

We endeavour to make science lessons thought provoking and inspiring so that children are inquisitive and ask questions to further their own learning – therefore developing their scientific knowledge and conceptual understanding. We also try to link the teaching of science to real life so that it is relevant and where possible, make cross curricular links. We utilise a range of resources to make the lessons engaging and we plan in visitors and trips to bring science alive as well as having good links with two local secondary schools.

Children are provided with opportunities to use the five different types of scientific enquiry and have access to a wealth of science resources from our well equipped science cupboard which is regularly replenished. Children enjoy using different resources and we teach them to use equipment independently. Children are also given opportunities to then suggest their own enquiries which helps to develop their questioning skills, initiative, independence, teamwork and leadership. By doing this, it helps them develop an understanding of scientific methods, and helps them to answer questions about the world around them.

Lessons are inclusive using things like ‘odd one out’ activities that everyone can access. Word banks are used to support learners and we use a variety of different ways to record our learning e.g. through drama, DT / art links in the use of modelling. Lessons feature challenges to extend the children’s knowledge and to explore deeper thinking so all children are equipped with the skills required to understand sci

Object that has a magnetic field

This article is about objects and devices that produce magnetic fields. For a description of magnetic materials, see Magnetism. For other uses, see Magnet (disambiguation).

A magnet is a material or object that produces a magnetic field. This magnetic field is invisible but is responsible for the most notable property of a magnet: a force that pulls on other ferromagnetic materials, such as iron, steel, nickel, cobalt, etc. and attracts or repels other magnets.

A permanent magnet is an object made from a material that is magnetized and creates its own persistent magnetic field. An everyday example is a refrigerator magnet used to hold notes on a refrigerator door. Materials that can be magnetized, which are also the ones that are strongly attracted to a magnet, are called ferromagnetic (or ferrimagnetic). These include the elements iron, nickel and cobalt and their alloys, some alloys of rare-earth metals, and some naturally occurring minerals such as lodestone. Although ferromagnetic (and ferrimagnetic) materials are the only ones attracted to a magnet strongly enough to be commonly considered magnetic, all other substances respond weakly to a magnetic field, by one of several other types of magnetism.

Ferromagnetic materials can be divided into magnetically "soft" materials like annealediron, which can be magnetized but do not tend to stay magnetized, and magnetically "hard" materials, which do. Permanent magnets are made from "hard" ferromagnetic materials such as alnico and ferrite that are subjected to special processing in a strong magnetic field during manufacture to align their internal microcrystalline structure, making them very hard to demagnetize. To demagnetize a saturated magnet, a certain magnetic field must be applied, and this threshold depends on coercivity of the respective material. "Hard" materials have high coercivity, whereas "soft" materials have low coercivity. The overall strength of