Parents and Guardians:
Hello, we would like to invite you all to come out to our laboratory and watch the demonstrations that will be given by your little scientist. We have really enjoyed all the lessons and activities done in science class this year. Here are some demonstrations of the activities your children will be conducting at the Hillcrest Science Fair.
Just a reminder:
Field trip money and permission slips are due on Friday. The Hands On Museum is an educational hands on museum and we are going to have a blast! All parents are welcome and the charge per parent will be $6. Thank you for all your help and participation this year, it really makes the difference.
Tuesday, April 20, 2010
Monday, April 12, 2010
Get It Poppin' With Bubbles: Enter BUBBLE MANIA!
How many kinds of bubbles can you name? There are bubbles from bubble gum, bubbles in soda that we drink, bubbles in your tub and bubbles in your sink. Balloons and basketballs are also bubbles. What do they all have in common? They are all trapped gas.
Soap bubbles are trapped gas, too. The gas is the same air we breath and that fills the room around us. What's trapping it? A thin skin or film of soapy water. This film holds the air in because liquids have an interesting property: surface tension.
If you've ever watched a leaf float on a puddle, you've experience surface tension. Surface tension occurs because the molecules on the surface of a liquid stick tightly to each other, forming a kind of skin. When you dip your hand into a sink full of water, you're forcing some of the surface molecules apart, breaking the surface tension.
Have you ever tried dipping a bubble blowing wand into plain water? What happened? The water can't stretch across the hole in the wand, because its surface tension is too strong--the "skin" of the water snaps back against itself. Adding soap to the water doesn't break the surface tension, but it does weaken it. Chemicals in the soap loosen the "grip" the water molecules have on one another just enough that they will form a stretchy film.Then when you blow air--a gas--against the soapy film. The molecules have to move outward as the air presses against them, but surface tension still holds them together. If you get the air pressure just right, surface tension will wrap that film all the way around that breath of air. Congratulations! You've got a bubble.
Why do bubbles pop?
If you look close at a bubble what do you see? Shimmering colors . What causes them?
Can you cover a human in a bubble before it pops? Take predictions from the class. Then Falon and I will demonstrate a human being covered in a bubble.
There are many different activities a teacher can do in the classroom using bubbles to demonstrate this information.
http://www.bubblemania.com/ --Casey Carle's official website.
Study / Learning Guide: Casey Carle's
The Unbelievable Bubble Book by John Cassidy
Soap bubbles are trapped gas, too. The gas is the same air we breath and that fills the room around us. What's trapping it? A thin skin or film of soapy water. This film holds the air in because liquids have an interesting property: surface tension.
If you've ever watched a leaf float on a puddle, you've experience surface tension. Surface tension occurs because the molecules on the surface of a liquid stick tightly to each other, forming a kind of skin. When you dip your hand into a sink full of water, you're forcing some of the surface molecules apart, breaking the surface tension.
Have you ever tried dipping a bubble blowing wand into plain water? What happened? The water can't stretch across the hole in the wand, because its surface tension is too strong--the "skin" of the water snaps back against itself. Adding soap to the water doesn't break the surface tension, but it does weaken it. Chemicals in the soap loosen the "grip" the water molecules have on one another just enough that they will form a stretchy film.Then when you blow air--a gas--against the soapy film. The molecules have to move outward as the air presses against them, but surface tension still holds them together. If you get the air pressure just right, surface tension will wrap that film all the way around that breath of air. Congratulations! You've got a bubble.
Why do bubbles pop?
If you look close at a bubble what do you see? Shimmering colors . What causes them?
Can you cover a human in a bubble before it pops? Take predictions from the class. Then Falon and I will demonstrate a human being covered in a bubble.
There are many different activities a teacher can do in the classroom using bubbles to demonstrate this information.
http://www.bubblemania.com/ --Casey Carle's official website.
Study / Learning Guide: Casey Carle's
The Unbelievable Bubble Book by John Cassidy
Click one the following link to view information about our experiment:
Real Life Science Experiment
Can you cover a human completely in a bubble before it pops?
Materials needed:
tap or distilled water, pool, small stool,
large hola hoop, dish soap,
glycerin
1.) Place the small stool in the center of the pool.
2.) Determin how much water, dish soap, and glycerin needed using the bubble formula provided in the link.
3.) After you figure out how much is needed, you are ready to pour them in the pool.
4.) Make sure that the water, dish soap, and glycerin are mixed together. (Tip) Try not to make too many bubbles in the pool, because they will pop the bubble.
5.) Place the hola hoop around the stool and take volunteers for the experiment. Have student stand on the stool and get ready to be covered in a bubble. 
Congradulations, You are in a bubble!
Monday, March 29, 2010
Weigh Some Air
Weigh Some Air p.8
People often use the expression "Its light as air". But the question is... Is air really light?
Background Information
Air is not empty space. It is made of matter - mainly different types of gases. The normal composition of air is about 78% nitrogen (N2), 21% oxygen (O2), and 1% other gases such as argon (Ar), carbon dioxide (CO2), methane (CH4), and helium (He). Many gases are composed of molecules that are made up of atoms, the fundamental units of matter. Some gases are just made up of atoms. Air is essentially a layer surrounding the Earth made of of trillions and trillions of gas molecules.
Air also contains solid particles (e.g., dust, ash, etc.), water droplets, and ice crystals. These materials are also comprised of molecules that are made up of atoms. However, these materials are not considered part of the normal composition of air. Nevertheless, collectively, air is made up of matter such as gases, solid particles, water droplets, and ice crystals. All matter occupies space and has weight.
Purpose
To demonstrate that air has weight. The lesson is important for building a foundation regarding matter and its fundamental units, air and its properties, and air pollution concepts. The lesson also helps students begin developing observation and prediction skills.
Materials needed are:
Balloon pump, Two tacks, Two balloons, Rubber band, Long thin piece of wood, Ruler, Pencil, Tape, Thread
1.) Use the ruler to find the center of the wood and then mark it.
2.) Push a tack into each side of the center mark.
3.) Tie the thread to the middle of the rubber band.
4.) Fix the loops of the rubber band around the tacks. Lift the wood by the thread. It should
balance.
5.) Tape one of the balloons to one end of the wood.
6.) Tape the second balloon to the other end of the wood. Check that it still balances. Then remove one balloon and blow it up.
(Look.. It still balances)
7.) Pump air into the balloon before placing it onto the stick.
Predict whether the inflated balloon will be heavier, stay the same, or be lighter than the deflated balloon.
8.) Tie the blown-up balloon and attach it to the wood in the same place using tape. The balloon makes the wood lose its balance.
Was your prediction accurate?(When the balloon has been inflated, it becomes heavier because it contains air.)
Follow Up
Explain that the balloons and balance demonstrated that air has weight (and occupies space)
because the side of the balance with the more air-filled balloon dropped lower than the side with
the more empty balloon. Explain that air is not empty space, but is made of gases such as nitrogen,oxygen, argon, carbon dioxide, methane, and helium; solid particles such as dust, smoke, andash; water droplets; ice crystals; and many other materials. These materials, or matter, are composed of very small units called atoms. All matter occupies space and has weight.
Mini Lesson Plan
because the side of the balance with the more air-filled balloon dropped lower than the side with
the more empty balloon. Explain that air is not empty space, but is made of gases such as nitrogen,oxygen, argon, carbon dioxide, methane, and helium; solid particles such as dust, smoke, andash; water droplets; ice crystals; and many other materials. These materials, or matter, are composed of very small units called atoms. All matter occupies space and has weight.
Mini Lesson Plan
Title: Weigh some air
Grade Level: Fourth grade
Grade Level: Fourth grade
Learning Outcomes:
1.) Students will predict the result of placing one air-filled balloon on one side of the balance and an empty balloon on the other side of the balance.
2.) Students will analyze the materials present in air that help give it weight.
3.) Students will construct an experiment.
4.) Students will understand that air is not light and takes up space.
1.) Students will predict the result of placing one air-filled balloon on one side of the balance and an empty balloon on the other side of the balance.
2.) Students will analyze the materials present in air that help give it weight.
3.) Students will construct an experiment.
4.) Students will understand that air is not light and takes up space.
Science Standards:
GLE 0407.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.
GLE 0407.9.1 Collect data to illustrate that the physical properties of matter can be described with tools that measure weight, mass, length, and volume.
GLE 0407.9.2 Explore different types of physical changes in matter.
Materials Needed:
Balloons, stick, tape, air pump, rubber band, two tacks, pencil, long piece of pen, ruler, thread
Activity:
1.) Have a class discussion about air. Have them predict if they think air is light.
2.) Group the students into groups of four.
3.) Give each group of students all the materials needed for the experiment.
4.) Have students follow the procedures on the worksheet provided for them.
5.) After each group has completed the experiment, have the students discuss their predictions.
Assessment:
The teacher can assess students by observing the groups throughout their experiment and by their finished product.
GLE 0407.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.
GLE 0407.9.1 Collect data to illustrate that the physical properties of matter can be described with tools that measure weight, mass, length, and volume.
GLE 0407.9.2 Explore different types of physical changes in matter.
Materials Needed:
Balloons, stick, tape, air pump, rubber band, two tacks, pencil, long piece of pen, ruler, thread
Activity:
1.) Have a class discussion about air. Have them predict if they think air is light.
2.) Group the students into groups of four.
3.) Give each group of students all the materials needed for the experiment.
4.) Have students follow the procedures on the worksheet provided for them.
5.) After each group has completed the experiment, have the students discuss their predictions.
Assessment:
The teacher can assess students by observing the groups throughout their experiment and by their finished product.
Sunday, March 28, 2010
Cassie Eddington - Scientific Explanation (Taste/Smell)
Scientific Reason for Taste/Smell
Don't blame your taste buds when your food loses it's flavor. Blame your stuffed up nose! Did you know that around 70% we actually taste comes from our sense of smell. Bitter, salty, sweet, and sour flavors are perceived by our taste buds. When you put food in your mouth, odor molecules from that food travel through the passage between your nose and mouth to olfactory receptor cells at the top of your nasal cavity, just beneath the brain and behind the bridge of the nose. If mucus in your nasal passages becomes too thick, air and odor molecules can't reach your olfactory receptor cells. Your brain receives no signal identifying the odor, and everything we eat tastes similar. Of all our senses, smell is most primal.
http://ukangela.blogspot.com/2010/04/how-temperature-of-food-affects-our.html
Cassie Eddington - Taste Test
Taste Test
Materials Needed:
1.) Three small glasses
2.) Three different types of pure fruit juice
3.) Large glass of water
4.) Bandanna
Have a friend blindfold you with a scarf.
1.) Orange juice2.) Apple juice
3.) Apple rasberry
Without holding your nose taste each juice. It is easy
to recongnize the flavors. (Apple rasberry)
(Orange juice)
(Apple)
After tasting each juice, wash your mouth out with a
glass of water.
Hold your nose and taste the juices again!
(Apple)
(Orange juice)
(Apple rasberry)
It is more difficult to identify the juices while holding
your nose! Cassie thought so! The juices now
have similar flavors.
Related links:
Monday, February 8, 2010
Make an Underwater Volcano
Materials needed: large glass jar, string, red food coloring, hot and cold water, paint brush, scissors, narrow neck small bottle.
Fill the small bottle with hot water. Add the food coloring to turn the water bright red. Hold the bottle by the loop of the string.
Fill the small bottle with hot water. Add the food coloring to turn the water bright red. Hold the bottle by the loop of the string.
Lower it gently into the jar of cold water.
The hot red water rises from the bottle like smoke from an erupting volcano.
This is what it looks like when using a large vase.
Related links: Experiment 1: Make a Volcano Erupt
Interesting Experiments:
Science Experiment #3-Friciton The "Motion" of Our Lives
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