Wednesday, May 4, 2011

Know a Great (Science) Teacher?


Rayovac is sponsoring 3 all-expense paid trips to Steve Spangler's 3 day Science In the Rockies, in Denver, Colorado. 

Head over here to nominate a K-6 teacher you know and love (self-nominations are accepted).  Any and every science teacher I know would absolutely love to win this trip.  Steve Spangler's workshops are held in high regard, and who could resist a few days in Denver?  Plus, every participant heads home with $300 worth of Steve Spangler goodies.  Nominations need to be made by May 16, so don't wait to too long. 

Of course, if you're interested in attending, you can pay your own way and sign up here.  When my lottery winnings come in*, I'm so there!  In the meantime, I've got a few people to go nominate. 


*wait... what... I have to buy a ticket in order to win the lottery.... hmmm... time for plan b...

Osmosis: Should I Salt My French Fries Before or After Cooking?

Cut a potato into 4 sticks, about 1/2 cm thick (5 mm or about 1/4 inch).  You could try other shapes as well.

Fill two beakers or small bowls with water.

Dissolve salt in one of the beakers of water, about 1 tablespoon per cup of water.

Place 2 potato slicks in each beaker and allow to sit for about an hour (you can leave it overnight if need be).

After the time has elapsed, pick up the potato slices and observe.


You should find that the potato slices that were in water are limp and bend easily, which the ones in pure water are still rigid and crisp. 

Through osmosis, water moved out of the potato and into the salt water. 

Tuesday, May 3, 2011

Weather: How Much Air is Pushing on You?

The air all around you is filled with molecules, all of which exert pressure on you. 

Picture this...
You're standing upright.  Rising straight up from your head, into the furthest reaches of the atmosphere, is a column.  This column is filled with air molecules.  While the effect of each individual molecule is miniscule, their combined effect is a force with which to be reckoned.  How much atmospheric weight do you think your head has to support?  Go ahead, take a guess...

First we need to find out how large your head is.  For the purposes of this activity, we're going use inches so we can get an answer in pounds.  It's rather un-scientific of us, but it will provide us (in the U.S.) with the greatest understanding.

Back to your head.... find the circumference of your head, using either a fabric measuring tape or a length of string that you then lay against a meter stick.  I come up with 22 inches.

Now you'll need to do some math to find the radius.  Circumference is equal to 2 x pi x radius.  So, to get the radius, you'll need to divide the circumference by pi and then divide that number by 2.  For me, it's 3.5 inches.

Now you'll use the radius to find the area of the top of your head.  Area is equal to pi x radius x radius.  For me it's 38.47 square inches. 

Atmospheric pressure at sea level is 14.7 psi (that's pounds per square inch), and while I don't live exactly at sea level, that number will work well enough for our purposes.  So, the area of my head multiplied by atmospheric pressure gives me the weight of air pushing on my head.  In my case, it's 38.47 square inches x 14.7 psi = 565 pounds. 

Pretty unbelievable, isn't it?  But it's true.  We aren't aware of it because we're used to it, we've never known anything different.  And we aren't crushed by that force because there are fluids inside our body exerting pressure that keeps things balanced.  Those air molecules are pushing on all sides of your body, not just on top of your head, which also helps keep things balanced.

If you're interested, atmospheric pressure in Denver, with an approximate altitude of 1 mile, is 12.2 psi.  You might want to have your students determine how much the atmospheric weight changes as they go from sea level to 1 mile.

Monday, May 2, 2011

Density: The Sugar Density Column

Did you know that you can change the density of water by adding sugar to it?  Did you know that you can actually create layers of sugar water that have different densities? 

I've seen the Flinn Version, How Sweet It Is, numerous times, and it's very cool. Unfortunately, it's not very practical for me.  I'm not in a classroom, so I don't have balances readily available, nor do I have access to ring stands and separatory funnels.  I've always figured I could find a way to recreate the experiment to make it work for me, but I've just never made it that far down my list of things to do.

And then I found this version, which does not require any of the aforementioned equipment.  (I have adapted it slightly to include two additional colors).  And, if you're just planning to make the solutions ahead for demonstration purposes, it's faster.  In fact it's perfect for doing at home.  It's also simple enough for young students to help with. 

Now, before I go on to show you how simple it is, let me point out that for older students the Flinn version may be superior:
1 - It's always good to practice using equipment to make accurate measurements.
2 - In the Flinn version, students find the mass of the sugar, which allows them to calculate the actual density of each solution.  You could also have them calculate the sugar concentrations.

Enough talking, on with the fun!

Line up 5 glasses.  Add sugar to the glasses as follows:

Glass 1: no sugar
Glass 2: 1 tablespoon
Glass 3: 2 tablespoons
Glass 4: 3 tablespoons
Glass 5: 4 tablespoons
Glass 6: 5 tablespoons

Add 4 tablespoons of water to each glass and stir to dissolve the sugar.  Make sure the sugar in each glass is completely dissolved.  If you need to add water to one glass, you'll need to add an equal amount of water to each of the other glasses.

Add food coloring to the glasses, a total of 2-3 drops per glass, as follows:

Glass 1: red
Glass 2: red + yellow
Glass 3: yellow
Glass 4: green
Glass 5: blue
Glass 6: blue + red

To make the column:
Pour the purple solution into a tall, colorless glass (or a graduated cylinder if you have one). 

Hold a spoon over the glass, near the top of the purple solution, and pour the blue solution slowly over the back of the spoon.  This technique will minimize the mixing of solutions.

Using the same technique, add the remaining solutions in the following order: green, yellow, orange and red.

As you can see, I haven't yet perfected the pouring technique, but it isn't completely muddled either.  I think I could have gotten a better rainbow if I had tried again immediately after doing this one, but I decided it wasn't worth using a bunch more sugar just to capture a better photo.  That said, I think my rainbow looked better than the above photo shows - I just couldn't get the light right to show all the colors. 

If you're doing this as a demonstration, you very well may want to make sure you have enough solutions to give yourself a test run before the actual assembly.

Friday, April 29, 2011

Website: Awesome Science Teacher Resources

I recently stumbled upon Awesome Science Teacher Resources and I have to say, Nancy Clark is an awesome science teacher! 

Several of the activities are things I have come across at various times in my constant quest to find exciting ways to convey science concepts, but many are new to me (which thrills me to no end - as much as I'm excited to find a single great activity, nothing is better than finding a whole collection of really great activities). 

I'm looking forward to working my way through her lists of activities (sorted by topic) and I'm sure you'll be hearing more about them from me! 

Thursday, April 28, 2011

Inertia: Penny Passengers

Place a penny on top of a small toy car.

Roll the car so it runs into a thin book or piece of corrugated cardboard.

Observe the car and the penny.  What can you learn from this activity about the importance of seat belts?

What difference does a seat belt make?  Try again, using a small piece of tape to hold the penny on the car.   

Do different coins respond differently?  Dimes are lighter than pennies, quarters are heavier.

Note:
You need to push the car very gently, or you'll observe a different form of inertia - the car will move out from underneath the penny and the penny will drop to the table. 

Wednesday, April 27, 2011

Classification: Doodads and Gismos

A selection of everyday objects have been given silly names and your students need to use a dichotomous key to determine which name belongs with which object. 

The objects you'll need are (and you don't even need all of them, use the ones you already have around):
  • Snap wooden clothespin
  • Sharpened pencil
  • Unsharpened pencil
  • Wire coat hanger
  • Metal fork
  • Metal knife
  • Metal spoon
  • Bolt
  • Nickel
  • Penny
  • Small paperclip
  • Jumbo paperclip
  • Paper fastener
  • White shirt button
  • White paper plate
  • White piece of chalk
  • Whilte plastic fork
  • White plastic knife
  • White plastic spoon
  • White candle
  • White soap
You can access the complete dichotomous key here

There are a couple of ways you can use this activity:
~Provide each group of students with a set of objects and have each student identify the name of every object (or a specified number of objects).
~Provide each student with one object and have them each identify the name of that one object.  This works well as a quick assessment tool.

There are a few things I really like about this particular activity:
~There's some similarities between the objects (lots of utensils, lots of white objects, etc.), which means students need to work through the key carefully.
~The dichotomous key includes extra names, which means students really have to work their way through the key for each object; they can't rely on the process of elimination.