Earthquakes: When was the last earthquake?

Originally posted on February 9, 2010

Ask your students to guess when the last earthquake occurred. You can have them write their answers on paper or have a discussion. Log on to the US Geologic Society to find out the answer. Many students will be surprised to learn that the most recent earthquake likely occurred in the last few hours – numerous low-magnitude earthquakes occur every day - in this country and worldwide.

Body Systems: Nervous System: The Importance of Cerebrospinal Fluid

Cerebrospinal fluid (CSF) is the liquid that surrounds your brain and prevents your brain from smashing in to your skull. 

Here's a simple little demonstration that shows just how crucial that fluid is.

You'll need a small container (with a tight-fitting lid), 2 eggs and some water.

Throughout the demonstration, the egg yolk will represent your brain and the container will represent your skull.

Crack one egg into the container and put the lid on. 

Agitate the container - you can just shake it, or you can have a student run a few laps around the room with it for it.

Open the container and observe - scrambled brains!

Clean out the container and crack the second egg into the container. 

This time, before putting on the lid, fill the remaining space in the container with water. 

Agitate the container once again.

Open the container and observe - the egg yolk remains intact.  (The egg what froths up a little bit, making it difficult to see at first, but the whole yolk is there).

The water cushions the egg yolk, just as the CSF cushions your brain. 

Great visual explanation!

Inference Cups

Originally posted on February 8, 2010



Create inference cups by placing an object in a styrofoam cup. Cut 4 slits partway down the sides of the cup. Fold two opposing sides down, and then the other two sides down on top of those. Seal with packaging tape. Label all the cups with one object in them "A", all cups with the second object in them "B", etc.

The students' goal is to infer the shape of the object in the cup based on the observations they make by moving/shaking/rotating the cup. They can then hypothesize what the object is.

Objects used in making the cups:
*Penny (disk)
*Marble (sphere)
*Die (cube)
*Nut (hexagon)

Favorite Websites: Sciencespot.net

Originally posted on February 5, 2010

If I could pick only one website in the whole worldwide web to use as a science resource, this is it!!! Tracy Trimpe as created and assembled the most fantastic collection of science activities I've encountered. If you're anything like me, after perusing the site, you'll find yourself reinvigorated and excited to head back into your classroom armed with a brand new repertoire of science activities. And all the paperwork is ready for you to print out and go.

You'll find me highlighting several of the Sciencespot activities in their own individual posts, and sharing my experiences with them. But, don't let that stop you from heading over there RIGHT NOW! (And make sure your printer is fully stocked with paper and ink - once you start, you'll be printing out activities left and right!)

Projectile Motion/Gravity: Ruler and Penny

Originally posted on February 4, 2010

To demonstrate that gravity pulls objects to the ground at the same speed, regardless of the path they take…

Place a ruler flat on the demonstration table, with about 2 inches hanging over the edge of the table. Place a penny on the table next to the ruler (between the edge of the table and the ruler).

Instruct students to listen for the pennies hitting the ground. Quickly flick the ruler, so that you are pushing the penny off the table at the same time you are “pulling” the ruler out from under the penny sitting on it. The penny that was on the ruler will fall straight to the ground (due to inertia, 1st law of motion), while the penny that was on the table will travel along a path of projectile motion.

If executed properly, the pennies will hit the ground at the same time. You will no doubt have to repeat this demonstration several times; first, because students take that long to determine that they are in fact landing at the same time and second, because it’s a bit mind-boggling to students (and teachers).

Do as I say, not as I photograph...
1 - Don't perform this demonstration with little people sitting on the floor where pennies may land!
2 - Don't perform this demonstration in a carpeted area of the room, you won't hear the pennies land!

Solar System: Pictorial Comparison

Originally posted on February 2, 2010

I LOVE these pictures. I first learned of them a few years ago and promptly printed and laminated a set for my classroom. I was reminded of them recently when I received them as an email attachment.

I think the art is beautiful and I can just stare at them-my mind spinning, trying to comprehend the size of the universe, all the while.

I don't know the source for these pictures. If someone out there does, please let me know and I will gladly add it.

How Many PIeces if Pasta in the Jar

Originally posted on February 1, 2010

Provide each group of students with two jars - one filled with tiny pasta and a second that's empty, as well as a variety of measuring tools: balances, rulers, graduated cylinders, etc. The group is to use the allotted time to determine the number of pieces of pasta in the jar.

I have used this at the beginning of the year and when forming new lab groups - a chance for the team to work together to find a solution. A good opportunity to observe students and their ways of thinking.