Science Activities I
SCI210 Spring 2004
Marbles and Momentum
Erin Anderson
SCI 210
April 20, 2004
Grade Level: Third to Fourth
Time; About twenty to thirty minutes
Objective: To help students understand the concepts of momentum and inertia by doing a hands-on experiment that gives them a visual way to understand the concepts.
Materials:
- Yardsticks or meter sticks
- Marbles or some other type of small balls that roll easily
- Tape
- A flat surface
Directions:
1. Tape two meter sticks to the flat surface leaving about a half of an inch between them.
2. Place two balls in between the sticks several inches apart
3. Roll one ball towards the other and record the results
4. Try different experiments rolling different number of balls towards another group of balls.
5. Record all your observations and see what conclusions can be made.
Wrap-Up:
- From your observations what do you know about inertia?
Would the results be
different if the experiment was conducted in a vacuum?
Marbles and Momentum
What is the effect this time?
Making Waves
By Ryan Apolinario
This activity can be done using a variety of things. A jump rope may be ideal, but using something like a telephone cord will make it easier to create the waves, making it easier to visualize the effect.
Children can work in pairs of two. One child will hold the cord still, while the other child
Will be attempting to create the waves. Depending on how in depth and detailed you are trying to be, you can make numerous activities with the waves. The following exercise is recommended as a simple activity.
WAVE 1-
First, let’s try to recreate a wave with just half a wavelength. Were you able to do it?
WAVE 2-
Now let’s try to make a wave with one wavelength. Make sure you can see and distinguish that you made one wavelength. It’s different to see the wave on paper than in real life. How much more effort did you need to need to put into making this wave in comparison to the first? (Answer: It takes twice the effort)
WAVE 3-
Now let’s create a wave with one and a half wavelengths.
Finally, try to create as many wavelengths that you possibly can. How many wavelengths was your group able to make? What are some observations you were able to make during this activity?
Angelica Arellano
SCI 210L
What Are Physical Properties of
Matter?
Grade Level: Third
Subject: Matter
Time: 20-30 min
Grouping: pairs
Process Skill
Tip: observe, record
Observe
physical properties of matter.
Identify
matter as a solid, liquid, or gas.
¨Penny ¨index card
¨Nickel ¨book
¨Marble ¨uncooked macaroni
¨Key ¨twist tie
¨Cotton balls ¨twist tie
¨Piece of peppermint ¨peppercorns
Candy
1. Pass out the activity handouts.
2. Give each pair of students a bag with
materials.
3. Let the kids know to look at the objects
you have given them. Tell them to
notice if the objects look shiny or dull.
Tell them to notice how many colors each one has. Then Record observations.
4. Let the children know to touch the
objects. To feel whether the objects
are hard or soft. Feel whether they are
rough or smooth. Record observations.
5. Next, tell children to tap each object
lightly with their fingernail. What
kind of sound does it make? Record
observations.
6. Finally, Smell each object. Record observations.
7. Draw conclusions(questions for children)
1) Which objects are hard and rough?
2) Which objects are hard and smooth?
3) Which objects are soft and rough?
4) Which objects are soft and smooth?
5) Compare your chart with the chart of
another group. Are any objects in different columns? Why?
6) Scientist learn about the world by
observing with their five senses. Which
of the five senses did you not use in the investigation?
Expected
Results:
After
collecting and analyzing data, students should conclude that objects can be
classified according to common physical properties.
What Makes a Parachute Float Slowly Down?
Name: Dany
Boroudian
Subject: Physics
Grade: 2-3
Objective:
This lab is intended to teach students
about air resistance. It will also
allow them to identify how a parachute works as it falls through the sky.
Materials:
·
4 pieces of
string 45cm (18”)
·
4 pieces of
tape
·
4 jumbo paper
clips
·
1 paper
napkin
1. Place materials on table.
2. Allow a member or two from each table to
come up and collect the supplies.
3. Demonstrate to students how they will be
making a parachute with the supplied materials.
4. (Making the parachute) use the tape to
attach the string to the corners of the napkin.
5. Then tie the four pieces of string
together.
6. Attach one paper clip as the “passenger.”
7. Now ask the students to build theirs
8. Practice releasing parachute.
9. Add a second, third, and fourth “passenger”
and see how your results change. (Does the parachute fall faster?)
Conclusion:
A parachute slows down when it falls because
of air resistance acting on it. Air is
comprised of gas molecules that an object tries to push away as it falls
through air. When a parachute falls
through air, these gas molecules that do not want to move push back at the
falling parachute causing it to slow down.
The parachute continues to move through the air but comes across air
resistance. Those molecules not wanting
to move cause this resistance and exert an opposite force. Thereby, this is a perfect example of
Newton’s Third Law of Motion: For every action, there is an equal and
opposite reaction.
Dany Boroudian
1. What
are the materials needed for this experiment?
2. Draw
a picture of your parachute labeling all the pieces (materials).
3. Do
you think the parachute will fall faster with a 2nd paper clip? Will
it fall even faster with a 4th paperclip?
4. What
is causing the parachute to fall slowly down instead of just free falling
through the air?
4-17-04
SCI 210
Dr. Hoeling
Friction:
More Than Just Scratching the Surface
This activity will allow students to understand the concept of friction. They will understand that friction has two forces, a push or a pull. Students will be able to identify forces that push and forces that pull.
Materials: lids from plastic containers, paper punch, thread (about 40 cm), washers, sandpaper, paper clips, tape, paper, pen, activity worksheet, and Worksheet May the Force Be With You.
Time Duration: 15-25 minutes
Objective: Students will understand concept of physics. Students will observe and perform experiments that deal with forces. They will observe, perform, and make predictions.
Procedure:
- I will give a brief lecture on what friction is. I will describe the different forces that govern friction.
- Students will do small activity that gets them to think in terms of pushes and pulls, they will do May the Force Be With You
- After students complete small activity, they will come and get the designated materials to perform the experiment.
- In groups of two or four, they will make sure that they have all the right materials.
- Using a paper punch, students will carefully make a hole punch near the edge of the plastic container lid.
- Students will then tie one end of the thread to the hole.
- After unbending part of a paper clip, students will then tie it to the other end of the thread.
- Students will put the lid on the table and hang the paper clip over the end of the table
- Students will then place a washer on the lid.
- Students will gently push the lid from the side.
- Observing the previous step, how hard was it to move the lid.
- Hang one washer on the paper clip. Observe what happens as you try to slide the lid again.
- Continue to add washers on the paper clip and observe how many washers it takes for the lid to slowly slide along the table
- Tape a piece of sandpaper to the table, and continue to perform the last four steps.
- Observe how much harder or easier it is to slide the lid across the table.
- This time place two washers on the lid.
- Gently push the lid along the table, without the sandpaper. Observe if it was harder or easier for the lid to move.
- Find out how many washers you need to place on the paper clip, to have the lid slide along the table. Record your results.
- Now place two more washers on the lid, for a total of four. Repeat the previous step.
- Complete the following table and make observations of what is taking place.
|
A. Number of washers on lid |
2 |
4 |
6 |
8 |
|
B. Number of washers on paper clip |
|
|
|
|
- Make a graph, using the table. Place A on the horizontal axis, and B on the vertical axis.
- Write a sentence that describes what the graph shows.
- Have students understand the relationship that weight has on the force of friction.
- End of experiment.
Name:_________________________
Date:__________
Friction: More Than Just Scratching the Surface
Activity Worksheet
1. With one washer on lid, how many washers did it take to make lid slide across table or desk?
2. Did you need to give the lid a little push, or did it slide on its own?
3. With lid sitting on sandpaper and one washer on lid, how many washers did you need to put on paper clip to get the lid moving?
4. Make a graph of the data collected of your table.
5. What does the graph show you about the way weight affects friction?
Mark Brockett
SCI 210L
Hoeling
The Magic Boat
Area of Science: Physics
Grade Level: K-3(ages 5-7)
Overview: This activity allows students to make a macroscopic object (foil boat) move across the water on its own due to the breaking of surface tension by the dishwashing solution.
Materials Needed: Piece of foil 4 cm wide (2 inches) and 10 cm long (4 inches), large flat pan which will be filled with water, and a type of soap solution.
Directions: Take the piece of aluminum foil and fold it into a boat (power boat shape). Fill the pan with water and place the pointy side of the boat towards the water. Next drop a few drops of soap solution directly onto the water behind the aluminum boat and see the boat move across the water surface. Warning the activity can only be performed once. In order to repeat you must use new water.
Explanation of Activity: As the soap molecules in the dishwashing liquid spreads it breaks the surface tension of the water allowing the aluminum boat to be moved.
Questions:
1) What occurred when you put the soap into the pan?
2) Why do you think this happened?
3) Can you think of a real life example of this experiment?
Name: _________________
Date: __________________
The Magic Boat
What you need:
1) a piece of aluminum foil.
2) A pan or bowl.
3) A soap solution.
What you do:
1) Cut the foil into a shape of a powerboat. Keep you boat only about 4 cm wide (2 inches) and 10 cm long (4 inches).
2) Gently place the boat into a pan full of water.
3) Squeeze a drop of any type of soap solution onto the water behind your boat.
What is happening?:
1) What occurred when you put the soap into the pan?
2) Why do you think this happened?
3) Can you think of a real life example of this experiment?
Randal Buoncristiani
SCI 210 TR 430-545
Stored Energy Experiment
Supplies Needed
Coffee can with no ends
Two lids that fit the can
Short string
Heavy metal nut
Scissors
Long rubber band
Time of Lesson
Fifteen to twenty minutes
Instructions
1) Make two holes two to three inches apart equally distant from the center of the plastic lids.
2) Cut rubber band at one point and thread it through the holes of one of the lids.
3) Cross ends of the rubber band to form an “x” in the middle.
4) Use the string to tie the nut to the center of the rubber band (at the point where the “x” is made).
5) Thread the two remaining ends through the other holes in the remaining lid. Put the lid on the can and tie the ends in a knot outside the lid.
Objectives
Roll the can away from you. As the can is moving away it will begin to slow down. When this happens say “come back to me”. The can will magically begin to move back towards you. You can also do this on a slight downward slope. The kids will be amazed when they see the can will actually climb its way back up the slope you rolled it down.
Discussion
As the can rolls the weight at the center causes the rubber band to twist up and store energy. When it is twisted as tightly as possible it will have stored its maximum amount of energy and will come to a stop. As the rubber band begins to untwist itself it will also release its stored energy. The release of this stored energy will cause the can to roll back to its starting point.
Lorena Cervantes
SCI 210
Science Terms:
●Balanced Force:
●Unbalanced Force:
Purpose:
To use balanced and unbalanced magnetic forces to compare the strengths of two magnets.
Materials:
●4-foot (1.2-m) String
●Paper Clip
●Transparent Tape
●Yard Stick (meterstick)
●2 Identical Magnets
Procedure:
|
Magnet Distance
Test Data |
Magnet |
Test 1 |
Test 2 |
Test 3 |
Test 4 |
Average |
A |
|
|
|
|
|
B |
|
|
|
|
|
Results:
The results will vary depending on the strengths of the magnets used.
Why?
If the magnets are of equal strength, the magnetic forces will be balanced and the distances from the paper clip will equal. A balanced force is one that is applied equally to an object from opposite directions. If the magnets are not equal strength, their combined force will be unbalanced and the paper clip will move toward the stronger magnet when both magnets are an equal distance away. An unbalanced force does not have an opposing force of equal strength.
Lorena Cervantes
Where Does a Magnet Work?
Materials:
Paper clips
Magnets
Items to be tested (paper, plastic, cup of water, aluminum foil).
Do you think that the force of magnetism can go through something
solid?
Could a magnetic force go through some materials and not others?
Make your predictions first. Do you think magnets will work...
Through paper? Yes___ No___
Through wood? Yes___ No___
Through glass? Yes___ No___
Through metal? Yes___ No___
Through plastic? Yes___ No___
Through water? Yes___ No___
Test Your Predictions:
Hold your magnet on one side of a piece of paper. Lay a paper clip on the other
side. Does the magnet attract the clip through the paper?
Follow the same steps with the rest of the materials: Did the magnet work
through...
paper Yes___ No___
wood Yes___ No___
glass Yes___ No___
metal Yes___ No___
plastic Yes___ No___
water Yes___ No___
Does the thickness of the material matter?
What are your conclusions?
Cindy Cho
Thursday Lab: Science 210
04.22.04
Water’s Surface Tension
This activity will teach elementary students about the surface tension in water. This is a great experiment to do because water, unlike other liquid chemicals will not be harmful at all. To carry out this experiment, the first thing to do will be to explain to the students about the molecules in water. For example, water’s molecules are spread out (like most liquids), but on the top, the molecules tend to form a closer bond because they have no other molecules to bond with on top of them. They tend to push down on the other molecule beneath them, forming the surface tension.
The next step will be to hand out all the materials needed. The students will cut out a figure of a man for paper and tape it to a piece of paper clip. They will then proceed to make the man on the paper clip float on top of the water. (Explain that although the density of the paper clip is greater than of the water, the surface tension of the water allows the paper clip to float). Let the students have a race between their classmates on how fast they can blow their man on the paper clip to the other side of the pan, full of water.
The last step would be to let all the students have a cotton swab with dishwashing detergent. They should all (at once) dip the cotton swab into the water with their man floating in the pan. The reaction of the detergent and water should make the man on the paper clip sink instantly. Then, there should be a brief explanation that the dishwashing detergent breaks the surface tension of the water, causing the paper clip to sink.
Materials needed:
Baking pan
Paper clips
Drawing of a man on paper
Scissors
Water
Tape
Dishwashing detergent
Cotton swabs
Name:
_____________________
Date:
_____________________
Surfin’ Surface Tension
1. What are we learning about today?
______________________________________________________________________________________________________________________________________
2. What determines if an object will sink to
the bottom of the pan full of water?
______________________________________________________________________________________________________________________________________