Table of Contents

1. Air Brakes (Air friction)

2. Air Pressure Rocket

3. Air Pressure Activities

4. Tablecloth Trick

5. Action-Reaction Rocket (on a string)

6. Egg-drop in bottle

7. Different Sound Pitch in Soda Cans

8. Liquid Rainbow in Straw

9. Air Resistance with Parachutes

10. Operation Lift-Off Balloons traveling different distances

11. Air Pressure Experiments with newspaper and straws

12. Creative Weigh-in

13. Chromatography with Markers and Filter Paper

14. Candy buoyancy (sink or float)

15. The magic boat

16. Outrageous Ooze (Cornstarch)

17. On the Rebound (bouncing ball)

18. Structure and function (Bio)

19. Cooked vs. Raw Egg

20. Refraction

21. Two Forks (Center of Gravity)

22. Gases and Gravity (baking soda and vinegar)

23. Run-Away Pepper

24. Geodesic Gumdrops

25. Whirlpool in a Bottle

26. Creating Big Bubbles

27. Graphing Activity

1. AIR BRAKES (Amanda Dunn)

What is Needed:

2 pieces of paper

3 balloons

Ruler

1. Make an airplane with one piece of paper.

2. Hold the airplane piece of paper by the tail with its nose facing down as high as possible. Next hold the other piece of paper level with the nose of the airplane.

3. Release the two papers.

What happens to the paper? Which one touches the floor first? You may want to run this two or three time to confirm that your results are correct.

4. Now pick up the balloons and put the paper away. Blow one balloon completely up. Blow another balloon half the diameter of the first balloon. (Use the ruler to check this.) Do not blow the third balloon up at all.

5.Predict which balloon will hit the ground first, second, and third of the three balloons.

6. Hold the small balloon (Half size) and the inflated balloon. Drop them and see what happens. Repeat 2-3 times.

7. Repeat 6 using the large and small balloons.

Questions:

* Do your results make sense?

* Can you explain your results based on the friction between the balloons and the air?

Air Friction:

Friction is defined as a resisting force by an object and air that causes one object to drop slower then another object. If an object is larger in size it has more air friction against it; therefore, will drop slower than a smaller object or an aerodynamic object. In the case of the paper, the piece of paper must displace a lot more air to fall to the ground while the airplane has less air to displace so it will reach the ground first. The same is true for the balloons.

2. Toying Around With Air Pressure and Aerodynamics Lesson Plan

Amber Vasquez

Objective: To introduce the students to a branch of physics with is aerodynamics and air pressure.

Materials: cotton swab, paper, blunt-end scissors, tape, straw, empty plastic soda bottle.

Instruction: The lesson that will be introduced to the students is a branch of physics called aerodynamics. Although the science experiment deals with the application of aerodynamics to airplanes or flying objects, aerodynamics actually relates to the effect that air has on any moving object including cars, boats, footballs, skiers, and skateboards. But included with the science activity I am going to incorporate the basic principles of air pressure. Here is some information you could use to explain air pressure:

We live at the bottom of an ocean of air called the Earth’s atmosphere. Since gravity pulls down on the atmosphere, air near the Earth’s surface is “squashed” by the weight of all the air above it. This means that there are actually more molecules in the air at sea level than there are just one mile above sea level, and a lot more than there are at the top of a high mountain. At any point in a column of air, the motion of molecules at that point causes what we call air pressure. Since molecules move in all directions, the air pressure at any point is considered to be equal in all directions. Whenever there is a difference in air pressure between two places, the air will tend to move from a place of higher pressure to a place of lower pressure.

Next, start explaining the science experiment you will do with your students. The experiment is called Toying Around With Air Pressure. In Toying Around With Air Pressure, students make an air pressure-powered rocket and try to find ways to make it go as far as possible. Students can try changing the size, shape of weight of the paper cone, the length or diameter of the straw, or the size or shape of the plastic soda bottle.

How to Do the Experiment:

1. Cut a circle about 4 cm in diameter from your paper. Cut a slit to the center as shown then shape into a cone. Trim the point to make a small hole at the top.

2. Pull off the cotton from one end of a cotton swab. Push the cotton on the other end of the swab up through the hole so that the cone stays on the swab snugly. This is your air pressure rocket.

3. Place a straw into the empty bottle and hold it in place. Use the same hand to seal the opening of the bottle as much as possible. Place the rocket into the straw.

4. Point your rocket away from your face and away from any one else. Give the bottle a hard squeeze. Your rocket should zoom.

Caution: Be sure to point the rocket away from yourself and anyone else.

Challenge: Try using a different bottle, straw set-up, or rocket design to create an air pressure rocket that goes the farthest!

Hint: Since you learned that air will always move from an area of high pressure to an area of lower pressure. Also air can be compressed, it has a higher and higher air pressure. With these two air pressure facts you can use them to make an air pressure rocket.

Conclusion: You can make physics fun by teaching about aerodynamics and air pressure then having the students make a fun toy incorporating the concepts of aerodynamics and air pressure.

3. AIR PRESSURE RULES

Giselle de Guia

GRADE LEVEL: 3-5

PURPOSE: To demonstrate the basic air pressure rules then have them try there own air pressure projects to demonstrate the rules they just learned.

SUPPLIES FOR DEMONSTRATION: Deep container (i.e. clear bucket), clear cups, paper towel, smooth piece of cardboard, and balloon.

4 Basic Air Pressure Rules

Rule # 1

Air takes up space.

Demonstration: Place a wad of paper towel in the bottom of the clear cup. Turn the cup upside down and push it straight down into the deep container of water. The paper towel stays dry. Water cannot fill the glass because it is already filled with air. But if the cup is tilted, some air escapes and water can then enter.

Rule # 2

Air pushes on things in all directions.

Demonstration: Fill cup all the way to the rim with water. Place a square piece of cardboard over the cup making sure there are no air bubbles trapped inside the. Holding the cardboard in place, turn the cup upside down. Take hand off cardboard. The cardboard does not fall. Air is pushing up keeps the card board and water in place. Because air pushes in all directions the cup can even be turned sideways and the water won’t pour out.

Rule # 3

When air is squashed or compressed its pressure increases.

Demonstration: When air is pumped into a tire, or in this case a balloon, a lot of air is squashed into a small amount of space. Blow up balloon. There is a lot of pressure inside.

Rule # 4

Air always tries to move from a place of higher pressure to a place of lower pressure.

Demonstration: Blow up a balloon. The air pressure is higher inside the balloon than outside of the balloon. Let go of the balloon. All the air comes out. The air moved outside of the balloon where the pressure is lower.

Now introduce the next two activities with a goal in finding which rule or rules apply to each activity.

Student activity # 1: What's Going On Here?

Supplies for this project: Water bottle and a small piece of paper napkin or tissue paper

Step 1: Cut or tear the piece of tissue paper so that is slightly larger that the opening of the bottle. Place the piece of paper on the opening.

Step 2: Try to blow the paper into the bottle! What happens? Why do you think its so difficult?

Step 3: Give yourself a little head start by pushing the paper partially into the bottle as shown.

Try blowing it in again.

*Have each student try it. Lab partners will share a bottle.

*Ask students: Which rule or rules does this project demonstrate? Discuss their answers.

The rule that applies is rule # 2.

Student activity # 2: Toying around with air pressure ( make an air pressure rocket)

Supplies for the Air Pressure Rocket: cotton swab, paper, blunt scissors, tape, straw, empty plastic water bottle.

Step 1: Cut a circle about 4 cm in diameter from your paper. Cut a slit to the center as own then shape into a cone. Trim the point to make a small hole at the top.

Step 2: Pull off the cotton from one end of a cotton swab. Push the cotton on the other end of the swab up through the hole so that the cone stays on the swab snugly. This is your air pressure rocket.

Step3: Place a straw into the empty bottle and hold it in place. Use the same hand to seal the opening of the bottle as much as possible. Place the rocket into the straw.

Step 4: Point your rocket away from your face and away from anyone else. Give the bottle a hard squeeze. Your rocket should Zoom!

*Students can split up the project between lab partners. One student can make the rocket and one can make the launcher.

**During and after making the rocket have the students think of what rule or rules apply to the launching of the rocket. Go over the answers with them. Answer to activity problem: The two rules that apply are rules # 3 and # 4.

These Air pressure rules and student activities were taken from the book The Best of WonderScience, Elementary Science Activities : by American Chemical Society and American Institute of Physics. Published by Delmar Publishers in 1997. Pages 412, 413, and 416.

I put these three projects together and slightly changed them to make a Physics lesson.

4. The Great Tablecloth Trick!

Meg Graber

This is a fun lesson for students from the second grade and up. Most of the kids will probably have seen a magician pull a tablecloth out from under a set table. Well now you can show them how!

Objectives

Students should understand the following

1. Objects at rest tend to stay at rest
2. Objects in motion tend to stay in motion
3. Sudden changes of motion do not necessarily affect an object.

Materials

For this lesson you will need

· Unbreakable plastic cups or bowls with smooth bottoms

· Rice, washers, bolts, or other objects used as weights

· Sheets of white paper (one per bowl or cup)

· A table or counter top with a smooth surface

Procedures

1. Set up your piece of paper on the edge of the counter/table so that about 5cm.
2. Fill your bowl about half way full with the washers/rice or other weights, and then place it in the center of the paper.
3. Ask the students what they think will happen when you pull the sheet of paper out from under the dish. You can tally their guesses on the board in order to keep track.
4. Using both hands grab the sheet of paper where it hangs over the edge of the table. Quickly jerk the paper downward and out from under the dish.
5. Now empty the dish. Again ask the class what they think will happen.
6. Repeat the trick. Ask the class if it seemed to work as well as the first time?
7. Now give each group of students their own supplies and let them perform the experiment themselves.
8. Ask them if they found the experiment harder or easier with the weights in the dish.
9. In their science journals or on a piece of paper have them explain why they think there was a difference and why one worked better than the other.

5. Student Report

Azra Mohammed

Hypothesis:

Activity # 1

Using Newton’s third law of motion: ‘Action Reaction.’

To make a straw rocket and use a balloon to facilitate the action reaction. To test that the rocket will take off in the opposite direction when the air is let out of the balloon.

Activity # 2

A cork is floating in a jar of water. Which way will the cork move with a quick, sharp shove? What will be the first motion of the cork? Will the cork move in the direction of the shove, backward or in a direction opposite to the shove?

Procedure:

Activity # 1:

1. Tie a 40 ft. or 45 ft. string about 3 ft. high in a convenient place.
2. Place a straw over the untied end.
3. Blow up a balloon, twist the end and attach a paper clip so that the air cannot escape.
4. Tape the full balloon to the straw.
5. Hold the string tight.
6. Release the paper clip and the rocket will go off.

Activity # 2:

1. Tie the cork to the string at one end and tape the other end of the string to the lid of the jar.
2. Fill the glass jar with water.
3. The jar is placed upside down with the cork sitting upright attached by the string.
4. Give a quick shove to the jar along the tabletop and record the observations.

Observation: Activity # 1

The balloon rocket took off in the direction opposite to the air being released from the balloon when the paper clip was removed. Initially the rocket had great speed and then slowed down before it stopped.

Activity # 2

The cork in the jar first moved forward when the bottle was shoved and then moved in the opposite direction.

Result:

The above activities prove Newton’s third law of motion that every action has an equal and opposite reaction. The air released from the balloon makes the balloon rocket go forward. The shove of the jar makes the cork inside it rebound. The water in the jar helps to stabilize the reaction. The cork does not move in a circular motion but just forward and then backward.

6. Egg Drop

(Tammy Ritter)

Objective:

To introduce students to air pressure and its affect on objects.

Materials:

• A peeled hard-boiled egg (extra-large size/grade egg)
• Glass bottle with a wide opening (opening should be smaller than the width of the egg)
• Matches

Procedure:

• Place the peeled egg on top of the bottle to show others that it will not fit through the opening.
• Light two matches and get them burning.
• Lift the egg from the bottle and drop the burning matches into the bottle.
• Replace egg immediately. (The egg may jump a little, but don't touch it…just watch and see what happens.)

Follow up:

• Allow the students to explain why the egg went into the bottle. (As the air was heated, it began to expand. Some of the air escaped causing the egg to wobble. When the fire was extinguished, the air began to cool and contract. The egg seals the bottle. There is less air in the bottle causing unequal pressure to occur between the air in the bottle and the air outside the bottle. The greater air pressure on the outside pushes the egg into the bottle equalizing the air pressure inside and outside the bottle.)
• Define air pressure: air pushes on all surfaces that it touches. This push is called air pressure.
• Allow students to brainstorm how to get the egg out of the bottle without breaking the bottle or the egg. (Hint: turn bottle upside down and gently heat the bottle)

7. Breanna Bly

Purpose: To demonstrate how frequency affects the pitch of sound.

Materials: Soda cans, pencils

Procedure: Ask each student to bring a can of soda or juice to school prior to demonstration. Explain to the

students that the pitch of a sound is determined by how rapidly an object vibrates. Then, divide your students into

small groups equipped with their canned beverages. Have each member drink a different amount of liquid so that each

person in the group will have a different level of beverage in their can. Have each student tap the can with their pencil

while the other group members listens to the sound it creates. After each student has tapped their can have them

observe which cans have a higher pitch and which have a lower pitch. Next, have them arrange their cans in order from

the lowest to highest pitch.

Explanation: Explain to the students that sound is produced by the vibrating can, and the amount of liquid in

each can affects the rate of vibration. The cans with more liquid vibrate slower, which produces low-pitched sounds

and the cans with less liquid vibrate faster, which produces high-pitched sounds.

8. Carmen Hall

Liquid Rainbow

Materials:

1. 5 pitchers, milk jugs, or other large containers
2. Food coloring- 4 colors
3. Transparent drinking straws
4. Pickling or regular salt
5. 6 containers for each student or group

The purpose of this experiment is to challenge students to layer five liquids of different density in a drinking straw. They will learn how to observe and interpret data as well as learn the basic concept of density.

Preparation:
Prepare five salt solutions, each with a different density. Use the following recipe:
Pitcher #1: 1 gallon water + 0 cups of salt + bottle of yellow coloring.
Pitcher #2: 1 gallon water + 1/2 cups of salt + bottle of green coloring.
Pitcher #3: 1 gallon water + 1 cups of salt + no coloring (clear).
Pitcher #4: 1 gallon water + 1 1/2 cups of salt + bottle of red food coloring.
Pitcher #5: 1 gallon water + 2 cups of salt + bottle of blue food coloring.

Mix the solutions thoroughly, until all salt is dissolved. Pickling salt is preferred for this activity because it does not have any additives and will not make cloudy solutions, but regular salt can be substituted. Add the entire contents of one of the small bottles of food coloring, usually sold in sets of four at the grocery store. Clear or translucent drinking straws must be used so that the colors of the different solutions can be observed when in the straw. Each student or group of students will need six small containers; five to hold the solutions and one to be used as a waste container.

Presentation:
Do not allow students to see how much salt is in the solutions. Place the five pitchers in a random order. Distribute a sample of each of the five solutions to students. Allow them to practice placing a finger over the end of a straw and "picking up" a sample of a solution.

Direct them to select two of the solutions at random. Draw a small portion of the first solution into the straw. While holding the solution in the straw, lower the end of the straw into the second liquid. Draw a sample of the second solution into the straw. If the first solution floats on the second, the first is less dense. If the first mixes or falls through the second; the first is more dense.

By making comparisons of all five liquids and making record of each trial, student will establish an order of density for the five liquids. As an extension, challenge students to get all five solutions layered in the straw.

Students will also develop their own technique for drawing a small sample of the solutions into the straw (holding their thumb over the end of the straw, using it as a air valve). They will be challenged to determine a technique to get all five solutions in the straw. They will learn to lower the straw progressively lower into each solution.

9. Air Resistance

What Makes a Parachute Float Slowly Down?

James Perez

Goals:

1. Student will understand that a parachute falls slowly because there is air pushing back on it.

2. Student will understand that any object that moves through the air is being slowed down by air resistance.

Objectives:

1. Predict how a parachute works using a sheet that includes a drawing or description.
2. Provide a written example of applying air resistance to personal life.

Materials: Per student

1. 4 pieces of string 45cm long.
2. 4 adhesive dots or tape
3. 2 jumbo paper clips
4. 1 paper napkin

Procedure:

1. Ask the students, what are different ways in which people fly? Write down their responses on the board.
2. Identify “parachutes” as one of the answers
3. Ask the students how the parachute works
4. Write the brainstorming ideas on the board
5. Have the students draw a picture or write how they think a parachute works

Challenge Phase

6. Demonstrate to students how to build a parachute.
7. Fasten the four pieces of string to the corners of the napkin using the adhesive dots.
8. Tie the four strings together.
9. Attach a paper clip as a passenger.
10. Show students one way of releasing the parachute.
11. Experiment with different number of “passengers” and different ways of releasing the parachute. Do these variables make any difference to the outcomes?

Assessment:

1. Did the Parachutes work?
2. What were some of the ways the students discovered how to launch the parachutes?
3. Did adding more paper clips make a difference in how the parachute landed?
4. Reiterate to your students the idea of air resistance.
5. Have a group conversation with your class and discuss how everyone thinks a parachute works. Guide them to the correct answers at the appropriate times.

Source:

http://www.askeric.org/Virtual/Lessons/Science/Physics/PHS0002.html

10. Operation “Lift Off”

Michele Pena

Subject: Science & Math

Grade Level: 2^nd

Strategy: small groups

Time: 45 minutes

Objective: To teach students about Isaac Newton’s Force and Motion theory, “For every action, there is an equal and opposite reaction.” An object’s acceleration is proportionate to the amount of total force exerted on it.

Ask the students if they have ever seen the space shuttle launched into space. This is made possible when tremendous steam (from the combination of hydrogen and oxygen) is pushed backward out of the shuttle and we see by Newton’s law that the steam pushes the shuttle forward, all the way into space!

Activity: Construct balloon rockets to demonstrate the law of motion. Show how different amounts of air cause different amounts of motion.

Materials:

· Balloons of varying sizes

· Popsicle sticks

· Drinking straws

· Masking Tape

· Lengths of string (at least 10 ft)

· Rulers

· Chalkboard

Procedure:

1. Feed the string through the straw and tie Popsicle sticks for handles.

2. Have two students hold the ends of the string (flight path) and put a 2 inch piece of masking tape on the straw.

3. Have another student blow up the balloon, not tying the end, attach the balloon to the taped straw.

4. Have students release the balloons noting the distance traveled.

5. Repeat the process using different sizes of balloons (amounts of air).

Conclusion and Modification: Ask the students why different balloons traveled at different distances. Students should be able to see that the different amounts of air in the balloons cause the different distances traveled. For older students, you could have them measure the diameter of the balloon and the exact distance. You could then have them plot this information on a graph further illustrating the relationship between force and acceleration.

11. LEARNING ABOUT AIR PRESSURE

Elaine Galvery

Grade Level: 3-5

Purpose: To demonstrate the presence of air pressure in our daily lives. Students will have hands-on experience for a better understanding of how air creates pressure and exhibits power in the simple things that we do.

Supplies: yardstick, newspaper, cups, 2 straws per student, clay, and plastic drink bottles.

Activities:

1. To demonstrate that there is air pressure pushing on us from every

direction and that it is powerful, the teacher will place one sheet of newspaper, unfolded over a 1/8” thick yardstick on a flat surface. Make sure the newspaper is flat on the surface, letting in as little air as possible. The yardstick should extend past the surface (table) by no more than half its length.

Quickly strike the end of the yardstick that is hanging off the edge of

the table. Ask students what they think will happen:

Will the newspaper go flying into the air?

Will the newspaper tear?

Will the stick break?

What happens and what did you learn?

The yardstick should break, demonstrating that at sea level, there is almost

15 pounds of air pressure per square inch and that means that a full sheet of newspaper, laid out flat, has nearly 9300 pounds of air on it. The yardstick breaks because of the “heavy” air pushing down on the paper. The table is also pushing back on the paper. You are literally trying to lift 9300 pounds with the yardstick. Because of the quick and sharp hit on the yardstick, the air cannot get under the paper fast enough to equalize the pressure, and the yardstick breaks.

2. To show how nature tries to equalize air pressure, give each student two straws and a small cup of water, filled about halfway. Have the students

put both straws in their mouths, but only one in the cup of water. Now,

have then suck on both straws.

What happens and what did you learn?

When the students suck on both straws, no, to little, water should come

up the straw. As nature tries to equalize the pressures, pushing air up through the free straw is much easier than pushing liquid, so only air flows into your mouth.

A variation on this activity would be to put a small pinhole near the top of the straw and trying to suck liquid through that straw. Nothing will happen. Now have students put a finger over the hole. The liquid should make it up the straw.

3. Another variation on this principle of equalizing pressures so a liquid

will travel up a straw, supply students with a half filled plastic water

bottle. Have them put a straw into the bottle with enough of the straw

sticking above the top of the bottle so they can suck on it. Have

students seal the opening of the bottle with clay, so that no air can get

into the bottle. Now have students try to use the straw to get a drink of water.

What happens and what did you learn?

When the air is sucked out of the straw, the straw collapses. In an open bottle, the air pressure outside the straw pushes down on the surface of the liquid enough to force the liquid into the empty straw. In the closed bottle, there is not enough air to press the liquid down so it cannot push the liquid up the straw. Air pressure is the result of gravity pulling the gas molecules in the air downwards.

Conclusion:

Using these easy experiments with air pressure, the student can see how important air and air pressure are in everyday activities, such as trying to drink a liquid through a straw. This is something they can do at home with their families and friends. It demonstrates the importance of air on our Earth.

Kassandra Pierce

12. Creative Weigh-In

Propose: to compare the weight of a paper creature with that of paper punches.

Materials:

·Straight pin

·Small index card

·Straw

·Scissors

·2 wooden blocks of equal height and not as wide as the length of the straw

·Paper hole puncher

·Ruler

Procedure:

·Use the ruler to find the center of the straw and mark the spot with the marking pen.

·Cut 1 in slits in each end of the straw. The slits should be in the same relative position on each end.

·Divide one index card in half by folding and cutting along the fold.

·Insert the paper pieces in the slits on each of the straw to form two flat surface that are parallel with each

other. These papers will act as weighing pans.

·Punch the straight pin through the center of the straw, leaving an equal amount of the pin sticking out on

each side of the straw.

·Position the two wooden blocks on a table and place the ends of the pin on the edges of the blocks.

·Draw your version of a space creature on half of the index card.

·Cut out the creature and place it on one of the balance’s paper weighing pans

·Cut paper punches from the remaining portion of the index card and continue to place them on the empty

paper weighing until the saw is level with the table.

Results: the end holding the paper creature falls down but starts to rise as paper punches

are added to the opposite weighing pan. Too many punches lift the creature above the balancing point.

Why: The downward pull that gravity has on an object is called its weight. Placing the

paper creature on one side of the balance increases the weight on that side. Adding the paper punches on

the opposite pan begins to balance the weight of the creature. When the total weight of the paper punches

equals the weight of the paper creature, the balance will be level with the table. The level balance indicates

that the pull of gravity is the same on both sides of the balance.

13. Student Report: Chromatography

By: Carrie Visscher

Materials Needed:

2 black water-soluble markers of different brands

2 coffee filters

2 drinking glasses

Eyedropper

Water in a jar

Step 1:

Make a small spot about ½ in. in diameter in the center of each coffee filter using one marker for each filter. Place a filter on top of each glass.

Step 2:

Use the eyedropper to drop water onto each ink spot. Put the same number of drops on each one to make the test fair.

Step 3:

Look closely to see what happens to the color spot from each pen as the ink dissolves in the water and spreads out.

Step 4:

Do both ink spots make the same pattern? What colors make up the black color of each marker?

Conclusion:

Chromatography is the separation of colors. In this experiment we use chromatography to see what colors are in each ink marker. The primary colors are red, blue, and yellow, so there should be a mixture of these colors. For a variation you can try repeating this experiment using markers of different colors and find out what each one is made from.

14. Will the Candy Float or sink?

Cari McClarty

SUBJECT: Physics and Mathematics

GRADE LEVEL: 3rd – 5^TH

STRATEGY: as a class or in small groups

TIME: 10 – 20 minutes

OBJECTIVE: To teach students about buoyancy, density and displacement. Students will be able to recognize properties that affect sinking and floating. The discussion can also lead into learning about Archimedes Principle of the Bouyant Force.

MATERIALS:

ü Snickers, Milky Way, 3 Musketeers, Skittles, Kit Kat, Butterfinger and Almond Joy fun-sized candy

ü A bowl, or a 2-liter soda bottle cut in half

ü Water

PROCEDURE:

1. First set up a table on the chalkboard that looks something like the following:

	SNICKERS	MILKY WAY	3 MUSKETEERS	SKITTLES	BUTTERFINGER	KIT KAT	ALMOND JOY
FLOAT	5	14	21	26	17	20	17
SINK	25	16	9	4	13	10	13

2. Give each student or small group, one piece of each of the different types of candy.

3. Ask the students to decide whether or not they think each of the candies above (Snickers, Milky Way, 3 Musketeers, Skittles, Butterfinger, Kit Kat & Almond Joy) will float or sink. Tally their answers on the table (as shown above).
4. Fill up the bowl or 2-liter soda bottle cut in half, with water.
5. Unwrap each piece of candy.
6. Test your predictions by placing each piece of candy in the water one at a time.
7. Mark on the table whether the candy floated or sank.
8. Allow the students to eat the candy!

* To make math as part of this lesson, ask the students to make a bar graph using the predictions from the table written up on the chalkboard. Their bar graphs may look something like the following:

LESSON: Three forces of nature work together to make an object float. Bouyancy is the upward force that liquids exert against an object (Archimedes Principle). Density is an object’s mass divided by its volume. Displacement is the volume of water moved by a floating or sunken object.

OTHER OPTIONS TO THI