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 A lesson on acids and basesRate This:2524 1

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 Subject(s):  Science, Computers & Internet  Grades(s): Grades 6-7 , Grades 4-5  

Title – What’s the Solution?

By – Lisa Kwisnek 

Primary Subject – Science

Secondary Subjects – Computers / Internet

Grade Level – 4-6

 What’s the Solution?

 A. Introduction:

Today in class we are going to be learning about acids and bases. To do this, we are going to do an experiment called “What’s th Acid, Base or Neutral.” This lesson is going to take about 15 minutes. By using this experiment you will be learning how to test wsomething is an acid, base or neutral.

B. Objectives:

I want the students to learn how the cabbage juice changes color when they add an acid or base.

C. Grade Level: Grades 4, 5 or 6

D. Materials Required for a Full Cup (for each group):

1 cup of chopped-up red cabbage

1 cup of water

3 tablespoons of vinegar

3 tablespoons of baking-soda

a piece of cheesecloth folded over for a strainer

2 clear plastic containers

knife or scissors

blender

tablespoon

measuring cup

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1 straw cut into half for 2 stirring rods

E. Safety:

 When using a knife or scissors to chop-up the cabbage do not have the students help because a child might get his or her fingeroff. This is why I recommend that the teacher does this part. The same holds true when using a blender. Also, the teacher shoulcabbage juice from the blender into the containers for the students. If the containers for the children are made out of glass, rem

the safety precautions. For example: if they do break a glass, tell them to tell you right away. Tell the students not to touch brokchild does get cut, rush that student to the Nurse’s Office. Students should not drink the solution; even though, it is nontoxic. T wear safety goggles to protect their eyes from irritants such as vinegar.

F. Procedure:

1. Chop-up 1 cup of red cabbage

2. Make cabbage juice by dropping the chopped-up cabbage into a blender. Add a cup of water and blend until the water turns acolor.

3. Once you have your cabbage juice, take your strainer (cheesecloth) and pour about a half cup of cabbage juice into each cup.

4. Add 3 tablespoons to one container and watch what happens.

5. To the other container, add 3 tablespoons of baking-soda and watch what happens.

G. Observations:

The students should notice that when we added the vinegar to the cabbage juice, it turned from purple to a reddish color. Whenadded the baking-soda to the other container of cabbage juice, it turned from purple to a blue or greening color.

H. Explanation of Observations with Respect to the Chemical Reactions:

Red cabbage juice is known as an acid/base indicator because it changes colors if it is exposed to an acid or a base. Cabbage juicneutral and it has a purplish color. If an acid is added, it turns blue or greenish. Vinegar makes the juice turn into a reddish coloacid. Baking-soda makes the cabbage juice turn into a blur or greenish color, so it is a base.

I. Questions:

1. Name two of the three chemicals that we were working with today.

2. Why do you think the cabbage juice turned a reddish color, when we added vinegar?

3. What did we add to the cabbage juice to make it turn blue or greenish?

4. By using what we learned today, what color would the cabbage juice turn, if we added lemon juice?

5. I used a blender to make the cabbage juice, is there any other way to make it?

6. If I would have added water to the cabbage juice, what would the color change to and why?

 Answers to Questions:

1. vinegar, baking-soda or cabbage juice

2. The vinegar is an acid.

3. Added a base or baking-soda

4. The cabbage juice would turn a reddish color.

5. To make the cabbage juice, the cabbage and the water could have been boiled together.

6. The color would not change because water is neither an acid or a base, it is neutral.

J. Assignment:

Now that we have done the experiment, I would like everyone to make a PowerPoint presentation about acids and bases. I wou

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go onto the Internet, to find photos of different types of materials that are classified as an acid or a base, and place these photosPowerPoint presentation.

K. References:

“Acid-Base Reactions and Equilibria.” Encyclopedia Britannica. 1975 ed.

Do Science What’s the solution? Acid, base or neutral. 1999. March 2002

http://www.doscience.com/act_archive/home_activities/cabbage_juice/cabbage_juice2html

.

Stoker, H. Stephen. Introduction to Chemical Principles Seventh Edition. Upper Saddle River, New Jersey: Macmillan Publishi2002.

Students look at changing the Water Freezing Point by usingSaltRate This:

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 Subject(s):  Science Grades(s): Grades 6-7 , Grades 4-5  

Title – Changing the Freezing Point of Water with Salt

By – Rob Duncan

Primary Subject – Science

Secondary Subjects – Other

Grade Level – 4th to 6th

Objective(s):

To teach first grade students that salt water freezes at a lower temperature than plain water

To determine the temperature at which water freezes

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To understand why salt water freezes at a lower temperature than plain water

To understand why the string sticks to the ice cube when salt is placed on the cube

To compare student hypotheses with the actual results of the experiment

Materials:

Classroom graph, glass, string, water, ice cube, salt and thermometers

Strategy:

Each student will receive a cup with ice and a piece of string. Float the ice cube on water filled to near the top of the cup. Place tacross the ice cube, and then give each student a teaspoon of salt to pour on the ice cube and string. Each student will determinfreezes, sinks, does nothing or disappears.

Give each student a cup containing ice and water with about 2/3 ice and 1/3 water. Then gently stir with a thermometer and rectemperature every 2 minutes for about 6-8 minutes. Then add one teaspoon of salt and repeat the process. Add one more teasprepeat the process one final time.

Performance Assessment:

Have twenty students read and discuss material about the weather, particularly cold weather, snow and ice. Give students a prethem to predict the outcome of what will happen to the strings when salt is placed on the ice cubes and what will happen when added to the ice-water mixture. Next the students do the two experiments. Give a post-test to the students after the experimentChart all students’ results from the second activity on a class graph. Discuss the graph with the class focusing on mathematical

Conclusions:

The majority of the students should understand the concept of water freezing at 32 degrees Fahrenheit (0 degrees C). When salon the ice cube, it lowers the freezing point to below 32 F. Since the ice cube cannot get any colder than it already is the surfaceThe string lies in the puddle of melted salt water. As the salt water is diluted by further melting of the ice cube, the freezing poin water refreezes attaching the string to the ice cube. This “depression” by salt of the freezing point of water is also seen in the sec A mixture of plain water and ice is in “equilibrium” at 32 degrees F, but addition of salt lowers the equilibrium temperature (asice cube experiment). Within limits the more salt is added to the ice-water mixture, the lower the equilibrium temperature. Thiunderlies the use of salt to melt ice on roads during the winter and also the use of ice and salt in an old-fashioned ice cream ma

This is a well-developed lesson on the force of frictionRate This:

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 Subject(s):  Science Grades(s): Grades 6-7  

Title – The Force of Friction

By – Erin Barnes

Primary Subject – Science

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Grade Level – 4

Unit Goal:

In this first lesson in a unit on motion and forces:

• Students will explain how friction works and how it relates to motion and force.

•

Students will identify by experimenting whether a surface will have more or less friction.• Students will explain where they might see friction at work each day.

Objectives:

Physical Science Processes and Inquiry:

PS1

2. Compare and/or contrast similar and/or different characteristics (e.g., color, shape, size, texture,

position, change) in a given set of objects, organisms or events.

PS3

1. Ask questions about the world and formulate an orderly plan to investigate a question.

2. Evaluate and design a scientific investigation.

3. Design and conduct a scientific investigation.

PS4

1. Report data using tables, line, bar, trend, and /or simple circle graphs

3. Make predictions based on patterns and experimental data.

PS5

3. Formulate a general statement to represent the data

Physical Science Content:

PS1

1. The position of objects can be changed by pushing or pulling. The size of the change is related to t

pull.

Lesson Objectives:

• Students will conduct an experiment that shows how friction and surface texture can increase and decrease motion.

• Students will complete labs and show their predictions and results in a table.

• Students will explain how friction works and what results from friction.

Safety Considerations and Management Plan:• Students could misuse materials in a dangerous manner. It is important that the teacher keep a good eye on the class t

everyone is using the equipment properly and safely.

• Tell students the consequences of bad choices in the classroom:

1. If student becomes a distraction or unruly give them a warning.

2. Upon the second infraction, remove the students from the experiment for 5 minutes.

3. If the child continues to act out, move them to a younger (K-2) classroom until the experiment is over.

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Procedure:

1. Introduction/Set Induction:

•  Ask the students who has heard of friction? What does it do? How does it work?

• Then discuss their prior knowledge of the topic.

•  Ask the students to lightly place their hands together and rub their hands back and forth. As they are in the a

their hands back and forth, ask them to press their hands together harder and then even harder. Then ask, “Wnoticed?”

• Let students tell their newly developed characteristics and then explain to them that they just took witness tofriction.

The Force of Friction:

 Friction is the force resisting the relative motion of two surfaces in contact. When contacting surfaces move relative

other, the friction between the two objects converts energy into thermal energy, or heat. Friction between solid objec

referred to as dry friction or sliding friction and between a solid and a gas or liquid as fluid friction. A common way

 friction is by using a lubricant, such as oil, water, or grease, which is placed between the two surfaces, often dramatlessening the coefficient of friction.

2. Instructional Procedures:

 Activity:

Instruction:

• Students will be instructed to work through the following group activities in groups of three or four observations in their journals for later discussion.

 Adjustments/Adaptations:

• Students with hearing impairments will rely on written information to work through the labs.

• Students with learning disabilities will work collaboratively with groups.

• Tailor the activity to meet the special needs of specific IEPs.

Guided Practice:

Group work:

• Give students one matchbox car, one board, textbooks as stacking tools, a piece of rubber, a piece ofsandpaper and a stopwatch. Ask each group to record their findings as they work through all scenar

• They will start by stacking books and using the board as a ramp. They will start with the board alonecar from start to finish as it races down the board. They will need to repeat this three times and thenmean time it took the car to go down the ramp.

•

The students will repeat the process with the rubber placed on top of the board, then the felt, and finsandpaper.

•  After discussing their findings, explain to them why their finding came out the way that they did. Examount of friction depends on surface material and force pressing objects together. The sandpaper wand slower than the rubber piece. The greater the amount of friction, the harder/slower an object msmaller the amount of friction, the faster/easier an object moves.

Guiding questions:

•  What is it called when two objects rub together? (Friction)

•  What makes the objects harder to rub together? (Resistance)

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•  What is one way to make it easier to rub two objects together? (Lubricants)

•  What is produced by friction? (Heat)

3. Closure:

Students share data results taken during Guided Practice. Add or clarify information as needed.

So What?!?

 Ask the students for real life examples of friction and how we use it and then provide them with the following

information:

• There are many uses for friction.

Why do we sand our streets in the icy conditions? 

(Streets are sanded to increase friction and help ensure safe driving.)

• Why does a skier or snowboarder use wax on his/her board? 

(They use wax to increase their speed, because every second counts in the Olympics!)

•  How do we slow down or come to complete stops in our vehicles? 

(The brake pads use friction by rubbing together on the rotor to slow or stop the car.)

4. Independent Practice:

 Activity:

• Students will individually summarize in their journals what they had discovered within their group experime

• They will also independently answer the following questions in their journals:

• Explain how friction works.

• Explain how heat is produced with friction

•  What is sliding friction?

•  What is one way to cut down the forces of friction? Give an example.

5. Evaluation/Assessment:

Formative:

• Monitor the group work to see if any students are having problems during the lab.

• If there are problems, assist students by asking questions related to their problems.

•  Also ask them to think about why their results are coming out the way they are.

Summative:

• Collect the students’ journals and check for accuracy.

•  Also assess the questions the students were asked to complete during the independent practice.

6. Resources and Materials:

• Textbooks

•  Wooden boards

• Pieces of felt

• Rubber

• Sandpaper

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• Matchbox cars

• Student journals

• Stopwatches

•

http://wupcenter.mtu.edu/education/familysciencenight/lesson_plans/Slip_and_Slide_

2.pdf 

7. Supplementary/Enrichment Activities:

• Find 4-5 keywords to define.

• Think of all the things you do on a daily basis, then choose an event or activity and answer the following:

•  What two things are rubbing together?

• How is friction either helping or hurting in this case?

• If the friction is harmful, how can it be reduced? Or, if it’s helpful, what can be done to increase the

Here is a science lesson on ocean currents

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 Subject(s):  Science Grades(s): Grades 6-7 ,  Junior High/High School  

Title – Ocean Currents

By – Matthew Stebbins

Primary Subject – Science

Secondary Subjects – Science

Grade Level – 7th and 8th

Ocean Currents

Properties of water density due to temperature and various concentrations of salt.

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Items needed: Computer, Internet access, electronic scale, stirring rod, graduated cylinder, 5 – 100 ml beakers, food coloring (d5 gallon subdivided glass tank, hot plates, ice & 1000 ml beaker for ice bath, access to tap water, thermometer.

 Assignment / Instructions:

Students will be divided into 5 groups.

Each group will be assigned so many grams of salt, a color, and specific temperature of water for mixing in the 100 ml beakers.  water temperature should be approx. 50 degrees in the half filled fish tank.)

Each group will be creating a table to record the following data: Weight of the beaker. Weight of the beaker and water at the asstemperature in degrees Fahrenheit before adding the salt. Weight of the beaker and water weight at assigned temperature in deFahrenheit after adding the salt.

•

Group #1 – weigh out 5 grams of salt, assigned yellow color & 90 degrees temperature.

•

Group #2 – weigh out 40 grams of salt, assignedorange color & 50 degrees temperature.

•

Group #3 – weigh out 80 grams of salt, assigned

red color & 70 degrees temperature.

•

Group #4 – weigh out 140 grams of salt, assigned

 blue color & 45 degrees temperature.

•

Group #5 – weigh out 220 grams of salt, assigned

green color & 35 degrees temperature.

•

Each group will mix the solution of color, water

& salt.

•

Once the each solution is prepared, the

instructor will add each group’s solution into

the tank while the student observe.

•

The students should observe the separation of 

layers by color. This separation will simulate

how ocean currents behave due to the density 

 variations resulting from temperature & salt

concentration in water.

Graphing:

Have each students create three graphs using the recorded data. The students will use the computer to graphically illustrate theof water density per salt

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concentration, the second graph illustrating water density per change in temperature, and the third graph should show the rela water density per mixture of salt concentration& water temperature.

Questions for the students to answer:

•

How does salinity in water change water density?•

 Which has a greater effect on water density temperature or salinity?

•

Based on the observations, where would you suspect the ocean water to have higher concentrations of salinity?

•

In those regions of the ocean that you would suspect higher concentrations of salinity, how will water temperature chacurrents… will there be an upwelling or downward flow pattern?

Internet Search and Conclusions:

Have each student search the topic “ocean currents” to find examples of what they observed in the classroom. For the conclusiostudent write a one page summary incorporating the information they found on the web to provide examples these ocean curre

different parts of the world and explain why these current may or may not be beneficial to people who live in these areas of the

Comments: Collectively, the class will be working together exchanging the data they have collected while doing the experiment

Evaluation:

•

Points for completeness – 50%

•

Points for correctly answering questions – 20%

•

Points for graphs – 10%

•

Points for Internet search and conclusions – 20%

The Spread of DiseaseRate This:

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 Subject(s):  Science,  P.E. & Health Grades(s): Grades 6-7 ,  Junior High/High School  

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Title – The Spread of Disease

By – Tom Kuntzleman

Primary Subject – Health / Physical Education

Secondary Subjects – Science, Other

Grade Level – 6-12

Materials:

• One clear plastic cup for each student.

• Safety goggles for each student.

• Gloves for students may not be a bad idea.

•  About 2 Liters of 0.3 M sodium hydroxide (dissolve 26.6 grams of NaOH in 2 Liter of COLD water).

Be very careful doing this, the solution may get very hot!! Sodium hydroxide can cause severe burns. If you spill a yourself, rinse first with vinegar and then with plenty of cool water. Red Devil Lye, which can be bought in many is essentially sodium hydroxide. Sodium hydroxide may also be purchased from any science supply. If you are a Hperson interested in doing this lesson, check with chemistry/science instructors in your building because they ma

sodium hydroxide.•  A solution of phenolphthalein indicator (sold by any science supply). Again, it may be helpful to check with chemistry/

instructors in your building for some phenolphthalein.

• Overhead projector.

• Medicine dropper.

• Plenty of water.

•  Vinegar (for safety purposes)

 WARNING: UNDER NO CIRCUMSTANCE SHOULD STUDENTS BE ALLOWED TO DRINK THE CONTENTS OF THE CUPSFURTHERMORE, IF THE CONTENTS OF THE CUPS ARE SPILLED, THE AREA SHOULD BE IMMEDIATELY BE FLUSHED VINEGAR AND THEN PLENTY OF COOL WATER. SAFETY GOGGLES SHOULD BE WORN AT ALL TIMES AND ALL SPILLBE REPORTED TO THE TEACHER. SPECIAL CARE SHOULD BE TAKEN BY THE STUDENTS TO PREVENT SPILLING THE

OF THE CUPS ON EACH OTHER AND THE SURROUNDING AREA.Preparation:

Pour a small amount of water (about 50 mLs) into each plastic cup except for one. In this last cup, pour 50 mLs of the

hydroxide. Do not let the students see you prepare the separate cups. It is a good idea to prepare enough cups for 3-4 d

mixing opportunities. When you are ready to begin the activity, hand out a cup of water to each student, but be sure to

cup filled with 50 mL of sodium hydroxide to one (it can be more than one if you wish) student as well. It is a good ide

make a mental note of which student received the sodium hydroxide, as most students will want to know who had the

not let any students know who has the cup with the sodium hydroxide. Explain to the students that they are going to s

spread of AIDS (or any other disease). Explain to the students that one person in the classroom has AIDS (the student

full of sodium hydroxide). Tell the students that the virus is spread if and only if two people share the contents of their

mixing). Tell the students that they will have the opportunity to mix their cups with each other for about five minutes,

also choose to refrain from mixing.

The Activity:

Give the students ample time to mix, back and forth, the contents of their cups with each other. After this time (2-5 mi

 be plenty), have the students take their cups with them back to their seats. After the students have settled down, turn o

overhead projector. Have the students place their cups on the overhead projector and focus the projector such that the

can observe the liquid that is inside the cup is clearly projected onto a screen or white wall. Add 1-2 drops of the pheno

solution. If the liquid turns pink, the student has caught the virus! If the liquid stays clear, the student is healthy!

Modifications:

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 A whole host of modifications can be done on this lesson. For example, what is the effect of allowed mixing time on th

 virus? What effect does abstinence have on the spread of the virus? What if only everyone mixes with only one person?

think of a method of “safe mixing”? Each new question should be tested with a new mixing run.

This lesson will help you teach the Metric System

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 Subject(s):  Science,  Math Grades(s): Grades 6-7 , Grades 4-5  

Title – Metrics

By – Rob Duncan

Primary Subject – Math

Secondary Subjects – Science

Grade Level – 4th to 6th

Objective:

To familiarize intermediate grades 4-6 with the metric system.

Materials Needed:

Tools of measurement (one for each group of 4 students):

Tape measures

Rulers (metric and standard)

Measuring cups

Balance scales

Small manipulatives (paper clips, bingo chips, etc.)

Large & small beakers or cylinders marked with metric units of measurements

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 Assorted sized cups

Meter sticks

Strategy:

Begin by having the class split into small groups of four students. Make sure

that each group has a set containing the “tools of measurement” listed

above. All of the sets will contain the same items except one assessment item.

Next, invite one person from each group (or the entire class, if you prefer) to

come to a main desk or centrally located table. Simply ask them to measure the

items on the table. Do not specify whether they’re to use the metric, or

standard (U.S.) form of measurement.

Have the rest of the class measure various items in the classroom (i.e. desks,

chairs, etc.) including parts of their own bodies (i.e. head, arms, wrist, etc.)

 while waiting.

 After a short time, discuss the ways students used the tools of measurement, and

how they measured; pointing out the different ways of measuring. For example, a

marble could be measured in inches, millimeters, or weighed in ounces or grams.

 Also discuss the problems they might have incurred determining a fraction of an

inch. Talk about the “base 10″ system the metric system uses in the terms

mentioned in the performance assessment below. After making comparisons of the

two systems of measuring, launch into your study of the metric system by 

explaining the prefixes associated with the word METER, and then let them open

their bags of small manipulatives and begin using the METRIC SYSTEM ONLY to

discover the ease of using this way of measuring. Explain how the meter stick 

 works while having them measure desk, chairs, blackboards, etc. Explain how the

scales are used when weighing smaller objects such as paper clips, bingo chips,

etc. Show the ways of using liquid measurements by using the assorted

containers to pour liquids (such as water or colored water) into the beakers or

cylinders marked with metric units.

Performance Assessment:

 Your assessment should be brief and in the form of a quiz on the following

 vocabulary:

LENGTH WEIGHT CAPACITY 

Kilo + meter = kilometer or 1000 Meters Kilograms Kiloliters

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*Hecto + meter = Hectometer or 100 Meters * Hectograms Hectoliters

*Deka + meter = Dekameter or 10 Meters * Dekagrams Liter

*Deci + meter = Decimeter or .1 (1/10) Meter * Decigrams Deciliters

Centi + meter = centimeter or .01 (1/100) Meters * Centigrams Centiliters

Milli + meter = Millimeter .001(1/1000) Meters Milligrams Milliliters

* Not as commonly used

 Ask them to find the one item you placed in their bags that is a particular size

or weight. You will know, because you have placed the pre-measured item in the

 bag. For example, if a penny weighs 3g, groups 1 & 4 will have only 1 penny in

their bags. While groups 2 & 3 will have only 1 marble that weighs 3g. Your

“hands-on” assessment question will be, “Find the item in your bag that weighs

3g.”

This Experiment focuses on the Center of Gravity of objectsRate This:

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 Subject(s):  Multi-Disciplinary, Other ,  Science Grades(s): Grades 6-7 ,  Junior High/High School  

Title – CENTER OF GRAVITY 

By – Judy Schneider

Primary Subject – Science

Secondary Subjects – Science

Grade Level – 6 – 8 (adaptable)

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SCIENCE PROJECT OF THE WEEK 

CENTER OF GRAVITY – TWO PROJECTS

PROBLEM: Where is center of gravity located?

RESEARCH: Look up center of gravity in a physical science textbook. Write a half page report on the subject. Be sure to includethat was discussed in class.

HYPOTHESIS: Answer the question asked in the problem. How does the center of gravity change position.

MATERIALS:

Project I

cork or carrot

two forks

drinking glass

nail

Project II

cardboard

string

weight (washer, bolt, etc.)

PROCEDURE:

Project I

1. Insert the forks into a cork or carrot on opposite sides so that the forks stick straight out.

2. Balance the cork on the edge of the glass.

3. Describe where the center of gravity is located. Draw a diagram showing where you think it is located.

4. Change the position of the forks so that they are both angled downward.

5. Balance the cork on the point of a sharpened pencil.

6. Describe where the center of gravity is located and draw a diagram showing where you think it is located.

Project II

1. Cut the cardboard into a strange shape.

2. Punch a hole near the edge of the cardboard and hang it suspended from a nail.

3. Make a plumb line by tying a weight to a thread and attaching the thread to the nail.

4. Mark a line on the cardboard where the thread touches it.

5. Repeat steps 2, 3, and 4, in two more spots on the side of the cardboard.

6. Remove the thread from the cardboard.

7. Balance the cardboard on the end of a pencil. (How do you know where to put the pencil? Be prepared to demonstrate your cgravity in class.)

8. Describe the center of gravity for the piece of cardboard.

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9. Explain how this principle might help a tightrope walker in a circus.

DATA: Your data should include the following:

1. Research report

2. Diagram from step 3, project I

3. Diagram from step 6, project I

4. Answers to the questions in step 7, 8, and 9, project II

5. You MUST include the cardboard from project II – attach it to your report.

CONCLUSION: This is not optional. You must explain what you learned by doing this activity.

Remember that you must answer the question you asked in your original problem statement.

NOTE: BE SURE TO HAVE YOUR PARENT OR GUARDIAN SIGNS YOUR WORK. PARENTS: YOUR SIGNATURE SHOWS YSTUDENT HAS DONE THE WORK.

TEACHER SECTION:

POSSIBLE HYPOTHESIS: Based on the research, I think the center of gravity will be somewhere below the point where the corforks will balance.

POSSIBLE CONCLUSION: An object will balance when the center of gravity is below the point where it pivots. An irregular obj balance where the plumb lines intersect.

This Experiment involves determining Hot or Cold by TouchRate This:

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 Subject(s):  Multi-Disciplinary, Other ,  Science Grades(s): Grades 6-7 ,  Junior High/High School  

Title – HOT OR COLD

By – Judy Schneider

Primary Subject – Science

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Secondary Subjects – Science

Grade Level – 6 – 8 (adaptable)

SCIENCE PROJECT OF THE WEEK 

HOT OR COLD

PROBLEM: Can I tell if something is hot or cold by touching it?

RESEARCH: Look up heat in a science textbook. Find out what causes something to become hot. Make a data table to show theand boiling point for water. Write a paragraph about point of view.

HYPOTHESIS: Based on your research do you think you will be able to decide if the objects you touch are hot or cold?

MATERIALS: Three glasses

PROCEDURE:

1. Fill one glass with hot water (not hot enough to hurt your hand), one with ice water (take the ice out before you begin), and othat is room temperature.

2. Put a finger of one hand in the hot water and a finger of the other hand in the cold water. Keep them in the water for about o

3. Put the finger from the hot water in the room temperature water.

4. Put the finger from the ice water in the room temperature water.

5. In the data section describe what you felt.

6. Enrichment: Have someone in your family complete the project. Be sure to record their observations.

DATA: On your own paper, record your observations and inferences.

CONCLUSION: This is not optional. You must explain what you learned by doing this activity.

Remember that you must answer the question you asked in your original problem statement.

NOTE: BE SURE TO HAVE YOUR PARENT OR GUARDIAN SIGNS YOUR WORK. PARENTS: YOUR SIGNATURE SHOWS YSTUDENT HAS DONE THE WORK.

TEACHER SECTION:

POSSIBLE HYPOTHESIS: Guesses could include ideas such as, there will be no difference, the water will be hot or cold.

POSSIBLE CONCLUSION: Students should discuss their observations that the finger from the hot water felt cold when placed temperature water and that the finger from the cold water felt hot when placed in the room temperature water. There should bediscussion about the point of view from each hand being different when the water in the room temperature glass stayed the sam

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In this lesson, students will model radioactive decay Rate This:

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 Subject(s):  Science Grades(s): Grades 6-7 ,  Junior High/High School  

Title – RADIOACTIVE DECAY 

By – ROGER WISE

Primary Subject – Science

Grade Level – 7-9

TITLE: RADIOACTIVE DECAY 

STUDENTS WILL BE ABLE TO:

1. DEFINE THE TERM, HALF-LIFE.

2. DISTINGUISH BETWEEN PARENT AND DAUGHTER ELEMENTS.

3. USE THIS MODEL TO DEMONSTRATE HALF-LIFE TO OTHERS.

MATERIALS NEEDED: CLOCK OR WATCH WITH SECOND HAND, SHEET OF

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RULED NOTEBOOK PAPER, SCISSORS.

 ANTICIPATORY SET: DISCUSS THE RADIOACTIVE DECAY OF URANIUM-238 AS A PARENT ELEMENT AND HOW IT BECOMES THE DAUGHTER ELEMENT, LEAD-206. DISCUSS THE TERM, HALF-LIFE AND WHAT IT MEANS IN TERMS OF THERADIOACTIVE DECAY OF U-238. THIS INTRODUCTION LEADS TO A SIMPLEEXERCISE WHICH DEMONSTRATES THE CONCEPT OF HALF-LIFE.

PROCEDURE:

1. RECORD THE TIME.

2. WAIT ONE MINUTE, THEN CUT THE PAPER IN HALF. SELECT ONE PIECE, AND SET THE OTHER PIECE ASIDE.

3. WAIT ONE MINUTE, THEN CUT THE SELECTED PIECE IN HALF. SELECT ONEPIECE, THEN SET THE OTHER PIECE ASIDE.

4. REPEAT STEP 3 UNTIL 9 ONE-MINUTE INTERVALS HAVE ELAPSED.

QUESTIONS TO CONSIDER:

1. IN TERMS OF RADIOACTIVE DECAY, WHAT DOES THE WHOLE PIECE OFPAPER USED IN THIS INVESTIGATION REPRESENT?

2. WHAT DO THE PIECES OF PAPER THAT YOU SET ASIDE IN EACH STEPREPRESENT?

3. WHAT IS THE HALF-LIFE OF YOUR ELEMENT?

4. WHAT FRACTION OF YOUR PAPER WAS LEFT AFTER THE FIRST THREEINTERVALS? SIX INTERVALS?

5. WHAT TWO FACTORS IN YOUR MODEL MUST REMAIN CONSTANT FOR YOUR MODEL TO BE ACCURATE?

CLOSURE: HOW DOES THIS MODEL REPRESENT RADIOACTIVE DECAY?

EXTENSION:

1. WHAT IS CARBON DATING AND HOW IS THE IDEA OF RADIOACTIVE DECAY 

USED IN THAT PROCESS?

2. WHAT ARE THE HALF-LIVES OF SOME RADIOACTIVE ELEMENTS?

 ASSESSMENT:

1. CAN STUDENTS ANSWER THE FIVE QUESTIONS TO CONSIDER?

2. CAN STUDENTS DEMONSTRATE THIS ACTIVITY AS A MODEL OFRADIOACTIVE DECAY?

This lab experiment demonstrates osmosisRate This:

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 Subject(s):  Science Grades(s): Grades 6-7 ,  Junior High/High School , Grades 4-5  

Title – Osmosis-Lab Study 

By – Carolyn Zardoust

Primary Subject – Science

Grade Level – 4th – 12th

This experiment is to understand the process of osmosis.

Supplies needed:

1 egg

2 mason jars

1 cup of white vinegar

1 cup of Karo syrup

Put 1 cup of vinegar into one of the mason jars and then gently drop the egg into the jar. It should float and begin to bubble immacid in the vinegar will slowly eat away the outer shell of the egg over a period of 5-7 days. This will leave the inner “shell” (the ttransparent coating that holds the contents of the egg yolk). You my notice also that the egg sac is enlarged because vinegar hasthan the egg has in the beginning and osmosis will balance the amount of water so that both the vinegar and the egg have the sa water in them. After 1 week, remove the egg from the vinegar and insert it into a mason jar filled with the Karo syrup. Allow thethe Karo syrup for 3-5 days. You will notice that the egg is somewhat shriveled up because osmosis has evened out the water lev(there is much less water in the Karo syrup than inside the egg to begin with).

For variables you can try this with a white egg and a brown egg of approx. the same size and see which egg has the greatest or lechange (soaks up more or less water).

This Experiment determines whether Heavy or Light ObjectsFall FasterRate This:

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 Subject(s):  Multi-Disciplinary, Other ,  Science Grades(s): Grades 6-7 ,  Junior High/High School  

Title – DROP DRILL

By – Judy Schneider

Primary Subject – Science

Secondary Subjects – Science

Grade Level – 6 – 8 (adaptable)

SCIENCE PROJECT OF THE WEEK 

DROP DRILL

PROBLEM: Do heavy or light objects fall faster?

RESEARCH: Look up gravity in a science textbook or encyclopedia. Write two or three paragraphs about what you learned. Be research includes information about the following questions:

1. What is gravity? 2. Why does it cause objects to fall towards Earth? 3. What is mass?

HYPOTHESIS: Based on your research, do you think the heavy objects or the light objects will fall fastest?

MATERIALS:

Light Objects

Empty soda can

Dry sponge

Wadded paper

Plastic fork 

Heavy Objects

Full soda can

Wet sponge (fully soaked)

Heavy book 

Metal fork 

PROCEDURE:

1. Develop a step by step procedure to test your hypothesis. As part of your procedure, drop a heavy object and a light object at Find some control procedure that will insure that the objects will start dropping at the same time. It will not be good enough tothem from your hand each time. You must write the steps of your procedure.

2. Observe which object hits the floor first. This step requires two people, since the person who drops the objects cannot accurathe objects hitting the ground.

3. Repeat your procedure and step 2 for each pair of light and heavy objects. If you cannot find the objects listed above, you canobjects. Make sure that you list them in the materials.

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4. Enrichment: Do the same experiment with two items that weight the same. For example, use a flat piece of paper and one thacrumpled up.

5. Enrichment: Use a fan to create a wind. Repeat your procedure to test the items you used before.

DATA: Make a data table to record your observations. Below is an example for you to follow. Your data will not be exactly the sa

LIGHT OBJECT HEAVY OBJECT RESULTS

Empty soda can Full soda can Upon releasing both cans…

Dry sponge Wet sponge

QUESTIONS:

1. Discuss your results. Were all the results the same or were there differences? If there were differences, what might have causdifferences? Did a light or heavy object fall faster? Remember that you must answer the question from the original PROBLEM

2. Did the results you got match your hypothesis?

3. What have you learned about the force of gravity? Is it stronger on heavy objects or is its force equal on all objects?

4. What have you learned from this experiment?

CONCLUSION: This is not optional. You must explain what you learned by doing this activity.

Remember that you must answer the questions from the original PROBLEM STATEMENT.

NOTE: BE SURE TO HAVE YOUR PARENT OR GUARDIAN SIGNS YOUR WORK. PARENTS: YOUR SIGNATURE SHOWS YSTUDENT HAS DONE THE WORK 

TEACHER SECTION:

POSSIBLE HYPOTHESIS: The heavy and light objects will hit the floor at the same time. OR The heavy object will hit the floorlight object will hit the floor first.

POSSIBLE CONCLUSION: Since the pull of gravity is the same for all objects, the objects hit the ground at the same time (assumethod of release is consistent for both objects)

This lesson looks at the structure of atomsRate This:

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 Subject(s):  Art ,  Science Grades(s): Grades 6-7 ,  Junior High/High School , Grades 4-5  

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Title – The Structure of Atoms

By – Sheila Arvin

Primary Subject – Science

Secondary Subjects – Art

Grade Level – 5-8

Duration: 1 45 minute period

Description: TLW discuss and investigate the structure and charges of atoms.

Goals: TLW understand the basic structure of the atom.

Objective(s):

1. TLW list various items that have a center made from different materials than their

outsides (eggs, tootsie pops, etc.).

2. TLW list the various parts of an atom.

3. TLW label the types of charges the various parts of the atom have.

4. Given the description of an atom, TLW identify its charge.

5. TLW create a atoms and describe their charges.

Materials: Harcourt Science, Harcourt School Publishers, 2000; paper; pencils;crayons, magnetic marbles in ate least three colors

Procedure: Step 1 – Prior to reading have students brainstorm a list of items that havea center and an outside that are made of different materials. Begin the list by mentioninghow an egg has a hard shell and a gooey center. This brainstorming project can be done

as a whole class discussion or in small groups that report back to the rest of the class.

Step 2 – Tell students that atoms are another item that could be added to the list and tolisten carefully to see why.

Step 3 – Have students take turns reading aloud from pp. E38 – 39. After reading the fifthparagraph ask students to explain why an atom would be an appropriate addition to theirlist.

Step 4 – Have students name the center of the atom and write this term and its definitionon the board. Go back through the list that was the class brainstormed and ask membersto identify for each item which part would be similar to the nucleus. (For example: Which part of the egg is most like the nucleus? The shell or the yolk? Why?)

Step 5 – Ask student to list the two parts that make up the nucleus. List these on the board with their definitions as they are provided. Discuss with students that “pro” can

mean being for something – feeling positive towards someone or something. Havestudents help you to come up with a motion that shows a positive feeling. (For example:a thumbs-up and a smile.)

Step 6 – Discuss with students how something that is neutral does not take sides so it hasno side. Have students help you to come up with a motion to indicate “no.” (Forexample: shaking the head, an umpire’s safe motion to show there is no out.)

Step 7 – Review these parts with students using leading questions. “OK, so the center of an atom is called the _____.” Response. “And the nucleus is made up of two parts, the _____ and the _____.” Response. “The proton has a _____ charge. Response -encourage students to participate in the motions decided upon earlier.” And the neutron

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has a _____ charge. Again, respond with motions.

Step 8 – Ask students what part of the atom surrounds the nucleus. Add the response anddefinition to the board. Have students help you come up with a motion that shows anegative feeling. (For example – a thumbs-down and a frowny-face.)

Step 9 – Review the parts of the atom with motions again several times. Students caninclude their tone of voice to indicate positive and negative using exaggerated happy and

sad voices.

Step 10 – Ask students how they could work together to pretend to be an atom. Assignstudents the roles of proton, neutron, and electron. Have the protons and neutrons joinarms in the center of the room to become the nucleus. Have electrons orbit around theoutside of the nucleus.

Step 11 – As students take their seats, have them review the parts of the atom.

Step 12 – Have students continue taking turns reading aloud from p. E39.

Step 13 – After the page has been read, review the parts of the atom again.

Step 14 – Ask students how they can know if an atom is positive or negative. (Moreprotons – positive; more electrons – negative; equal number – neutral.)

Step 15 – Have students recreate the atom they made earlier. This time have them freezein motion and determine how many protons, neutrons, and electrons there are. Ask them

to determine if this atom is positive or negative.

Step 16 – As students take their seat, have them review the parts of the atom.

Step 17 – Give students descriptions of various atoms to create using their magneticmarbles. Tell them how many protons, neutrons, and electrons there are for each atom.Have them build the atom and tell you whether the atom is positive or negative. (Havethem use the same color each time for the various subatomic particles.)

Step 18 – When students seem comfortable with this activity, have them design 4 atomsof their own. They should draw these atoms using the same colors from step 17 andindicate the charge for each subatomic particle with a “+”, “-”, or “0″. They should alsoindicate whether the atom as a whole is positive, negative, or neutral.

 Assessment: The learner should be assessed according to their participation in thedrama activity, the oral identification of the parts of the atom, the atom building, andespecially the culminating activity of creating and drawing their own four atoms.

Useful Internet Resources:

http://www.LessonPlansPage.com/ScienceEdibleAtomLab-ForPeriodicTableAtomsGoodIdea46.htm

http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/laterelementary.html

http://education.jlab.org/atomtour