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"Middle
School Science Shows"
(Grade 3-4)
Return to Science Shows
Program:
Sandra Brady (St John's). Presentation: Equipment:
Electricity: - 10
torches; A4 paper; Al foil; corks; "D" size batteries; short wires.
- Van
der Graff generator, wand, plastic bucket, pieces of paper, aluminium plates.
- Two wires
(with alligator clips?); one lemon; a piece of copper metal;a piece of zinc metal.
- A range of
different material (cloth; cotton; wool; polyester; plastic rods; carbon rods,
bits of paper; aluminium foil etc).
- Electroscopes,
rods, wool, cotton cloths.
| Task |
Method |
Equipment |
Concepts |
| Torches | On
A4 paper work in POE to draw what you think is on the inside of a torch. Then
open it up and look at the parts and re-draw what is on the inside of a torch. Fill
out circuit sheet. | 10
torches; A4 paper; Al foil; corks; "D" size batteries; short wires. |
| |
Electrical
Energy | Van
der Graff generator: Get a spark off the Van der Graff and stand a student
in the bucket with hands on it. | Van
der Graff generator, wand and bucket. pieces of paper and aluminium plates. |
Electrical
energy to movement energy. | Lemon
battery |
Stick a piece of copper and a piece of zinc into a lemon about 3cm apart. Attach
one wire to the zinc and the other wire to the copper. Touch the open ends to
your tongue. What do you feel? | two
wires (with alligator clips?); One lemon; a piece of copper metal;a piece of zinc
metal. | Chemical
to electrical energy. Inside the lemon is citric acid. It acts as an electrolyte
(a conducting liquid). When you touch your tongue onto the two wires you begin
to conduct electricity through this electrolyte. The electricity comes about since
one of the metals starts to collect electricity and the other loses it. As a result
the copper begins to dissolve and the zinc begins to collect a metal coating on
it. This is the whole process involved in any battery. It happens because of general
chemical properties of metals react differently to each other. | Static
Electricity |
Rub the rods to check for static electrical properties. | A
range of different material (cloth; cotton; wool; polyester; plastic rods; carbon
rods, bits of paper; aluminium foil etc) | Charge
can build up on rods that are rubbed. They can then be transferred to other materials.
| Electroscopes |
Rub the rods and charge the electroscope. 1. Place a charged rod near the electroscope;
2. Touch it on it and move away; 3. Touch an uncharged rod onto it and move away. | Electroscopes,
rods, wool, cotton cloths. | Charge
the electroscope. |
Theory:
Electrical energy can be stored in a car or alkaline battery. Chemical reactions
inside the battery automatically occur when you connect a wire from the positive
to the negative terminals. If there are circuit components connected between these
wires the electricity passes through them also transferring their electrical energy
to these components. Light bulbs can glow, radio speakers can deliver sound and
electric motors can operate. We use a large amount of electrical energy every
day in many appliances we use. Physics
In Motion - Rockets: - Rocket
kit: 2 rockets, 2 sulphur motors, 6V large battery, 2 x 5m wires, 4 x alligatored
wires (both ends), very thin metal guide rod, retort stand base
- 40
film cannisters, Blue tack, Alkasalsa tablets, water and 10 beakers (for water).
- Vacuum
cleaner (backwards - blow outwards); rubber stopper and funnel; polystyrene ball;
rubber stopper and narrow pipe.
- Pump
rockets from Australian Geographic.
- Masking
tape, balloons, straws, nylon thread; scissors;
- 2
retort stands, string and 2 small ring weights.
- 2
sets of string-weight-string-weight.
| Task |
Method |
Equipment |
Concepts |
| Rocket
Kits | Using
the rocket kits and launch from the centre of the oval. |
Rocket
kit: 2 rockets, 2 sulphur motors, 6V large battery, 2 x 5m wires, 4 x alligatored
wires (both ends), very thin metal guide rod, retort stand base |
| | Rocket
Kits | Stick
an Alka Salza tablet to the inside cap of a film canister using Bluetack. Half
fill the canister and place the cap on turn upside down onto concrete!
The small explosion will propel the canister about 2 metres upwards. |
40
film cannisters, Blue tack, Alka Salsa tablets, water and 10 beakers (for water). |
| | Bernoulli's
Principle | Connect
the vacuum so that it blows outwards with (a) the pipe nossle blowing the air
upwards to the polystyrene ball; or (b) with the funnel blowing the ball upwards
or downwards. | Vacuum
cleaner (backwards - blow outwards); rubber stopper and funnel; polystyrene ball;
rubber stopper and narrow pipe. | Fast
air means low air pressure and this explains why the ball falls into the funnel
and remains there. It also explains the other one. |
| Pump
Rockets | Use
the pump rockets to launch rockets. | Pump
rockets from Australian Geographic. | |
| Balloon
rockets | Rockets
made from balloons and straws masking taped on top of them |
Masking
tape, balloons, straws, nylon thread; scissors; | | | Movement
energy | Standing:
Standing still, marching or jogging on the spot. Anything that moves has movement
energy. | 3
students | Chemical
energy (food) to movement energy | | Movement
energy | Coupled
pendulum: String with 2 pendulum suspended of it. | 2
retort stands, string and 2 small ring weights | Movement
energy to stored energy | | Movement
energy | Which
will break? 2 sets of weights held together with strings and pulled slowly
and then fast. Which will break | 2
sets of string-weight-string-weight | Inertia |
Theory:
Kinetic energy is the energy on object has because of its movement. Some things
have very large amounts of kinetic energy as in the case of a rapidly moving train.
This can cause a lot of damage if it collides. The amount of kinetic energy it
has will be converted to the target it hits. Light: - Torch;
- Torches;
lenses; mirrors.
- Laser,
plane mirrors, chalk and duster.
| Task |
Method |
Equipment |
Concepts |
| Light
energy | Torch:
Turn on a torch. | Torch | Chemical
to light energy | | Light
energy | Sun:
Look out the window. | - | Nuclear
to light and heat energy | | Torches,
lenses & mirrors | Experiment
with mirrors and lenses. | Torches;
lenses; mirrors | Experiment
with mirrors and lenses. | | Lasers | Use
a series of stand-up mirrors, chalk dust and the laser to demonstrate the path
of light around the room. | Laser,
plane mirrors, chalk and duster | Light
is only visible when it strikes objects. The dust causes it to be visible. |
Theory:
Another name for light is electromagnetic waves. Only a small amount of the electromagnetic
spectrum can be seen by the human eye: this part is called the visible spectrum.
The electromagnetic spectrum has many purposes: laser beams, communication, TV
and radio, x-rays, microwaves and infra red. Solids,
Liquids & Gases: -
3
syringes with sand, water and air. -
3
measuring cylinders, 3 ball bearings, oil, water. -
Bubble liquid & loop;
-
Measuring
cylinder, large rock, 1 large and small beakers, and measuring cups. -
measuring
cylinder or beaker with water in it. -
basin,
water, detergent, cardboard boat, eye dropper. -
Kettle,
water, thermometer. -
Can of soft
drink, towel and paper towel. -
Plastic
drink bottle, boiling water and balloon. -
2
straws, string, 2 balloons, pin. -
3
aluminium cans, water, 3 lamps, 2 insulating materials. -
3-4
identical volume cubes: wood, aluminium and brass, electronic scales -
3-4
identical volume cubes: wood, aluminium and brass in hot water. -
3
spring balances, 3 beakers of oil, water and air. 1 weight
- dry
ice, paper towel.
- White Wings Corn Flour and water; ice cream container.
| Activity | Demonstration |
Equipment |
| Syringe
Solids | Hold
down the end and compress the plunger to observe the ease of compression. | 3
syringes with sand, water and air | | Losing
your bearing | Fill
3 measuring cylinders with oil and water. Drop 3 ball bearings simultaneously
(by 3 volunteers) to test viscosity. | 3
measuring cylinders, 3 ball bearings, oil, water. |
| Bubbly
bubbles | Blow
bubbles. Is it a liquid or gas? |
Bubble liquid & loop; |
| Irregular
shapes | Use
displacement of liquids using 2 beakers to find volume of rock. Use measuring
cylinder to do the same. | Measuring
cylinder, large rock, 1 large and small beakers, and measuring cups. |
| Meniscus | Observe
the meniscus. | measuring
cylinder or beaker with water in it. | | Boat
racers | Dropper
detergent into the back of boat and watch it fly. | basin,
water, detergent, cardboard boat, eye dropper. |
| Lets
boil water | Measure
the temperature of water every minute as it boils and graph temperature versus
time. Maximum temperature of 100 degrees celsius. | Kettle,
water, thermometer | | Sweating
soft drink | Dry
the outside of soft drink with towel. After a few minutes use the paper towel
to observe condensation of moisture in air on the can. | Can
of soft drink, towel and paper towel. | | Blowing
up bottles | Pour
hot water into an empty plastic drink bottle and cover with a balloon. Watch the
expansion of balloon. | Plastic
drink bottle, boiling water and balloon. | | Weight
of air | Connect
2 inflated balloons by string to 2 ends of the straw. Balance the straw on your
finger and mark the point. Pop one and watch one end fall. | 2
straws, string, 2 balloons, pin. | | Hot
can Cold can |
Set
up 3 lamps on 3 cans of water with one control and 2 insulated cans. Watch the
changes in temperatures. |
3
aluminium cans, water, 3 lamps, 2 insulating materials; kettle. |
| Heavy
metal | Measure
the mass of 3 different identical sized cubes. | 3-4
identical volume cubes: wood, aluminium and brass, electronic scales |
| Hot
metal | Place
3 identical cubes into hot water. Which is hotter? | 3-4
identical volume cubes: wood, aluminium and brass in hot water. |
| Weight
in liquid |
Measure
the weight of an identical weight suspended in oil, water or just air. | 3
spring balances, 3 beakers of oil, water and air. 1 weight |
| Dry ice |
Place a piece of dry ice onto paper towel and watch it dissappear and not turn to liquid. |
dry ice, paper towel. |
| Oobleck |
Mixing corn flour and water. |
White Wings Corn Flour and water; ice cream container. |
| Kitchen talk |
Discussion of cooking procedures in the kitchen: (pantomime) cooking eggs; boiling water; making a drink of cordial. Why do we heat chemicals? |
- |
Topic
notes: Describing
"Solids, Liquids & Gases" ... Complete
the following table ...
| Substances |
State
of substances | Can
the shape be changed easily? | Does
it take up space? | Can
it be compressed? | | Ice |
solid | . | . | . |
| Water |
liquid | . | . | . |
| Air |
gas | . | . | . |
| Etc. | . | . | . | . |
Summary of properties
... |
Property |
Solid |
Liquid |
Gas |
| Does
it keep its shape? | Yes |
It takes
the shape of the container | It
FILLS the container | | Can
its shape be easily changed? | No |
Yes |
Yes |
| Does
it take up a fixed volume? | Yes |
Yes | No.
It will diffuse through to spread evenly within its container. |
| Can
it be poured? | Some
can (eg. salt, sand and sugar) | Yes
and will eventually over flow the container | No |
| Can
it be compressed? | Not
really | Yes | Very
easily | |