| Task |
Method |
Equipment |
Concepts |
| 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. |
|
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, Alkasalsa tablets, water and 10 beakers (for water). |
|
| Pump
Rockets | Use
the pump rockets to launch rockets. | Pump
rockets from Australian Geographic. | |
Sound
energy | Tin
filled with nails: Shake it really loud! What is happening? Energy is changing
from one form to another ... movement energy to sound energy. | Metal
tin and nails. | Movement
to sound energy |
Sound
energy | Popping
a balloon with a pin: Why does it stay round? The air particles on the inside
collide with the elastic rubber balloon at the same rate as the air particles
on the outside. The forces are the same. | Balloon
and pins. | Elastic
potential energy to movement and sound 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 |
Heat
energy | Rubbing
hands together: Rub your hands together. What happens? Friction makes heat. | - | Movement
energy to heat - friction |
Oobleck | Adding
the minimum amount of water to (pure!) corn flour in a basin. The material Oobleck
changes in viscosity depending on the amount of force you apply to it. | Basin,
pure corn flour, water. | Varying
viscosity |
Cabbage
indicator | Indicators
are substances that change color in the presence of an acid or a base. They are
usually weak acids and often are organic. There are indicators that are specific
for acids (tea changes from dark to light when an acid such as lemon is added)
and bases (see table below.) The table below is provided so that teachers can
select indicators based upon their particular needs. A universal indicator will
show color changes through the entire pH range. Red cabbage can provide a close
approximation of a universal indicator and will be discussed a little later in
the paper. | Cabbage
indicator liquid, foods: lemonade, slice of apple, milk, lemons, coke, vinegar,
soap, Drano, etc. | Measuring
the pH of food. |
Torso | Display
the torso and discuss the important parts in our bodies. | Torso
of human. | Important
organs in the body. |
| Skeleton
Adaptation | Discuss
adaptations for a variety of animals | Snake,
rabbit, rat (etc) skeleton. Human skeleton. |
Physical:
Discuss the apposable thumb for gripping weapons in humans. Human brain for learning.
Hot blooded versus cold blooded. Snakes expanding jaw. Camouflage. Survival in
ecosystems (poisonous brightly coloured creatures - frogs; Feathers, skin, fat,
large surface area to volume ratio; senses). Behaviour:
Hiding in caves; out of weather; working in packs; eating their own young; nocturnal
animals; hibernation etc. |
Microviewers |
Set up microviewers and
students can look and draw what they see. | microviewers
and slides of animals and plant cells etc. | What
do animal and plant cells look like? What functions do they carry out? |
Hand
magnifying glasses | Look
outside for animal and plants in the area outside. Find examples of types of animals
and plants. | posters
of plants | What
sorts of plants and animals are in our neighbourhood? |
Human
skeleton and digestive system | Look
at the structure of the human digestive system and skeleton |
Human skeleton & digestive
system | How
does it work? |
