Science of Air Pressure #1

Every week, Madison (my 10-year old daughter) and I teach a 1.5-hour afterschool science club for K-2^nd graders.  Each week she helps plan the lesson and then we write the blog about what we did. 

We learned most of the science experiments and activities from Steve Spangler (awesome speaker and science guy extraordinaire).  We have included links to his science supplies, experiments, and videos.  We also include links to our YouTube videos. These links take you away from the blog and to external websites.

Lesson 4

Science of Air Pressure #1

Science Standards Addressed:

• Describe the characteristics of the 3 states of matter.
• Know that air takes up space and exerts a force.

Plus we snuck in some speaking and listening standards like asking questions, expressing ideas, following multi-step directions, and participating in discussions.

See our YouTube video - Pascal's Pressure Principle and Cartesian Capers

10 minutes

As the children arrived we played the songs Something in the Air, by Tom Petty and the Heartbreakers, and Love is Like Oxygen, by Pilot.

We had a snack that once again was a hint of the science to follow.

We snacked on Sponge Bob yogurts.  Get it?  He’s a sponge – filled with air bubbles & he lives under the sea!  OK … we were stretching it with that one.

Madison read the Pearl Diver, by Julia Johnson.

 - a story of a little boy, Saeed, and his father, and what happened when for the first time Saeed accompanied him on one of the long diving expeditions aboard a sambuk - one of the great pearling boats. It describes the often hazardous world of the pearl divers. It is illustrated by Patricia Al Fakhri. Great watercolor illustrations!

10 Minutes Ye Olde’ Egg in the Bottle Trick We began the lesson with something guaranteed to engage their emotions and elicit squeals and cheers. We found a high-quality glass milk bottle 
and replicated a favorite demo from my childhood, but with a new twist we learned from Steve.  See the full experiment! 
- An egg-cellent and egg-citing egg-speriment and demonstration of air pressure! 

We peeled a hard-boiled egg, stuck 3 birthday candles in it, lit them, and stuck the lighted end of the egg into the INVERTED bottle. 

 Some people think the fire burns the oxygen creating a vacuum that sucks the egg into the bottle. Really the fire warms the air – expanding it – forcing air out of the bottle. This is what scientists refer to as a “partial vacuum.” 

When the flame goes out, the molecules of air in the bottle cool down
and move closer together. 

 The air pressure outside the bottle is higher than that inside the bottle.  Normally the air outside the bottle would come rushing in to fill the bottle but, the egg is in the way!

The “push” or atmospheric pressure of the air molecules outside the bottle is so great that it literally pushes the egg into the bottle (defying gravity) to equalize the pressure.

See our YouTube video of the Egg in the Bottle Demo!

 Now how do we get the egg OUT of the bottle?  We could stick a knife into the bottle and chop the egg into pieces small enough to fall out – but that would be MESSY!  So by applying a little scientific reverse psychology, we can push that egg back out.  

We blow air into the bottle, so there is more pressure inside than outside. 

The air inside cleanly deposits the egg right back into my waiting hand.

10 Minutes
The Plunger Demo It is simple.  Stick your plunger on a flat surface.  

Be prepared for giggles because it might make a FARTING noise! 

It's atmospheric pressure in action.  When you force air out of the plunger, there is less air pressing back from inside than there is pushing from the outside. A great way to show that suction cups stay stuck because of the pushing force of air, not from a pulling "suction" force.

1 Hour
Cartesian Divers – Meet Hook and Squidy

We found some cool Cartesian diver kits that double as fun toys!

The youngest kids required a LOT of help getting their divers just right. We were so busy helping everyone, we forgot to take good pictures of them playing and having fun with science.

So what IS the science behind this? The classic Cartesian (Ren Descartes, a French scientist and mathematician who used the diver to demonstrate gas laws and buoyancy) diver experiment is set up by placing a "diver"—a small, rigid tube, open at one end, such as an glass eyedropper into a larger container (2-liter bottle) filled with liquid (water). The "diver" is partially filled with a small amount of water, but contains enough air so that it floats at the top (just barely) while being almost completely submerged.

The "diving" occurs when the flexible part of the larger container is pressed inward, causing the "diver" to sink to the bottom until the pressure is released, when it floats again. When the container is squeezed, the pressure is spread through the liquid.

Pascal's Principle - pressure on a fluid is transmitted unchanged throughout the fluid. 

This presses on the air bubble, compressing it and allowing more water to enter - SINK. Reverse – Float.  

Science of Animals

Lesson 7

Science of Animals

Science Standards Addressed:

• ·      Identify major parts of living things; describe their functions and observe their differences (arms, wings, and legs of animals)
• ·      Observe and describe similarities and differences in appearance of animals and how they resemble their parents.
• ·      Observe life cycle patterns of animals.
• ·      Observe differences within animal families.
• ·      Observe inherited characteristics in animals (type of fur, number of legs, type of eyes).

My dad was doing a Halloween Science Show at another school, so Mrs. Sanchez was there to help out.

15 minutes

As the children arrived we played the songs Animal Fair, by Laurie Berkner, Five Little Monkeys, by the Learning Station, and How Much is that Doggie in the Window, by Patti Page – hints of the science to come.

Next we had a snack that once again was a hint of the science to follow –
Animal Crackers!

During snack, we talked about how nutrients meet specific needs of our bodies (carbohydrates provide energy, milk has calcium for bones and teeth).

Madison read The Caterpillar and the Pollywog, by Jack Kent

 – about a caterpillar that is always bragging that she will turn into “something else.” This impresses the polliwog.  He wants to turn into some thing else too. He watches the caterpillar turn into a butterfly, but does not notice that he in turning into a frog at the same time.

and The Very Hungry Caterpillar, by Eric Carle

– about a caterpillar who eats and eats until he is too full and too fat to eat any more. The caterpillar builds a cocoon and turns into a butterfly. This book teaches a little bit about the life cycle of a caterpillar.

10 minutes

Animal Name Game

Each person in the team thought of an animal whose name begins with the same letter as his or her first name, or ANY animal if that was too difficult.  Then we went around the circle, introducing ourselves by our animal name and first name.  Anteater Annie, Monkey Mike, Cobra Conner etc. We played again, but this time the challenge was for the first person to say their own name, the second person says the first person’s and their own name, the third person says the first two people’s name and their own name, and so on…until the last person says everyone’s name in order ending with their own name.  

That was too hard for the youngest kids, so the group decided to
say everyone’s name in order out loud – success!

15 minutes

Mission: Classification

We gathered plastic animals from the self-directed science area in the afterschool program: sea life, reptiles, forest animals, snakes, polar animals, Australian animals, farm animals, insects, African animals, spiders, Asian Mountain Animals, even PEOPLE!

First we asked the kids to divide the pile of animals into only two piles based on only one characteristic that they observed.  That totally didn’t work. Instead, the kids just made their own piles with lots of combinations of traits.  So, it worked out OK.

We kept asking them to divide piles into smaller piles – every time based on similarities and differences that they observed. We discussed the similarities that animals from the same family have and their differences from other animal families (sharks vs. whales – reptiles vs. insects). We kept playing until all animals were divided into small animal groups.

Some of the piles included:

Sea Animals

Animals with 4 Legs

Insects

Humans

and even black and white-colored animals.

15 minutes

X-Rays & What’s Inside Animals Cards

We gave them these cards that looked like normal pictures of animals...
until they held them up to the light!  

We explored and observed these cool "x-ray" cards by holding them up to the window and letting the light shine through.

We gave them pieces of an x-ray of the human body and asked them to put it together.

There were a bunch of broken bones x-rays – ouch!

 15 minutes

Life Cycle Game

First, we talked about the life cycles of plant and animals and looked through some life cycle books. The kids knew the egg developed into a caterpillar and the caterpillar developed into a butterfly, but couldn’t remember that the butterfly lays a caterpillar egg to make a CYCLE - Egg, Larvae, Pupa, Adult, Egg - repeat.

We gave each child a plastic or inflatable animal as part of a life cycle.  Their challenge was to form a CIRCLE that correctly represented the life CYCLE of the animal they were given. 

 Then we all switched animals and played again. 

15 minutes

For the last 15 minutes of class we did more work on Sharpie Science t-shirts.

5 minutes

Clean Up

Science of the Air

Every week, Madison (my 10-year old daughter) and I teach a 1.5-hour afterschool science club for K-2^nd graders.  We learned the experiments and activities from Steve Spangler (awesome speaker and science guy extraordinaire).  Most of the links to the complete descriptions of the experiments and the products we used connect you to his website.  We are not affiliated with this company, but we are raving fans – www.stevespanglerscience.com .

Lesson 3

Science of the Air

Science Standards Addressed:

• Observe that things (air) move in different ways.
• Describe the characteristics of the 3 states of matter.
• Know that air takes up space and exerts a force.

Plus we snuck in some speaking and listening standards like asking questions, expressing ideas, following multi-step directions, and participating in discussions.

See a similar afterschool science lesson that we did in 2009 at

You Tube Video on the Science of Air

10 minutes

As the children arrived we played the songs Something in the Air, by Tom Petty and the Heartbreakers, The Air that I Breathe, by the Hollies, and Love is Like Oxygen, by Pilot.

Next we had a snack that once again was a hint of the science to follow.  We snacked on Rice Krispie Treats (both the rice cereal and the marshmallows have many tiny pockets of air). While we ate snack we asked the kids to “describe the properties” of the treats.  They had some difficulty coming up with describing words that didn’t have anything to do with how they TASTE!  So, we asked them to pretend that they had to describe these treats over the phone to an alien from outer space that did not eat food and had no sense of taste.  Now they started using words like sticky, tan, gooey, bumpy, etc.  They described the many bubbles, which led to the question, “What is inside bubbles?” Air! We asked them to predict what the topic might be.

While we ate, Madison gave us another hint and snuck in some English Language Arts by reading Gilberto and the Wind, by Marie Hall – a story about Gilberto and his friendship with the wind.  The wind can be mean or nice; it takes Gilberto’s toys away, but also plays with bubbles and gives him an apple.

Then Madison read The Wind Blew, by Pat Hutchins – a story about a town where the wind took an umbrella, a balloon, a hat, a kite, a wig, and even more things. Then dropped them down again.

Waterproof Paper Challenge:  We gave the kids the challenge of dunking a wad of paper towel COMPLETELY under water for 10 seconds and keeping the paper towel COMPLETELY dry – using only a small cup and a piece of tape. The kids eventually discovered that if they taped the wad of paper towel to the bottom of the cup and submerged it upside down into the water, the bubble of air trapped inside the cup separates the paper towel from the water and keeps the wad from getting wet – having no way to escape the air kept the water from entering.  Now - tilt the glass while under water – what happens? See our afterschool Waterproof Paper Engineering Challenge Video on You Tube

Impossible Bottle: We slipped a balloon inside the neck of a special bottle (Impossible Bottle) and stretched the mouth of the balloon over the top of the bottle.  A volunteer tried to blow up the bottle, but the balloon won’t inflate because the bottle is already filled with air and there’s NO room for the balloon to expand.  Then we removed the stopper that plugged a second hole in the bottle.  This time the volunteer could easily blow up the balloon since as the balloon inflates it pushes the air in the bottle out the escape hole.  Then when we replace the stopper, the outside air can’t get back in so the balloon STAYS inflated.  LOTS of “Woa’s” and “Wow’s” from the kids at that little trick of science! Full Experiment Description

Huff ‘n’ Puff Challenge: We gave the kids an “empty” 1L soda bottle and a small wad of paper towel.  They placed the small wad of paper towel into the neck of the bottle.  Their challenge was simply to blow the wad of paper INTO the bottle.  Remember the bottle is not empty, but is COMPLETELY filled with AIR (takes up space and exerts force)!  This definitely falls into the harder than it looks category! As you blow air into the bottle, you force the air that was already in there to blow out the only place it can escape.  This escaping air blows the paper ball OUT! Try blowing hard or soft.  Try blowing close to the bottle or further away.  What do you think would happen if instead of a loose, pea-sized ball you made a more compact spit wad?  What if the opening was bigger?  What if you created another escape hole? See our afterschool Huff 'n' Puff Challenge Video on You Tube

Bubble, Bubble, Toil and Trouble

Bubbles are great ways to explore air and talk about the three states of matter: solid, liquid, gas. What is a bubble? A bubble is air or another gas surrounded by a thin liquid film of soapy water surrounded by more air.  The thin film of soapy water forms three layers – a thin layer of water sandwiched between two layers of soap molecules.  On both sides of the layer of water, soap molecules orient themselves so their water-loving (hydrophilic) heads face the layer of water and their water-fearing (hydrophobic) feet extend away from the water.

What causes bubbles to pop? Among other things, rough edges and the oils in our skin. So we gave the kids gloves to wear so they could actually touch, hold, and examine the bubbles.

Bouncing Bubble Kit

Bubbles form because of the surface tension of water – positively-charged hydrogen atoms in one molecule attracted to the negatively-charged oxygen atoms in another molecule. The molecules cling together to enclose the maximum amount of air with the minimum amount of bubble solution. Bubbles become spheres because it is the shape that requires the least energy to form. But we used the stick and ball connectors called ZOME to construct bubbles with forms in shapes like cubes, pyramids, bananas, spirals, flowers, and even a dodecahedron!

  Zome Tools 

Vortex Generators.  Steve’s signature grand finale is shooting giant smoke rings (See his video and description here), so this was the afterschool science club grand finale too!  First we bought a cheap 5-gallon bucket, cut a hole in the bottom and fastened a piece of a cheap clear shower curtain over the top with a bungee cord.  We have the kids put Styrofoam cups on their heads and we blow them off doughnuts of air created by this small vortex generator – they LOVE it!  Then we kick it up a notch and take things outside with the big smoke ring generator made with a large garbage can and the rest of the cheap shower curtain.

We ignite a smoke bomb (the little ones they sell at fireworks stands) and place the hole in the trashcan over the smoke bomb so that smoke fills the trashcan.  Then we gently tap the shower curtain and send cool smoke rings out over the cars of parents arriving to pick up their kids.  

Ta dah!

Science of the Sun!

Every week, Madison (my 10-year old daughter) and I teach a 1.5-hour afterschool science club for K-2^nd graders.  We learned the experiments and activities from Steve Spangler (awesome speaker and science guy extraordinaire).  The links to the complete descriptions of the experiments and the products we used connect you to his website – www.stevespanglerscience.com .

Science of the Sun!
Science Standards Addressed:

• ·      Use observation and questioning skills,
• ·      Uses senses to observe surroundings
• ·      Observe how energy does things (solar energy changes UV beads & sun-sensitive paper)
• ·      Observes that the sun warms the land which in turn warms the air
• ·      Knows that the sun is a star

Plus we snuck in some speaking and listening standards like asking questions, expressing ideas, following multi-step directions, and participating in discussions.

See a video of a similar afterschool science lesson that we did in 2009 at http://www.youtube.com/user/CCafterschool?feature=mhum#p/c/78621E57C85DFAAB/10/8nBVtFrXrV8

10 minutes

As the children arrived we played Good Day Sunshine, by the Beatles; Here Comes the Sun, George Harrison, Sunshine on my Shoulders, by John Denver, Walking on Sunshine, by Katrina and the Waves; and You Are My Sunshine, by Ray Charles.

We had a snack that once again was a hint of the science to follow.  We snacked on Sun Chips and Orange juice, and the oh-so-subtle solar system centerpiece was another clue. We asked them to predict what the topic might be.  Most of them shouted “the SUN” right away.  Next week we are going to have to make it MORE difficult to predict the topic!

Madison snuck in some English and SPANISH language arts when she read them a poem that she wrote about our topic of the day!

SUN

Hot, Bright

Burning, Heating, Energizing

Sol, Fire, Space, Light

Shining, Twinkling, Sparkling

Estrella, Bright

STAR

To sneak in some MORE literacy, she read Bear Shadow, by Frank Asch – a story about a bear who was outside all day trying to get rid of his shadow because it scared away the fish when we went fishing.

15 Minutes

Pinch and Mix Gel

We learned about primary and secondary colors, while making true masterpieces. We squeezed these colored gels into zip top bags, and then placed them where the sunshine could shine through the window and through the beautiful bags of color.  There were lots of “oohs!” and “ahhs!” as the kids squished and squeezed the bags to mix their colors into beautiful stained glass images. Complete Experiment Description

We also snuck in some literacy by having them spell their names and special messages by drawing letters with their fingers on their bags.

We chatted about the sun.  Even the kindergarteners already knew that the sun is a star (a second grade standard).  We talked about how much energy the sun produces and how that energy can do so many wonderful things like generate electricity, warm houses, and feed plants!  We also talked about how that energy can be harmful when overexposure can damage and burn our eyes, our skin, and even our pets.  We snuck in some social studies when we described ways that solar energy can help us conserve natural resources.

5 Minutes

We experienced Rainbow Glasses and learned that white light is made of all the colors in the spectrum. These special glasses have lenses that separate light into the colors of Red, Orange, Yellow, Green, Blue Indigo, and Violet. When you look through them, funky rainbows appear.  It’s a little bit like when water vapor in the air bends and separates sunlight creating a real rainbow.

15 minutes

Nature Print Paper – this paper is coated with light-sensitive chemicals.  These chemicals react to sunlight (undergo a chemical change when exposed to sunlight).  When you put things like leaves, flowers, or paper clips on the paper and then expose it to direct sunlight for a few minutes, the objects block the light and create a white “shadow” or “negative” while the paper around them stays blue.  Then we rinsed them in water for a few seconds to permanently “fix” the images on the paper.

Complete Experiment Description

20 minutes

Cheap Wal-Mart Beads

Madison said, “I had an idea of doing an art project with you. I thought you could make bracelets.  I went to the store to buy you some beads with money from my allowance.  The colorful beads were too expensive. I could not afford them, so I could only get these white ones.” We made bracelets, and then we took the kids outside. As soon as we got out in the sun they noticed the beds stared to change colors. “Wow!” They were shocked to realize they had been tricked.  We explained to them that the cheap white beads were actually ultraviolet (U.V.) light detection beads that change color when exposed to U.V. rays.

U.V. Detection Beads. These beads are very good at detecting and indicating changes in levels of UV radiation. Madison told the group that brown prescription bottles were colored that way to protect our medicine from damaging UV rays.  When we put UV beads in the prescription bottle we could see NO color change.  Looks like the little brown bottles do a good job!

After we discovered this, we decided to conduct some experiments.

15 minutes

We discussed some of the things people use to block UV rays, like sunglasses and sunscreen.  We decided to compare how two different types of sunglasses blocked the UV rays.  We predicted that the $5 sunglasses labeled as 100% UV protection would block the sun better than the free kids meal toy sunglasses.  We found that the beads protected by BOTH sunglasses were colorless when we removed the glasses.  We concluded that more research would be needed to conclude anything!

Sunscreen Experiment - When it comes to sunscreen, there are lots of SPFs (Sun Protection Factors). We thought, “What if we protected the UV beads with different SPF sunscreens.” Since these beads are very sensitive to changes in UV, we decided to conduct an experiment - using the beads to look for differences in how bright the color of the beads would be when exposed to direct sunlight. To find out which sunscreens work best, we collected four strengths of sunscreen (SPF 2, 30, 50 &; 70). First we coated some zip top bags with the difference strengths of sunscreen similar to the way we would apply it to skin.  We labeled each bag with the SPF of the sunscreen we applied. Then we placed the bracelets we made into the zip top bags. We put NO sunscreen on one bag for a control. Then we exposed the bags to direct sunlight and observed and recorded the results.  We observed a big difference between the SPF 2 and the SPF 70, but NOT a big difference between SPF 30 &; SPF 50.  We also observed that ALL sunscreens let some UV radiation through.

 Complete Experiment Description

10 minutes
Nature Prints Experiment:  We applied sunscreen (the same sunscreen that we applied to the zip-top bags containing UV detection beads) directly to the sun sensitive paper.  Again we found that the SPF 50 & 70 were much better at blocking UV rays than the SPF 2, and 30 and ALL sunscreens allowed some UV rays to get through.