Talk about cool chemistry, in this experiment you can see the affect of microwaves, it is super exciting!
Supplies:
A bar of Ivory soap
Microwave
Paper or ceramic plate
Process:
1) unwrap the soap and place it in the center of the plate
2) set the plate in the microwave and set the time to 2 minutes
3) Press start and let the time tun out
4) Once the microwave stops, CAREFULLY remove the plate from the oven and allow to cool for about 2 minutes until it is cool enough to handle the soap.
5) hold the soap in your hand, how does it feel?
Explanation:
The microwave heats the soap causing it to soften. The microwaves then excite the water and air molecules in the soap. This causes the soap to lose its shape and expand as the molecules try to move in opposite directions from eachother. Evaporation of the water causes more air pockets. Since the soap has softened, and the molecules have moved away from eachother and caused air pockets, the result is a foam like substance.
Remember there are 3 forms of matter: solid, liquid and gas. In a gas the molecules are very far apart, very rarely do they interact with each other, there are no bonds holding them together. In a liquid, some of the molecules are bound, some are not. In a solid, all the molecules are tightly bound together. In this experiment we are changing the state of matter from a tightly bonded solid to a more pliable liquids material.
Showing posts with label physics. Show all posts
Showing posts with label physics. Show all posts
Sunday, July 15, 2012
Saturday, July 14, 2012
Experiment 2: Inertia & Tensile Strength
I love inertia, it's so fun to play with!
This experiment will greatly get these kids thinking. Have them brainstorm as a team to come up with a hypothesis (prediction) of what they think will happen and WHY. We have experiment journals, here the kids keep track of the supplies, process, hypothesis, and results from all our daily experiments. Most of our experiments use things you should have readily available around the house.
SUPPLIES:
Understanding Tensile Strength: Tensile strength refers to The amount of stretching strength a material has before breaking. For instance, if you have a waterski rope, and try to tow a house with it, it will break because the force/weight of the object exceeds the tensile strength of the rope. But if you tow a boat with a thick chain, then it will probably be ok, because a steal chain has a high tensile strength. But if you add in inertia and momentum, then it decreases the tensile strength of an object because of Newtons Second law "Every action has an equal and opposite reaction"" so as you pull left an equal force yanks the rope left. The faster you pull the greater the force/momentum, the smaller the tensile strength...get it?
SUPPLIES:
- Water bottle (or small soda bottle)
- 4 Pieces of string about 40 cm long (cotton is best, but you can judge the tensile strength of various fibers in another experiment)
- tie one end of 2 pieces of string around the neck of the bottle
- tie the other end of ONE of the strings onto something solid like a railing, so the bottle will hang down
- holding the other end of the other string in your hand. Pull slowly. Where will the string break?
- repeat steps one-three, but this time jerk the string quickly. Where does it break now?
Understanding Tensile Strength: Tensile strength refers to The amount of stretching strength a material has before breaking. For instance, if you have a waterski rope, and try to tow a house with it, it will break because the force/weight of the object exceeds the tensile strength of the rope. But if you tow a boat with a thick chain, then it will probably be ok, because a steal chain has a high tensile strength. But if you add in inertia and momentum, then it decreases the tensile strength of an object because of Newtons Second law "Every action has an equal and opposite reaction"" so as you pull left an equal force yanks the rope left. The faster you pull the greater the force/momentum, the smaller the tensile strength...get it?
Tuesday, June 7, 2011
Physics Progression Questions Answered
In one of my online groups I had a mom ask me some questions about teaching science, and what progressions I suggest....here's my responses...
What books am I using for Quantum Physics?
We are using "Alice in Quantumland" and "Scrooge's Cryptic Carol" both are awesome for creating that visual picture for things that are so conceptual, as well as "The Cartoon Guide To Physics" and "Janice VanCleave's Physics for Every Kid: 101 Easy Experiments". But I've always just made my own curriculums.
What sequence did you use for beginning Physics?
Ok basically I taught/will teach them in this order -
Machines (levers, wheels, etc), Motion/Forces (intro Newton's Laws), Light & Sound/Waves, Optics, Matter/Fluids,Probability/Measurement, Electricity/Magnetism, Heat/Thermodynamics,The Atom, Quantum, Astro, Nuclear, The 10 Dimensions, Newton, Einstein, Steven Hawking, Neils Bohr = until the Quantum I didn't teach the formula's that went with the topics (since my kids were REALLY young when we started (toddlers) so much of the formula's were beyond them....that's why I introduced Newton then went back to it later in more depth - where I could include the mathematics (to a certain extent).
Although I also found my background made teaching math easier as well (haha) in that scientists like Physicists realize the 'numbers' in all equations are just titles or names for sets. This is the same in Physics with their advanced equations - each letter/symbol stands for another set. Believe it or not changing the 'number' names to symbols or letters keeps things more organized and less confusing. (of course many of the symbols also stand for other equations, but that's another matter). Many kids/teachers get caught up on the identifiers - the number 3 times the number 5 always makes the number 15 - then once the student reaches middle or high school we throw away the numbers in favor of letters/symbols for algebra when most student's lock up with confusion not understanding what the x's and the y's are supposed to be about, But I think I've digressed, lol...
Online Physics Resources?
Some of the websites I love:
http://www.school-for-champions.com/science.htm#Physics http://www.lbl.gov/abc/ http://www.chemmybear.com/shapes.html http://americanhistory.si.edu/kids/molecule/ http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.howeverythingworks.org/ http://www.blackcatsystems.com/science/radiation.html
http://www.thinkingfountain.org/f/friction/friction.html
http://www.kqed.org/quest/television/view/397 (the science of a home run)
http://www.strangematterexhibit.com/
http://library.thinkquest.org/2779/
http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
http://mitchellscience.com/bernoulli_principle_animation
http://www.exploratorium.edu/snacks/
http://myweb.lmu.edu/gvarieschi/chimney/chimney.html
http://www.ncsu.edu/sciencejunction/station/experiments/EGG/egg.html#Pizza
http://ngsir.netfirms.com/englishVersion.htm
http://littleshop.physics.colostate.edu/onlineexperiments.htm
http://www.physicsclassroom.com/Class/newtlaws/
http://slinky.org/ Demonstrating Physics Concepts with the Amazing Slinky!
http://surfaquarium.com/IT/physics.htm
http://www.pitt.edu/~poole/physics.html = For the Physics Teacher
{My husband suggested} to do basic physics, then basic chemistry, before diving into quantum or more advanced/specific physics? He said she will need that basic chem before more advanced physics?
As i sated in one of my previous replies, my oldest is also special needs - he has Aspergers, which makes straight up math (like multiplication tables) difficult. He's way advanced with understanding concepts though - like he can explain multiplication, he just get's confused when it's a worksheet in front of him. Anywho - because of this difficulty we are going a little out of the norm for progression. If we were focusing on advancing through science in the normal way, including most of the basic (if not calculus) equations, then I'd say yes. You want a solid understanding of basic physics and chemistry before going into the conceptual (like atomic and quantum) this is because the math for these are really advanced logrythms and calculus - so if you don't understand the math behind Force = Mass x Acceleration then you'll never understand E = MC squared. BUT, due to the complication of being able to manipulate mathmatics I took a round about root. I'm doing some of the more conceptual stuff first, without the mathmatics. So essentially we are covering the 'discussions' without the 'proof' - which to a physics buff sound really stupid - why discuss something when you have no concrete evidence such a thing is viable? But when teaching on of the hardest things for me was to teach the boys how THEY needed to learn not how I wished I had been TAUGHT. So that's the reason for the book choices I previously mentioned - they offer very little in the way of math. They are discussing the concepts of Physics as well as the history of the science. That's why we plan on going back and focusing on some of the most intrumental scientists later - to focus on the PROOF once my son catches up with the math. I didn't want to hold him back - he loves the discussions - just because learning the equations are much like learning to read a foreign language.
When it comes to Chemistry - we plan on covering basic chemistry when we focus on Atoms and their structure - this is primarily because we have no access to an advanced Chem lab, so again much of our lessons will be more conceptual (how this substance and this substance come together to form this substance). We can do several 'kitchen' experiments and the rest we can postulate on paper, which often involve breaking things down to the atomic level. Then near the middle-end of the year, once the kids have a handle on the structure and behavior of an atom, and how one substances atom reacts/mixes to another we can start filtering in more conceptual/modern discussions on sub-atomic and atomic theory. Which naturally would lead to the next level nuclear fission.
An understanding of basic physics - essentially Newton's Laws - is essential before even entering a discussion on the more specific physics. Chemistry is somewhat debatable. If one understands different types of matter (liquid, solid and gas) and a tiny bit of the structure/differences of matter, as well as some very basic machines, then you can easily have broad discussions in Quantum and Astro Physics. Nuclear really should have a basis in light and heat (as it is all about radiation) and Atomic theory should have a solid comprehension of the structure of matter (atoms and molecules). But again, it all depends on how you teach basic physics. Furthermore for a solid A & P class one doesn't really even need to have physics nor chemistry, you could technically do it before biology as it really focuses so specifically on the human body as a machine.
That's how we've been working things though....as I always say, what works for one may not work for another.
What books am I using for Quantum Physics?
We are using "Alice in Quantumland" and "Scrooge's Cryptic Carol" both are awesome for creating that visual picture for things that are so conceptual, as well as "The Cartoon Guide To Physics" and "Janice VanCleave's Physics for Every Kid: 101 Easy Experiments". But I've always just made my own curriculums.
What sequence did you use for beginning Physics?
Ok basically I taught/will teach them in this order -
Machines (levers, wheels, etc), Motion/Forces (intro Newton's Laws), Light & Sound/Waves, Optics, Matter/Fluids,Probability/Measurement, Electricity/Magnetism, Heat/Thermodynamics,The Atom, Quantum, Astro, Nuclear, The 10 Dimensions, Newton, Einstein, Steven Hawking, Neils Bohr = until the Quantum I didn't teach the formula's that went with the topics (since my kids were REALLY young when we started (toddlers) so much of the formula's were beyond them....that's why I introduced Newton then went back to it later in more depth - where I could include the mathematics (to a certain extent).
Although I also found my background made teaching math easier as well (haha) in that scientists like Physicists realize the 'numbers' in all equations are just titles or names for sets. This is the same in Physics with their advanced equations - each letter/symbol stands for another set. Believe it or not changing the 'number' names to symbols or letters keeps things more organized and less confusing. (of course many of the symbols also stand for other equations, but that's another matter). Many kids/teachers get caught up on the identifiers - the number 3 times the number 5 always makes the number 15 - then once the student reaches middle or high school we throw away the numbers in favor of letters/symbols for algebra when most student's lock up with confusion not understanding what the x's and the y's are supposed to be about, But I think I've digressed, lol...
Online Physics Resources?
Some of the websites I love:
http://www.school-for-champions.com/science.htm#Physics http://www.lbl.gov/abc/ http://www.chemmybear.com/shapes.html http://americanhistory.si.edu/kids/molecule/ http://www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.howeverythingworks.org/ http://www.blackcatsystems.com/science/radiation.html
http://www.thinkingfountain.org/f/friction/friction.html
http://www.kqed.org/quest/television/view/397 (the science of a home run)
http://www.strangematterexhibit.com/
http://library.thinkquest.org/2779/
http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
http://mitchellscience.com/bernoulli_principle_animation
http://www.exploratorium.edu/snacks/
http://myweb.lmu.edu/gvarieschi/chimney/chimney.html
http://www.ncsu.edu/sciencejunction/station/experiments/EGG/egg.html#Pizza
http://ngsir.netfirms.com/englishVersion.htm
http://littleshop.physics.colostate.edu/onlineexperiments.htm
http://www.physicsclassroom.com/Class/newtlaws/
http://slinky.org/ Demonstrating Physics Concepts with the Amazing Slinky!
http://surfaquarium.com/IT/physics.htm
http://www.pitt.edu/~poole/physics.html = For the Physics Teacher
{My husband suggested} to do basic physics, then basic chemistry, before diving into quantum or more advanced/specific physics? He said she will need that basic chem before more advanced physics?
As i sated in one of my previous replies, my oldest is also special needs - he has Aspergers, which makes straight up math (like multiplication tables) difficult. He's way advanced with understanding concepts though - like he can explain multiplication, he just get's confused when it's a worksheet in front of him. Anywho - because of this difficulty we are going a little out of the norm for progression. If we were focusing on advancing through science in the normal way, including most of the basic (if not calculus) equations, then I'd say yes. You want a solid understanding of basic physics and chemistry before going into the conceptual (like atomic and quantum) this is because the math for these are really advanced logrythms and calculus - so if you don't understand the math behind Force = Mass x Acceleration then you'll never understand E = MC squared. BUT, due to the complication of being able to manipulate mathmatics I took a round about root. I'm doing some of the more conceptual stuff first, without the mathmatics. So essentially we are covering the 'discussions' without the 'proof' - which to a physics buff sound really stupid - why discuss something when you have no concrete evidence such a thing is viable? But when teaching on of the hardest things for me was to teach the boys how THEY needed to learn not how I wished I had been TAUGHT. So that's the reason for the book choices I previously mentioned - they offer very little in the way of math. They are discussing the concepts of Physics as well as the history of the science. That's why we plan on going back and focusing on some of the most intrumental scientists later - to focus on the PROOF once my son catches up with the math. I didn't want to hold him back - he loves the discussions - just because learning the equations are much like learning to read a foreign language.
When it comes to Chemistry - we plan on covering basic chemistry when we focus on Atoms and their structure - this is primarily because we have no access to an advanced Chem lab, so again much of our lessons will be more conceptual (how this substance and this substance come together to form this substance). We can do several 'kitchen' experiments and the rest we can postulate on paper, which often involve breaking things down to the atomic level. Then near the middle-end of the year, once the kids have a handle on the structure and behavior of an atom, and how one substances atom reacts/mixes to another we can start filtering in more conceptual/modern discussions on sub-atomic and atomic theory. Which naturally would lead to the next level nuclear fission.
An understanding of basic physics - essentially Newton's Laws - is essential before even entering a discussion on the more specific physics. Chemistry is somewhat debatable. If one understands different types of matter (liquid, solid and gas) and a tiny bit of the structure/differences of matter, as well as some very basic machines, then you can easily have broad discussions in Quantum and Astro Physics. Nuclear really should have a basis in light and heat (as it is all about radiation) and Atomic theory should have a solid comprehension of the structure of matter (atoms and molecules). But again, it all depends on how you teach basic physics. Furthermore for a solid A & P class one doesn't really even need to have physics nor chemistry, you could technically do it before biology as it really focuses so specifically on the human body as a machine.
That's how we've been working things though....as I always say, what works for one may not work for another.
Saturday, July 18, 2009
Science Experiments For 2009-2010
We're doing at least one experiment per week. While many will coincide with our Combo-books/lapbooks, not necessarily. Most of the time we'll just be progressing through common types of science (earth studies, physics, astronomy, etc.) This will teach the kids to study, collect and report findings as well as understanding the scientific process.
Now, as a former scientist myself, I can tell you adults in the field use a 13 step scientific process -
Now, as a former scientist myself, I can tell you adults in the field use a 13 step scientific process -
- Observe
- Classify
- Measure
- Sequence Order
- Infer
- Predict
- Communicate
- Investigate
- Control
- Hypotheses
- Interpreting
- Defining
- Formulating
For kids we shorten the process to only 5 steps:
- Ask Questions
- Observe
- Compare
- Contrast
- Estimate
Using this process we'll perform the following experiments this coming year
Astronomy:
- The Sun and Us
- How Radar Works: Seeing inside a closed box
- Day & Night Part 1: Simulating Day and Night
- Day & Night Part 2: The differences between Day and Night
- The Shape of the Earth
- The Tides
- Creating an Eclipse
- Shadow Lines
- Equinox
- Star Tracker
- Shrinking Sun
- Sun Spots
- Sunset in a box
- Solar Oven
- Different Moons (2 parts understand the moon's phases and observing them)
- Your Weight On The Moon
- Reflective & Refractive Telescope
- Making a Parallax
- Mapping the Night Sky
- Your Age on Other Planets
- Green House Effect
- Rocket Launch
- Satellites Part 1: Simulating Satellites
- Satellites Part 2:Orbiting Satellites
- Satellites Part 3: Signals & Satellites
Forces & Waves:
- Splitting Light
- Angled Light
- Centrifugal Force
- The Sun's Gravity Part 1: Demonstrating the pull of gravity
- The Sun's Gravit Part 2: How a spacecraft can escape gravity to fly in space
- Escaping Gravity
- Watch Inertia
- A Pendulum
- Pull It Up: Using Levers
- Turn It Up: Sound Amplification
- Tinkling: See how sound vibrates
- Echo, Echo
- Water & Light Waves
- Shadow Drawing
- Rainbow Light
- Refraction & Reflection
- Turning to White - see how many colors make up white
- Falling Over: Energy Transference
- Bounce: Energy Transference part 2
- The Swing of Things: Every Action has a Equal Reaction
- Lifting Higher: Sideways Force
- Jumping Up: Static Electricity
- Ions in Action
- Lemon Batteries
- Magnetic Field
- Double Magnetism
- The Amazing Jumping Man: Relationship between electricity and magnets
- Jar Magnet
Earth Science:
- Salinity of the Oceans
- Classifying Living Things
- Breathing Plants: How plants obtain nutrients from the soil
- Nocturnal Plants
- Mini Greenhouse
- Classifying Fruits & Vegetables
- When is a Fruit a Berry
- Making a Compost Bin
- Tree & Plant Encyclopedia
- Bird Encyclopedia
- How does a Boat Float (It's full of air) Using a jar cap to show how a submarine floats or sinks.
- High Tides: Water Volume
Anatomy & Physiology:
- Balloon Lungs
- At Home Stethoscope
Monday, May 25, 2009
Magnetism & Electricity
So I've finally gotten a PDF program, which will allow me to make my own little flapbooks and such for my boys (I'm so excited!). Now I can finally share the files and designs I've come up with!!
Electricity Links:
Ben Franklin history & impact on electricity.
Thomas Edison - one of the most famous inventors in America
Nikola Tesla - one of the most awesome inventors, who wasn't very popular because of a feud with Edison.
Elementary Experiments on electricity & Magnetism {We will be using the simple circuit and I just made a flip book to go with it, we also used a magnet in several different experiments.}
Fabulous Static Electricity Facts {we also used a baloon to demonstrate these facts in our 3rd experiment}
Alliant Energy has a nice kids site
One of my favorite kids electricity websites - Kids Corner
The US Dept of Energy has also put together a kids energy website
Magnetism Links:
Science for kids on Magnets
Brain POP has put together a nice magnet lesson plan
Fact Monster has an awesome site on magnetism
Here is my mini-lapbook on Electricity & Magnetism
Let me know what you thought!!
Electricity Links:
Ben Franklin history & impact on electricity.
Thomas Edison - one of the most famous inventors in America
Nikola Tesla - one of the most awesome inventors, who wasn't very popular because of a feud with Edison.
Elementary Experiments on electricity & Magnetism {We will be using the simple circuit and I just made a flip book to go with it, we also used a magnet in several different experiments.}
Fabulous Static Electricity Facts {we also used a baloon to demonstrate these facts in our 3rd experiment}
Alliant Energy has a nice kids site
One of my favorite kids electricity websites - Kids Corner
The US Dept of Energy has also put together a kids energy website
Magnetism Links:
Science for kids on Magnets
Brain POP has put together a nice magnet lesson plan
Fact Monster has an awesome site on magnetism
Here is my mini-lapbook on Electricity & Magnetism
Let me know what you thought!!
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