SEQL Physical ScienceAgenda
Wednesday, July24,2013
Kaleidoscope Discovery Center
Simple Machines Kit
The SEQL science-only teachers will spend the morning unboxing their simple machines kit.
Melting Ice
Here’s a quiz for you to take. On a slip of paper answer the following questions:
1. How long do you think it would take for a cup of coffee to cool to room temperature? Give your answer in minutes.
2. How long do you think it would take for a cup of chilled water out of the drinking water fountain outside this room to warm to room temperature? Answer in minutes.
3. How long do you think it would take for a cup of ice water to come to room temperature? Answer in minutes.
Some interesting links I found:
(a free 691 page book!)
(474 pages, and free! M&M experiments!)
(science fair projects)
As a prequel to tomorrow’s experiments, we will observe what happens to the temperature of water when ice melts in it. I have enough large Styrofoam cups for each teacher to use one. I thought it might be interesting to compare hot water, cold water, how water with ice added, and cold water with ice added. Can you think of anything else?
This is not an experiment because we aren’t testing a hypothesis (although we could, if we wished). Still, there are things we ought to keep constant. What are they?
Keep in mind that if you plan to add a significant amount of ice to your cup, you can’t start with it full of water!
I have lots of thermometers. They are good at measuring temperature changes, but not so good at measuring absolute temperature. I suggest you pick a set of fairly closely-matched thermometers, and record temperatures once every minute.
It only takes a few seconds to read and record a temperature, but that is too long for one person to manage four thermometers. I suggest one person per cup, and a fifth person to observe a stopwatch and say “go” (or whatever) every minute. You should have time to graph your data as you acquire it.
Marshmallow Cannons
Your assignment for the rest of the day is to investigate Marshmallow Cannons. Some of you did this at our May 2013 followup, but attendance was low, and this is too good to not do again.
I got this idea from a blog by a first-grade science teacher: Here is the link:
I think this will adapt nicely for higher grades.
I will provide you with a photo to get you started:
I think “Marshmallow Cannon” sounds a lot better than “Marshmallow Shooter.”
My cannon, using the design above, could shoot marshmallows a meter or so. I know you can do much better.
This experiment is an excuse to think about force and motion. While you are experimenting, think about all of the forces that are acting during the experiment (and not just on the marshmallow).
During our discussion time, review the forces involved, and what measurements you made or could have made but didn’t.
Challenges:
Whose cannon can shoot the farthest?
Whose marshmallow travels with the greatest average speed?
Whose marshmallow stays in the air the longest.
Who can make a cannon that shoots marshmallows from the 2nd floor balcony up to the 3rd floor?
Can you make a cannon that shoots marshmallows from the 1st floor to the 3rd floor? I think not.
Serious warning: EVERY SINGLE MARSHMALLOW, OR BIT OF MARSHMALLOW, MUST BE PICKED UP AND PROPERLY DISCARDED.
Materials Needed:
Simple machines kit, timers, tape measures, large Styrofoam cups, hot water, cold water, ice, electronic scales, thermometers, assorted cups and cup-like objects, scissors, balloons, tape, assorted marshmallows.
Appendix
Mirror Draw
I forgot to do this Monday. I want to do it before SEQL ends.
Use a clothespin or prop a flat mirror against a book to make it stand vertical. Do this on your paper close to the figures. Sit in a position where you can see the figures on the paper and the reflections of the figures in the mirror. (The figures are at the end of this handout.) Take another object (book, soda can, etc.) and place it on the sheet of paper so that you block your view of the figures on the paper but not in the mirror. Place your pencil at the black dot on the figure on the paper and trace the figure in the direction of the arrow by looking only at the reflection in the mirror. Time yourself. Let your lab partner do the procedure. Then do it again yourself. Did the time change?
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