Physical Science Lessons

Acids and Bases

Concept: An introduction to a basic chemistry concept acquiring a developmental understanding of the general properties of an acid and base. An indicator, such as cabbage juice, can be used to determine if a solution is an acid or a base.
Minnesota Graduation Standard: Scientific Application:Student shall demonstrate an understanding of: characteristics of the physical world. Students shall have the ability to: make systematic observations of objects, events, or phenomena by recording data and predicting change.
Objective: Through investigation conclude whether a given solution is an acid or base.
Assessment: 1) Students should be able to correctly identify an unknown solution as an acid or a base by using the cabbage indicator. 2) Students will properly categorize other substances that they think of on their own due to their learned knowledge of acids and bases.
Problem to Solve: Students will be given an unknown solution to be tested with the cabbage juice indicator to determine if the solution is an acid or a base.
Materials Needed: Eyedroppers, cabbage juice, cartridges of various acid or base solutions: i.e. baking soda, Tums, chalk, orange juice, lemon juice, vinegar, and water. Paper towel, plastic cups, post-it notes, pencils, clear film cartridges-each labeled 1 through 30 or the number of students that will be present, master list of the contents in each numbered cartridges, pH paper, wax paper, white sheets of paper, and crayons or colored pencils.
Demonstration Preparation: To make cabbage juice, cut three heads of cabbage into sections. Grate sections into a large bowl, and then add enough water to cover the cabbage. Stir mixture until moistened. As water turns bright red, remove cabbage. Pour the liquid solution through a strainer into another container to use as indicator. Make and display a diagram using colors of the acid/base reactions with cabbage juice, if not done during the teacher demonstration. A master list including the contents of the numbered cartridges with mystery solution should be produced to assess whether students’ conclusions are correct. The master list will allow the teacher to know the true pH and color change that will occur as cabbage juice interacts with the mystery solution.
Background: Simple explanation of “what is chemistry”, acids and bases, indicator, pH scale and reaction. Chemistry is the study of matter. A reaction occurs as two substances interact that result in a chemical or physical change. The properties of an acid: tastes sour, turns cabbage juice paper pink, and reacts with metals. The properties of a base: bitter taste, feels slippery, turns cabbage juice paper green. The pH scale is a series of numbers from 0 to 14, 0-6 is an acid, 7 is neutral (pure water), and 8-14 is a base. An indicator is a substance that changes color in the presence of an acid or base.

Steps for Teacher Demonstration: About 45 minutes
Explain the process of attaining cabbage juice. The role the cabbage juice will have in the reaction as the indicator with the given solutions to determine how acidic or basic the solution is based upon the resulting color.
1) Pour 1/4 cup of cabbage juice into plastic cup.
2) Test each solution used with pH paper to determine the pH for that specific solution.
3) Add enough solution with eyedropper for the indicator to have a color change, unless adding a neutral. (Acid solutions used: orange juice, lemon juice, and vinegar. Base solutions used: baking soda, Tums, and ammonia. Water is used as the neutral.)
4) Compare resulting color to the displayed diagram determining whether acid, base, or neutral. (If added solution is a neutral the resulting color will be the same as the cabbage juice.) Another option is to complete a diagram as solutions are tested. Color the diagram with the true color produced by the reaction of the cabbage juice with the solution. Color in the area of pH in which the solution falls.
5) Repeat the above steps with each solution to be tested.

Student inquiry: About 30 minutes
1) Each student will be given an unknown/mystery solution which they will use to draw conclusions on whether the solution is an acid, base, or neutral.
2) Remind students to never taste, touch, or smell any unknown substance!
3) Each student will receive one plastic glass or wax paper will be used for the cabbage juice and one numbered mystery solution.
4) Students should first determine the pH of the solution with the use of pH paper before using the cabbage juice indicator and record the results on the post-it.
5) Slowly add mystery solution with eyedropper to cabbage juice until a change of color occurs unless the solution is a neutral (in this case, the teacher needs to mention the possibility of this occurrence).
6) Compare resulting color to the displayed diagram to conclude if solution is an acid, base or neutral. It would be necessary to consider the color of the reaction as well as the pH determined for the solution tested.
7) Write on post-it mystery solution number and if it is an acid, base, or neutral. Bring post-it to the teacher to determine if the student drew proper conclusions. (Teacher will have a master list of the numbered solutions as to know what the pH and color produced due to interaction with cabbage juice of each numbered mystery solution.)
8) Pass out numbered mystery solution, eyedropper, and plastic glass with cabbage juice indicator.

Extension: About 30 minutes
Each student will receive one piece of white paper. They will draw a line down the middle of the paper labeling one side “acids” and the other side “bases”. Student will then brainstorm in attempts to categorize other substances as an acid or base by drawing a picture of that example on the proper side. Group discussion should result with sharing of the new substances students drew.
Authors: Jean Forrest & Lynette Hagerla

Surface Tension

Concept: Surface tension
Minnesota Graduation Standard: Inquiry: Student shall demonstrate the ability to gather information to answer a question by gathering information from direct observations or experiments with a variable, including framing a question; collecting, recording, displaying data, and through direct observation and interviews, recording and organizing information, and evaluating the findings to identify areas for further investigation.
Objectives: Investigate the property of water surface tension.
Assessment: Student will draw and explain surface tension that occurs on the penny using water, salt-water, and soapy-water.
Problem to Solve: How many drops of water will fit on a penny? How many drops of salt water will fit on a penny? How many drops of soapy water will fit on a penny? How does surface tension effects the number of drops a penny can “hold”.
Materials Needed: Two new or clean pennies for each student, two clean eyedroppers per student, plastic glasses – one per group, detergent, salt, water, paper towels, post-it notes, and pencils, and assessment worksheet.
Demonstration preparation: Prepare one cup of salt solution for each group, as well as one soapy solution, and one cup of pure water. Copies of assessment worksheets for each student.
Background: Surface tension is the skin-like surface on water (and other liquids) that pulls it together into the smallest possible area. Dome is the shape a drop of water takes when it is on flat surface. It is like a flattened hemisphere. Water forms a dome on a flat surface. Surface tension makes water form a sphere or dome. Soap is added to water reduces its surface tension.

Teacher Demonstration: About 10 minutes
1) Show students proper use of an eyedropper.
2) Explain and show students the meaning of a full drop of water .
3) Explain the definitions of surface tension and dome.

Student inquiry: About 60 minutes
1) Estimate how many full drops of water will fit on a penny and record on post-it note. (Students will then place post-it note on blackboard to be displayed for discussion).
2) While holding eyedropper properly count the number of drops of water that fill the penny until the water overflows.
3) Wipe penny with paper towel and repeat step two.
4) Draw one picture illustrating the dome on the penny and explain using correct vocabulary, such as dome and surface tension, the effects of surface tension.
5) Class discussion regarding water and surface tension and student results.
6) Repeat each above steps using salt water.
7) Using clean eyedropper and penny repeat steps one through five using soapy water.

Extension: About 30 minutes
Predict if the number of drops of water would be equal to both the heads and tails side of the penny. Discuss the effects that the many indents, scratches, and difference of surface area between the heads and tales side of the penny would have in increasing or reducing surface tension. Then experiment using the above student inquiry steps one through seven. Finally, draw conclusions from the attained results ending with a class discussion.

Authors: Jean Forrest & Lynette Hagerla

Changes in Matter

Primary Level gr. 2-3
Concept: Matter can change in many ways.
Minnesota Graduation Standard
Inquiry- Data Categorization, Classification, and Recording.
A student shall demonstrate the ability to categorize, classify, and record information by: gathering information through direct observation and experimentation, recording the gathered information and explaining the answer to the question.
Objectives: Students will observe changes in matter. Students will categorize the types of changes they observe and make predictions.
Assessment: Students will draw pictures or write words in a journal to describe each activity. They will make predictions about the outcome of different interactions.
Problem to solve: What are the different types of changes that can happen to matter?
Materials: ice, whipping cream, baby food jars, flour, salt, bowls, vinegar, baking soda, potatoes, iodine, jug of water, skim milk, coffee filters, Dixie cups, Popsicle sticks (for stirring), color change items (spoons, pencils or jewelry), pencils and paper for journals, various candies that change like pop rocks, 1/2 tsp. calcium chloride, 5 ml phenol red
Shoebox includes:
2 journals, two pencils
For activity #1: 1 baggie with 2 pieces of ice in it
For activity #2: 1 baby food jar with 3 Tbsp. of whipping cream in it.
For activity #3: 1 Popsicle stick, 1 plastic bowl, 4 Tbsp. of flour, 1 tsp. of salt, and 1-2 Tbsp. of water
For activity #4: 3 plastic cups, 1 Popsicle stick, 4 Tbsp. skim milk, 1 Tbsp. vinegar, a pinch of baking soda and 1 coffee filter
For activity #5: 1 plastic bowl, 4 Tbsp. baking soda, 1 Tbsp. vinegar
For activity #6: 1 slice of a potato, and 1 tsp. of iodine
*Each shoebox should be for a pair of students. The pair of students will share everything in the box, but there will be one journal for every student.

Exploration:
1. Hand out mood rings, color change jewelry and/or color change spoons to each student and ask the students to observe and share out loud what happens. (Another alternate idea for an introduction is for the instructor to pass out acrylic nails that have been pre-painted with color change nail polish and have the students dip them in hot and cold water.) Questions to ask: Have you noticed other things that change around you? How did they change? What might have caused those changes?
Approx. Time: 5-10 minutes
2. The instructor will tell the group that they will be doing a series of experiments that will deal with how different things can change. Pass out the shoeboxes for each pair of students. Have students look at what is in the box and think about predictions they could make about how things in the box could change. For each experiment have students predict out loud what will happen. Tell students they can either write or draw their observations in their journal.
Approximate Time: 5-10 minutes

Activity One: Have the pair of students pull out the baggie of ice in the shoebox. They take out the ice and hold it in their hands. Ask them to observe and journal what happened. Approximate Time: 10 min.
Activity Two: Have the pair of students pull out the baby food jar full of whipping cream from the shoebox. Have them take turns shaking the jar vigorously. Have them draw or write their observations in their journal. *The cream turns into butter after some shaking. Approximate Time: 15 min.
Activity Three: Have the pair of students gather a plastic bowl, spoon, flour, and salt. They place the ingredients into the bowl and the instructor pours water from the jug into each pair’s bowl. Students mix the contents together with the Popsicle stick. Have them observe and journal the results. Approximate Time: 15 minutes
Activity Four: Have the student pairs gather 3 plastic cups, skim milk, vinegar, baking soda, coffee filter and clean plastic spoon. Students pour the skim milk into one cup and add the vinegar. They then stir it together with the Popsicle stick. Place the coffee filter on the second cup and pour the milk vinegar mixture through the filter. They scrape the material that is left on the top of the filter into the third cup. Add the baking soda to the mixture in the third cup. Stir together. *The mixture is glue. Observe and journal. Approximate Time: 20-25 minutes
Activity Five: Have the pair of students gather the baking soda and the vinegar from the shoebox. They will need another clean bowl. Have them mix the two ingredients together with the Popsicle stick. Observe and record the changes. Approximate Time: 10 minutes
Activity Six: Have the pair of students take the potato piece and the bottle of iodine from the shoebox. They place a couple of drops of iodine onto the potato and observe and record the changes. Approximate Time: 10 minutes
*NOTE: Students should not eat any of the materials used.
3. Have students, out loud, categorize what types of changes happened in each experiment (color, heat, melted, bubbly, gooey etc.) while the instructor records the responses on the board. Group things that are alike.
Approximate Time: 15-20 minutes
4. Wrap up the lesson by demonstrating an experiment that shows multiple changes. Place 1/4 tsp. baking soda and a 1/2-tsp. of calcium chloride into a zip-lock bag. Fill a film canister with 5 ml of phenol red. Carefully place the cup inside the bag, keeping the cup in an upright position. Zip the bag closed and tip the cup over to mix all of the ingredients. Discuss what happened.
Approximate Time: 10 minutes
5. End the class time by holding up examples of different types of candy that causes changes when placed in your mouth like Pop Rocks. *Due to allergies and other health reasons, the candy can’t be shared. They can keep the jewelry if there is enough for everyone.
Approximate Time: 5 minutes

Authors: Jen DeBoer and Julie Stitt

Color and Light

Skill Level: Intermediate
Estimated Time for Lesson: 2 1/2 hours
This lesson includes stations. Two adults should be able to supervise intermediate students adequately. One adult should focus on station 7 while the other adult circulates. More adults would certainly be helpful. Also, the lesson does not require all of the stations. The concepts below are numbered by the station in which they are introduced. Number eight is covered in the closing discussion.

Minnesota Graduation Standard:
A student shall demonstrate an understanding of characteristics of the physical world, and the ability to make systematic observations of objects, events, or phenomena by recording data and predicting change.
Concepts:
•The color of the sunset is caused by particles in the atmosphere.
• A colored filter blocks some colors and allows others to pass through.
•When light is bent or refracted the colors separate based on wavelength.
• A rainbow is caused when particles of water in the air bend the light.
•White light is made of many wavelengths of light each with its own color. The primary colors of light are red, green, and blue.
• Objects absorb or reflect light and heat depending on their color.
•The color of an object can look different when viewed in varying lights.
•Light waves can cancel each other and this is called interference.
• Light behaves as both a wave and a particle.
Objectives:
The students will observe the nature of light through experimenting with a variety of materials set up in stations. They will record the results of their experimentation and share these with the group in a round table discussion. During this discussion the students will draw conclusions based on their observations. They will then return to the stations to test their conclusions and meet again as a group to confirm any further theories. Students will also suggest additional questions that they could study independently.
Assessment: The students’ knowledge will be assessed in the following ways:
1) observation of their experiments
2) evaluation of the notes and data that they collect
3) the ideas they share during the discussion
4) a list of conclusions that they create written during the discussion
5) ability to demonstrate an activity that they will do at home for family members
Problem: What is light and how does it behave? What can it do? How does it work?

Materials:

Two-liter bottle of pop
Water
Black paint or black construction paper
Journals
Station 1:
Three jars with lids
Water
Milk
Sand
Two or three flashlights
Station 2:
Construction paper
Markers (red, orange, yellow, blue, green, and purple)
Red and green filter paper
(Optional-index cards and diffraction grating-see notes in station two directions)
Station 3:
Two prisms
Flashlights
Station 4:
Red, Blue and Green filters
Flashlights
Station 5:
Crayons
Paper
Easily available objects such as rocks, black plastic bag pieces, white and dark cloth, a golf ball, hockey puck, etc. Black or white objects are preferable in a variety of textures.
Station 6:
A tent or dark place
Various colorful objects- examples: a folder, a striped ball, a colorful shirt,
Crayons
Paper
Station 7:
Bubble solution
Plastic straws (one per student)
Black construction paper
Newspaper
Two lunchroom trays
Water for clean up
Discussion:
Slinky
Glass pan
Water
Overhead-optional
Small beads on a string (about 1 foot or more long)
String
Crayons
Round disks with a diameter of 10 cm cut out of paper plates-one per student
(punch two holes about 2 cm apart, on opposite sides of the center of the disk)

Invitation:
Preparation: Drill a dime-sized hole on the side of a two-liter pop bottle. Cover the bottle with paper or paint it black leaving it clear where you drilled and also on the opposite side.
Gather students in a group. Do demonstration as an attention grabber:
Cover the hole and fill with water, then turn off the lights in the room, uncover the hole, and shine a flashlight on the opposite side of the hole where it is not black. The light should bend with the stream of water going out of the bottle. The reason this works is because the bend of the stream of water is not too steep for the angle of the refraction of the light to follow it. Ask the students why they think this works. Then ask the following question below and discuss:
What kinds of light have you seen? (Rainbows, black light, optic fibers, fluorescent, neon, phosphorescent, lava lamps, colored light bulbs, laser, tube lights, etc.)
Pass out the journals to the students and show them how to take notes on the experiments that they conduct at each station.
Next have students move in pairs or triads to the stations around the room. The students should explore the materials at each station recording observations, writing additional questions and hypotheses about why certain phenomena occur.

Exploration at Stations:
Each station has a note card with directions for inquiry. Many of the stations work better in low light.
Station 1:
Students experiment at a station that contains three jars of water. One is clear, one has a small amount of milk added to it, and one has sand in it. Make sure that the bottles have covers available so that students can shake them if they wish. Two or three flashlights should also be available.
Students may discover that shining a flashlight through particles suspended in water looks like the sun at noon, bright and yellow/white and will create an orange glow when viewed from the opposite side.
Background: This station demonstrates the different wavelengths of light that we see in the atmosphere. When you look at a sunset, you are viewing it at an angle through more of the atmosphere, which contains many particles of dust. These particles scatter more of the blue and violet light leaving the longer wavelengths (red, orange, and yellow) visible at sunset.
Station 2:
Students experiment with red and green light filters, red, yellow, orange, blue, violet, and green markers, and colored paper including white and black. The students can use the filters or they can use index cards filters. These are made by punching three holes in the card. One hole is covered by a small square of red filter, one by a square of green filter, and the final hole can be covered with a piece of diffraction grating. These would be a great “souvenir” to send home with the students.
Students may discover that the filters block certain colors. With prompts from the facilitator they may be able to make secret messages using the light filters as decoders. The red filter will block all colors except for orange, red, and yellow. The blocked colors appear black. The green filter partially blocks orange, red, and yellow. The red is a better filter. The students can also color stripes on the paper to see if they can make them disappear using the filter. For example, red stripes will disappear on white paper when the red filter is used.
Background: This station demonstrates how the colors reflect the light back to the eye of the viewer. However, the light filters block or absorb some of the colors so that they do not reach the viewers eyes. For example, the red filter allows all of the red light to pass through to the viewers’ eyes and absorbs the blue, green, and violet wavelengths. Consequently, these colors appear dark and stand out against the red background.
Station 3:
Students experiment with prisms and white light refraction in order to discover the different wavelengths of light. Refraction grating would also be fun if available.
Students may discover that by shining flashlights through the prisms, that they can see rainbows. They probably will not grasp the significance of the rainbows right away, but this will be discussed at the end of the lesson. If students shine the flashlights through both of the prisms, side by side, they may notice that the rainbows will not appear, as the light has been refracted back again into a single beam of white light.
Background: Refraction is the bending of light by a medium that it passes through. White light is actually a mixture of wavelengths of light; each with its own color. Each wavelength is refracted a different amount when it goes through a prism. Blue, purple, and violet wavelengths are shorter and so are refracted more than the longer red, orange and yellow wavelengths. Rainbows are created in a similar manner. Drops of water in the air serve as the “prisms” that refracts the light bending it into a rainbow. The viewer sees different colors refracted from drops at different heights. Together, these colors form the rainbow. Both sunlight and water drops are required to see a rainbow.
Station 4:
Students experiment with three flashlights. Each flashlight is covered with a different colored filter (red, green, and blue). Students can also experiment with making shadows in the beams of light. Low light is helpful for this station. The station should be near a wall so that students can shine their beams on a solid object.
Students may discover that by shining the flashlights on one spot they can create different colored beams including a white one if they shine all three together.
Background: White light is a mixture of different colors of light. Blue, red, and green are the primary colors of light. Yellow, (green-red) cyan (green-blue), and magenta (red-blue) are the secondary colors of light. A colored television screen uses only the three primary colors of light to form all the colors you see.
Station 5:
Students experiment with a variety of objects under a light source. They can experiment with thermometers and touch to see if there is any difference in temperature of the various objects depending on texture and color.
Students may discover that dark smooth objects feel warmer than white rough objects. The facilitator might encourage students to color sections of a sheet of paper with crayons to see if they can feel a heat difference when the paper is placed under the light source.
Background: Dark colors absorb all wavelengths. The light energy is then transformed to heat energy. Light colors reflect more wavelengths and consequently feel cooler.
Station 6:
Students experiment with how colors appear in the absence of light. Students will try to guess the colors of objects that they observe in a dark place. They will then pull out the object to discover the real color. They could also experiment with making their own pictures to try to trick each other.
Students may discover that light is required to see color.
Background: Colors that you see are reflections of light. The more light available, the brighter the hue of the color. Color is impossible to see without light.
Extension: Students could draw landscape pictures and show the direction of the light in the picture through the use of shading and bright color.
Station 7:
Students experiment with bubbles in order to observe the colors created as a bubble spins and pops. Students have trays covered with black paper. They can spread a small amount of bubble solution on the black paper and then blow a bubble using a straw directly on the black paper. The black paper will lose its dye from the bubble solution and can create a messy situation! Warn students to wash their hands and limit contact with the black paper. Replace the paper each time the students switch stations. Simply dump the contents of the tray into a garbage bag or can and rinse the tray.
Students may discover that the bubbles swirl. White spots followed by dark clear spots appear just before the bubble pops. With sufficient observation a student will be able to predict when a bubble will pop.
Background: This occurs because a soap bubble actually is thick enough to have an inner and outer surface. Both surfaces reflect the light and send out waves. Some of the waves are cancelled by interference and others are reflected to the eye. As the bubble wall becomes thinner and thinner more of the light is canceled and black spots appear. Remember, black is the absence of color. These concepts are too difficult for students to understand without further activities and explanation. However, they can observe and remember the phenomena and develop some initial understanding of interference through the closing discussion and slinky activity.

Questions to Extend Thinking:
This is just a guide to help you plan your discussion. The students’ observations and questions will take you many different directions. However, to be most effective you may want to start with one station, discuss their observations, talk about concepts and then progress to other stations.
Here is one possible progression.
Station 6 The color of an object can look different when viewed in varying lights.
Station 3 When light is bent or refracted the colors separate based on wavelength.
(A rainbow is caused when particles of water in the air bend the light.)
At this point a slinky is recommended. It can be used throughout the discussion to demonstrate wavelength and interference. Red light has the longer wavelength. Demonstrate bigger crests and troughs with the slinky. These waves are slower. Purple light has short crests and troughs and the waves are faster.
Station 4 White light is made of many wavelengths of light each with its own color. The primary colors of light are red, green, and blue.
Station 1 The color of the sunset is caused by particles in the atmosphere.
Station 2 A colored filter blocks some colors and allows others to pass through
Station 5 Objects absorb or reflect light and heat depending on their color
Station 7 Light waves can cancel each other and this is called interference.
A pan of water is a great way to demonstrate interference and waves. Objects can be dropped into the water or a finger can be used to create disturbances. By doing this from two different locations interference can be observed. Using a glass pan on the overhead is especially effective.
Finally, you might want to add the concept that light travels in waves and in particles. This may be hard for the students to grasp, but it can be demonstrated by creating a wave on a string of beads. The single beads all travel together in a wave while maintaining their individual nature. Particles of light really move all over, but the beads on a string are a simplified model.
Take home project:
Divide each disk into three equal segments. Have the students color one segment red, one green and one blue. Do this on both sides of the disk. Then thread the string through and knot the ends to create a loop going through both holes. Keep equal lengths of string on each side of the disk and wind up the string. Then let go, have the students predict what colors they will see as the disk spins.

Flight

Concept: Bernoulli’s Principle )faster moving air creates lower pressure; higher pressure below creates lift, flight and movement.)
Minnesota Graduation Standard:
A student shall demonstrate an understanding of characteristics of the physical world, and the ability to create a model to illustrate a concept, law, theory, or principle.
Objectives: Students will observe, participate, explore (Bernoulli’s principle) and create a loop plane that demonstrates Bernoulli’s principle.
Assessment: Loop planes that fly and student explanation of a working plane.
Problem to Solve: Why (how) does a plane fly? Why do objects come together when faster moving air is blown between them?
Materials:
Demonstration: 2-2Liter pop bottles, 2 pieces of cardboard, straws
Activity 1: string, paper, tape
Activity 2: paper, straws, tape (scotch), good scissors, a variety of paper (copy paper, construction paper, news paper, magazine pages, etc.)
Activity 3: a variety of paper and scissors
Extension activity: plastic cut to 14x14 inch squares, light string, yarn, fabric, metal washers, paper clips, scotch tape, masking tape, paper napkins.
For writing ideas: chart paper or butcher paper, markers, pencils, rulers

Teacher Demonstration: Put the straws side-by-side on a tabletop. Lay the cardboard pieces next to each other on top of the straws. Put an empty pop bottle on each cardboard piece a few inches apart. Blow in between the two bottles and they will come together demonstrating Bernoulli’s principle that faster moving air creates a lower pressure therefore allowing the pressure on the other sides of the bottles to push the bottles together.
Activity 1: After the demonstration you can have the children create windsocks out of paper; have them hang them on their desks so they can try the same experiment. Have them hang the objects about a foot apart on their desks, and let them blow between them and observe. Have them test theories of moving balloons apart by blowing on the outside, etc. Estimated time: 15-20 minutes
Activity 2: Make the basic loop plane (a straw with one loop made from a strip of paper on either end. Make sure one loop is bigger than the other) Allow students to experiment and see how they fly and which loop in the front allows them to fly it further. Discuss as a group what they observed. Also discuss what they think would make the plane fly better, further, longer, etc. Allow them to go back and modify their planes and experiment with what they would make it better. Estimated time: 45 minutes
Activity 3: You can also have the children create a paper airplane. You can discuss with the students how and why planes work. Discuss air pressure and the Bernoulli principle. Estimated time: 20 minutes
Whole Group Presentations: Have contests to see whose plane can fly the farthest, stay in the air the longest, fly the most loops, smallest plane, biggest plane; even have the kids think of a list of good contests to have with the planes.

Extension: Students create a prototype model of a parachute using plastic, string, tape and a metal washer. After experimenting with their parachute and discussing their findings, students are encouraged to change their design by changing one variable. For example, the plastic could be changed to fabric, weight could be made heavier etc.

Forensic Science

Time: 2+ hours
“Today we’re going to talk about forensic science. What are some ways that detectives solve crimes?” (The students will give you a variety of answers.) “Forensic science is what detectives are doing when they use the clues that they find at a crime scene.”

This lesson is based on three stations. Begin with exploring at the three different stations. Allow for thirty to forty minutes at each station, and thirty minutes for the closing mystery.
Concept: Chromatography (Station Number One)
Definition: chromo means color, chromatography is the separating of colors.
Objectives:
Minnesota Graduation Standard: Inquiry
A student shall participate in an activity that will reinforce…the ability to categorize and classify information.
Assessment:
•Using Chromatography to correctly solve the crime at the end of class.
• The completed chromatography paper.
One Rich Multi-Step Problem to Solve: How do colors separate?

Materials:
Coffee filters or Paper towels (white school paper towels work well, cut into about 4” squares or shapes around that size)
Plastic cups
Water
Water-soluble pens/markers (Crayola or Mr. Sketch for example)
Scissors
Pipettes or eye droppers
Spray bottle
Permanent marker to write students’ names on the papers
See variations for more supplies

Directions to Students as They Start Activity on Own:
1. Have the students write their name on the corner of the paper towel using the permanent marker.
2. In the center of the paper towel, draw a 1” circle with one of the water-soluble markers.
3. Place the paper towel on the plastic cup.
4. Using a pipette or eye dropper, place five drops of water in the center of the colored circle.
5. Wait for the water to spread out and dry.
6. Have the students watch as the colors separate. Have them describe what is happening.
7. Have the students pick a new color and try the experiment again.
8. Try the permanent marker with water. Ask the students how it is different.
Questions to Help Students Think:
What colors are on your paper?
Can you find a marker that only has one color?
Were you surprised by any of the colors on your paper? Why?
Which colors moved the furthest? Did you notice any patterns?
Variations:
Cut the paper or filter into shapes such as a flower or butterfly.
Draw dots, circles or lines of different colors. Let the students be creative, but try to discourage the use of too much color in order to get the effect.
Spray with a spray bottle instead of using the pipette.
If you would like to separate the permanent marker, use rubbing alcohol instead of water. Be sure to use protective eyewear if you do this!!!

Concept: Fingerprinting (Station Number Two)
Objectives:
Minnesota Graduation Standard: Inquiry
A student shall participate in an activity that will reinforce…the ability to categorize and classify information.
Assessment:
•Able to classify fingerprints according to groups.
•Create own fingerprint cards.
• Use fingerprinting techniques to correctly solve the mystery at the end of class.

One Rich, Multi-Step Problem to Solve:
How do you take fingerprints and categorize them?
Materials:
Index cards
Pencils and Sharpener
3/4” Scotch Tape
Hand Magnifiers

Directions for the Students as They Start Activity on Own:
1. Rub a pencil over an area of an index card to create an inkpad.
2. On a second card, have the student write their name on the back. First name only! Fingerprints are very personal information!
3. Have the students press and roll their index finger on the pencil inkpad. This should be done near the joint crease not at the fingertip.
4. Stick a piece of tape on the printed area of their finger.
5. Lift and stick the tape on the index card with their name on the other side.
6. Label the card with the hand and finger that was used. (right index finger)
7. Repeat the steps with another finger.
8. Compare the prints to the others in the group. Look for similarities and differences.
9. After the students have grouped the prints on their own, show them the categories that fingerprint specialists use, and divide them again. The students may have already used these categories. Tell them the official names for the pads (arch, whorl, and loop).
Questions to Help Students Think:
What is fingerprinting used for?
Were your fingerprints all classified in the same category?
How do your fingers differ from the others around you?
Why are they different?

Magnets

Grade Level: Primary
Concept: Magnetism
Background:
A magnetic field exists around a magnet. Objects that are attracted to the magnet will be pulled toward the magnet more where the magnet field is stronger.
Objects that contain iron, nickel, or cobalt can be attracted by a magnet.
Magnetic force can pass through some materials and can also act at some distance; a magnet can attract an object without actually touching it, even when there is some material between the magnet and the object it is attracting. Magnetic force decreases as you get farther from the magnet.
Objectives:
• Students will be able to distinguish between everyday objects and magnets.
• Students will be able to demonstrate that magnetic forces can pass through some materials.
• Students will show and tell their knowledge that magnetic forces work over distances.
Minnesota Graduation Standard: Inquiry:
A student shall demonstrate the ability to record information by gathering information from direct observation and experiments/investigations to answer a question; recording the gathered information; displaying the information using the appropriate format; and explaining the answer to a question.
Science:
A student shall demonstrate knowledge of basic science concepts of physical science through direct experience, including understanding of: concepts related to everyday life through characteristic properties of objects; and the characteristics objects or phenomena, including measuring changes that occur in objects or phenomena as a result of interaction, sorting and classifying objects based on one of two properties, and displaying information using graphs.
Assessment:
Formative assessment will occur throughout the entire unit as teachers observe students interacting with the materials and each other.
Teachers will act as facilitators, making sure to get around to all students and check for understanding during all three mini-lessons by asking such questions as, “Can you tell me what you are doing? Noticing?” “What happens when you do this?” “Could you maybe try something else to get it to work? What else could we try?”

Mini-Lesson One
Multi-Step problem to solve is: What do magnets do?
Materials:
Various magnets (ceramic, cow, horseshoe, etc.), various objects that are and are not attracted to magnets (large and small paper clips, rubber bands, pennies, pencils, aluminum foil, saran wrap, pens, hanger, spoons, forks, etc.), and 10 small finishing nails for teacher use only
Directions as the students start:
Students will be directed to tables that are set up with magnets and various objects. Tell the students to find out how the materials interact.
Group Work: (35 minutes)
Discuss students’ findings from exploring with the magnets and the objects. What did you notice? Separate the objects into two groups: those that were attracted to the magnets and those that weren’t.
Pick up a nail and ask students if they think that it will be attracted to a magnet. Show them that the nail will indeed attract. Ask how many nails they think the magnet will hold, and conduct the experiment in front of the students. Have students work in pairs with a handful of paperclips (give some pairs large ones and some pairs small ones) and a magnet.
Discuss the results. Talk about how many paperclips students could stick to a magnet and have them demonstrate how they got their results. Discuss paperclip size differences and paperclip placement on the magnet and how it relates to the amount of paperclips that could stick to a magnet. Give students time to experiment with different paper clip sizes and paperclip placement.
Have a model paper clip maze on a paper plate prepared for the next mini-lesson. Draw a line with twists and turns using a black marker, as in the drawing below.

Mini-Lesson Two
The Multi-Step problem to solve: Can the force of magnetism be exerted through various materials?
Materials:
Various magnets used in first mini-lesson, various materials to test magnet strength with (paper plates, cakepan or pie plate, cookie sheet, various fabrics, cardstock, saran wrap, aluminum foil, stacks of paper, notebooks, plastic, cardboard, leftover laminating film, old magazines, etc.), markers
Directions as the students start:
Hold up a piece of cardstock, set a paper clip on top and brainstorm with the students ways that we could get the paperclip to move across the cardstock (if students don’t suggest using a magnet, ask them if there was anything from our last activity that we could use). Hold the magnet underneath the cardstock and move the clip across the page.
Group Work: (45-60 minutes, plus additional time for extension activity)
Ask the students if they think we could do the same thing with the paper clip on top of an old magazine. Elicit responses, and then ask what other materials we could try. Write down responses and bring out other materials for students to try.
Discuss results. Put the paper clip on top of the cardstock again. Have the students watch as you add a 2nd piece of cardstock between the magnet and the clip. Ask if they think the magnet will still be able to pull the clip around. Do the experiment and add a 3rd sheet of cardstock. Do the same with a 4th and 5th, etc. sheet of cardstock. Challenge the students to choose a medium of their choice and try adding layers to see if their magnet still attracts the clip.
Discuss results, comparing the strength of the various magnets. Show the students your model paper plate maze, place a paper clip on the line and try to move the magnet to make the clip follow the line. Discuss with students that the object of the game is to keep the clip on the line at all times. Pass out paper plates and markers and have students make a maze on their plate. Pass out clips and magnets and try their mazes. Have students switch with a friend to try their maze.
Extension:
Materials: shoe boxes, white paper, liquid blue, yellow, and red tempera paint, magnets, small marble-sized steel balls, plastic cups to put paint in, eyedroppers
Magnet Art Activity: Have students place paper in the bottom of the shoe box. Use the eyedroppers to drop paint onto their paper. Place a steel ball in the box and use the magnet to move the ball through the paint.

Mini-Lesson Three
The Multi-step problem to solve: How strong is a magnet’s attractive force?
Materials:
various magnets, paper clips, notebook paper, various objects from the first mini-lesson, pencils
Directions as the students start:
Pass out lined notebook paper. Show students where to place the magnet at the top first line on the notebook paper.
Demonstrate how students should put the paperclip at the end of the paper or ruler and move it closer (one line at a time) until the magnet pulls it towards itself. Demonstrate how to mark or draw on the paper at which line the paperclip was pulled to the magnet.
Group Work: (45 minutes, plus additional time for extension activity)
Pass out clips and magnets and have students practice. Discuss results and problems. Ask students if they have any questions or anything that they are wondering about. If there are not, give students the choice to do one of the following experiments: What would happen if we used different magnets and the same paperclip? What would happen if we used different objects and the same magnet? Pass out new sheets of notebook paper and give students work time. Have students discuss their results by showing the class their papers.
Extension:
Materials: paper clips, string, tape, paper, markers, magnet, scissors
Activity: Show students how to tie a paper clip to one end of a one foot long string. Tape the other end of the string to a table or desk. Use the magnet to raise the paper clip in the air and move it around without attaching the magnet to the paperclip. Pass out materials and give students practice time. Share results and helpful hints, then allow students to make a creature to tape onto their paperclip.
Authors: Amy Tix and Stacey Boling

Potion for Motion

Concept: Motion
Minnesota Graduation Standard:
• To make systematic observations of objects, event, phenomena by recording data and predicting change.
•. Create a model to illustrate a concept, law, theory, or principle.
Level: Primary or Intermediate
Assessment:
Students will design an efficient model of playground equipment that shows an understanding of push, pull, and friction and their effect on movement.
One Rich, Multi-step Problem:
Can you create a model of a playground with equipment that moves easily?
Concrete and/or Pictorial Materials:
Materials
Paper
Yo-yo
Pendulum (create on your own)
Straws
Tag board
Bar of Soap

String
Rulers

Paper clips
Washers
Plastic Lids
Scissors
Clay
Tape
Tongue depressor

Directions to Students
Part 1
List or draw how things move.
Sort things on the list to those that move by pushing or pulling.
Observe a yo-yo, pendulum, toy car, and wagon. Categorize them by the way they move. (push or pull) Have students move these objects to see how they move.
Part 2
Consider things that make movement easier. Make a group list.
Part 3
Can you make a model of playground equipment that moves easily?
Group Work 30-40 minutes
In groups of 2-3, create models of playground equipment.
Questions to elaborate: 10-15 minutes
Did anyone put soap on his or her slide? Did it help? How could you test your slide to see if putting soap makes it works better?
*Note Discuss why soap on the slide or washers on the swings made the movement easier (this where you tie in friction)
How did you make the teeter-totter work? (Fulcrum point) Three science ideas that you used were push pull and friction. Explain how these three things effect movement

Floating and Sinking/ Buoyancy .Grade Level: Primary
Background:
When something is placed in water, gravity pushes down on the object while water’s buoyant force pushes up on the object. (Gravity is the object’s weight; the buoyant force is the weight of the water the object pushes away.)
The shape of an object affects whether it will sink or float
When an object is placed in water, the level of the water will rise no matter how big or small the object is.
Archimedes’ principle states that if the weight of the water that an object pushes aside is less than the weight of the object, the object will sink.
Safety: DO NOT ALLOW STUDENTS TO PUT SINKING/FLOATING OBJECTS IN THEIR MOUTHS!
Objectives:
• Students will be able to accurately predict whether an object will sink or float.
• Students will be able to alter an object to make a sinker float and a floater sink.
• Students will be able to understand the affect that various liquids have on the ability of an object to sink or float.
• Students will be able to alter a liquid to make a sinker float.
• Students will generate questions and work through the scientific method in answering them.
Minnesota Graduation Standard:
Inquiry:
A student shall demonstrate the ability to record information by gathering information from direct observation and experiments/investigations to answer a question; recording the gathered information; displaying the information using the appropriate format; and explaining the answer to a question.
Science:
A student shall demonstrate knowledge of basic science concepts of physical science through direct experience, including understanding of: concepts related to everyday life through characteristic properties of objects; and the characteristics objects or phenomena, including measuring changes that occur in objects or phenomena as a result of interaction, sorting and classifying objects based on one of two properties, and displaying information using graphs.
Assessment:
Formative assessment will occur throughout the entire unit as teachers observe students interacting with the materials and each other.
Teachers will act as facilitators, making sure to get around to all students and check for understanding during all three mini-lessons by asking such questions as, “Can you tell me what you are doing? Noticing?” “What happens when you do this?” “Could you try something else to get it to work? What else could we try?”

Mini-Lesson One
Multi-Step problem to solve: Can you find a way to get an object that sinks to float and an object that floats to sink?
Materials:
Initial station materials: rubber tubs or ice-cream buckets (anything that will hold water), water, marbles, styrofoam, crayons, playing cards, feather, math manipulatives, plastic animals, corks, fishing bobbers, newspapers or plastic (place on tables to soak up spilled water), etc.
Materials provided to solve the problem: aluminum foil, clay, tape, saran wrap, plastic bags, string, fishing line, washers, pennies, math manipulatives, sponge, etc.
Have paper towels, etc. on hand to clean up spilled water.
Directions as the students start:
Direct students to a table set up with a tub of water. Various familiar objects will be placed by each tub of water for students to explore which objects sink and which float.
Group Work: (30-45 minutes)
Discuss students’ findings from exploring with objects. What did you notice? Which objects floated? Which objects sunk?
Pick up an object that the students observed floating. Tell them that you would like to sink the object. Do they have any ideas about how to do that? Discuss and list ideas. Show the students the additional materials they could use. Do they have any other additional ideas to add to the list? Have the students return to their tubs and find the object that was discussed and try out their ideas.
Discuss the results. Talk about what did and did not work to sink the object. Have students return to the tubs to find a different object to sink.
Challenge the students to return to the tubs, find a sinker and get it to float. If students are having difficulty doing this on their own, repeat the whole-class activity for getting the floater to sink. Be sure to discuss the results and debrief with the students following the activity (Were some objects easier to float? What other materials could we use?)
To prep for the next lesson, pour pancake syrup into clear plastic cups, one for each student or pair of students.

Mini-Lesson Two
The Multi-Step problem to solve: What effect do different liquids have on the buoyancy of an object?
Materials:
Large clear plastic cups; one large bottle each of: cooking oil, vinegar, dish soap, pop, light colored pancake syrup; water; water pitchers; objects with a strings tied to them; other objects to try (corks, pennies, marbles, etc.); MANY paper towels, soapy water and sponges to clean tables/desks
Directions as the students start:
After discussing the results from the last experiment, ask the students, “Do you think we could get this sinker to float or without adding any of the materials from the materials table to it?” Have students raise their hands for who thinks yes and who thinks no. Record responses on the board for later comparison. Bring out bottles of pancake syrup and discuss what might happen if they put the object in the pancake syrup.
Group Work: (30-45 minutes)
Have students that are sitting quietly come up, get a cup that has 1 1/2 inches of pancake syrup in it and an object with a string on it and try it at their table.
Discuss results. Ask if anybody has questions about their object. If not, bring out a bottle of salad oil and ask them to predict what they think will happen if they try their object in the oil. Pour 1 inch of oil in each of their cups.
Discuss results. Ask students if they have other questions. Bring out various other liquids ( dish soap, pop, water) and decide as a class or in small groups which liquid to test next.
Discuss results. Take a break to wash hands and tables if necessary. Prep for the next activity, pouring water into cups and putting them on tables for the students. Put salt into cups along with a teaspoon and a stirrer and have them hidden, but ready to pass out to students.

Mini-Lesson Three
The Multi-step problem to solve: What effect does salt have on buoyancy?
Materials:
teaspoons, large clear plastic cups, kosher salt, water, pitchers, golf balls, coffee stir sticks or Popsicle sticks, small plastic containers for the salt, and string/fishing line to tie to the object, 2 large deli containers with lids, sugar, non-sweetened Kool-Aid
Directions as the students start:
As you show the students two large deli containers with lids—one has regular water in it with the golf ball sunk to bottom, the other has salt water in it with the same golf ball floating—ask students how they could get the golf ball to float without using a different liquid, such as oil or pancake syrup. Brainstorm with the students if anyone knows you got the golf ball to float. Pass around the containers and have the students look carefully at what is in the containers. If prompting is needed, tell students to look closely at the bottom of the deli container—what do they see (try to extract from students that there are white crystals on the bottom)? Once they notice the white stuff, ask students if they can guess what it is—do they know of anything that looks like it? If prompting is needed, if they have ever eaten anything that looks like it. Prompt as needed, then bring out materials to demonstrate how to add salt to the water—adding one teaspoon at a time, stirring, and then recording their results on the chart (older students could be facilitated to come up with their own recording chart). Split the class into pairs (one person measures and pours the salt while the other person stirs and records results) and send groups back to tables with a container of salt to start working.
Group Work: (30-45 minutes, plus additional time for extension activity)
Do the experiment. Discuss and record class results on the board for the number of teaspoons that it took to float their object (this could be done in a graph or chart format).
Discuss with students any questions that they have after doing this experiment. Choose a question to experiment with, or do one of the following extensions:
Try using another object—does it take ask much salt to get it to float?
Try another solution—use sugar, baking soda, etc. instead of salt.
Use Kool-Aid and have kids add spoons of sugar, tasting the various concentrations of sugar and trying to float their objects.
Authors: Amy Tix and Stacey Boling

Static Electricity

Grade: Primary Level, gr. 1-3
Concept: Objects attract and repel due to static electricity.
Minnesota Graduation Standard: Inquiry
A student shall demonstrate the ability to categorize, classify, and record information by: gathering information through direct observation and experimentation, recording the gathered information and explaining the answer to the question.
Objectives: Students will observe and experiment with how static electricity attracts and repels objects. The students will make predictions as to whether objects will be attracted or repelled.
Problem to Solve: What objects will be attracted due to static electricity?
Materials: Checklist, pencils, small pieces of tissue paper, Kleenex, paper clips, salt, pepper, tin foil, Saran wrap, string (different weights and thickness), construction paper, erasers, combs, ribbon, pencil shavings and any other miscellaneous items.
Vocabulary: Static electricity – electricity that is stationary
Attract – objects that go towards each other
Repel – objects that go away from each other

Directions: Approximate Time for steps 1-8: One hour
Hand out one clean comb to each student. Allow the students time to play with the combs, lead them, verbally, towards combing their hair quickly to see the static electricity. Discuss what the students saw and felt. Tell them that it is called static electricity and have them give examples of other times they have seen static. (e.g.: walking across the carpet and getting a shock, getting your laundry out of the dryer, etc.) Ask the students to describe what it is like to feel static electricity.
Tell the students not to share their combs, and that they will be allowed to take them home at the end of the day.
Give each student some bits of tissue paper. Tell them to get static electricity built up on their comb by combing their hair quickly (this charges up the comb), and holding it near the tissue paper. The paper should stick to the comb. Discuss what happened to the paper.
Have each student do #2 again, but this time have them push their comb against someone else’s comb. When you push the two combs together, the paper should fly off, or push away from each other. Discuss what happened to the combs and the paper. Take some time to talk about attracting and repelling.
Tell the students they are going to do a series of experiments to see what objects their comb will attract or not. On the checklist have them record their predictions and the actual results. Next to each object have the students place a smiley face if the object was attracted and have them place a sad face if the object did not. There will be two columns, one for predictions and one for actual results. Have the students do the predictions before they do the actual experiments.
The instructor should show each object that is going to be tested. When holding the object up, ask the students to make their predictions and record them as they are shown. Do this for each object.
Lay the objects out on the front table and let the students come and take objects to conduct the different experiments. Tell the students to bring the object back up to the front table when they are done so other students can use the object. Demonstrate one example of how to do the experiment for the students, such as charging the comb and placing it next to a book. Ask the students whether the book was attracted to the comb.
Go over the checklist as a group. Have students share their thoughts and ideas.
*Idea for ending your lesson if available: Acquire a Van de Graf static generator and do demonstrations for the group.
Balloons (if no latex allergies exist) may also be used if combs are not appropriate.

Wind activities

Problem: Can wind be measured and used?
Minnesota Graduation Standard:
Inquiry- A student shall demonstrate the ability to categorize, classify, and record information.
Science – A student shall demonstrate knowledge of basic science concepts of physical science…through direct experience, including an understanding of the characteristics of objects or phenomena, including measuring changes that occur in objects of phenomena as a result of interaction
Procedure:
Discussion of wind (15 minutes)
Since it is invisible, how do we know it is there? We feel it. We see it move things (hair, kite, etc.) What ways do you see it used to move things? Sailboats, pinwheels, windsocks, windmills
Using a cup how would you set it up best to blow it across the table? Let students experiment with a cup and blow on it to see which way is best to “catch their wind”.

We know it is there. Scientists have found ways that we can measure it through catching it.
Direction
Speed

A. Anemometers - have different pictures to show variety (20-30 minutes)
Project
Materials needed per child: four paper cups with handles, plate – rigid plastic or heavy paper, masking tape, a long pin or nail, a one inch diameter dowel or other long stick
Steps:
1. Color one of the cups to stand out from the rest
2. Mark the exact center of the plate and punch a hole. (This should be done ahead of time)
3. Tape the cups to the plate in a way you think will best catch the wind.
4. Test your experiment and make changes if needed. The plate should spin easily if correctly attached. Success is when you blow into the cups and it moves in a circular motion.

B. Weather Vane (15 minutes)
Project
Materials needed per child: scissors, piece of light cardboard (3”by 5”, plastic drinking straw, a pencil with eraser on top, straight pin, a small container to hold pencil upright (fill with beans or any similar product), ruler, pencil
Steps
1. Draw a triangle on the cardboard using as much of the paper as you can.
2. Cut it out.
3. Cut an inch off the tip and save both pieces.
4. Make a slit about an inch long on the bottom of the straw. Insert the larger piece into this end of the straw.
5. Cut the straw 1/2 inch and insert the arrow – the smaller piece.
6. Put the pin through the straw about two inches from the tail.
7. Insert the end of the pin into the eraser.
8. Then place into container and take outside. The direction that it is pointing is the direction the air is blowing.

Transition: Now that we know how scientists measure wind speed and direction, how can you use that knowledge to make your own moveable, wind powered creation. You will be able to blow on it three times to get it to go the furthest.

Materials Needed: Per Group of 2-4 students: 10 straws, 4 beads large enough to allow the straw in it to move freely, one 8 1/2 by 11 paper, and unlimited amount of straight pins.
Procedure:
1. Paper may be cut but all pieces must be used.
2. Straws could be inserted into each other to stay together or put together with straight pins.
3. All materials must be used in the finished project.
4. The paper is the only item that can be cut.
5. The winning creation is the one that goes the furthest with three puffs. Students will compete three at a time. Starting line will be given and tape will mark the distance gone.
6. Hint: Straws can be used to direct the blowing.

Roller Coaster Science

Concept: Energy

Students use and understand that potential energy, kinetic energy, and centripetal are all part of designing a roller coaster.
Level: Intermediate
Minnesota Content Standard: Living and non-living systems.
Making systematic observations of objects, events, or phenomena by recording data and predicting change.
Create a model to illustrate a concept, law, or principle.

Assessment:
Create a successful marble track that includes a combination of hills and loops, and completion of written labs.
Problem to Solve:
Can you create a marble track with hills and loops that lets a marble complete the course?

Materials
Polyethylene Track (12 total- 1 for each group)
Marbles (1 for each group)
Lab sheets
Objects for hills
Meter stick
Stopwatches
18x2 in. strip of poster board (1 for each group)
tape
pencils
Pictorial
Picture or overhead of a roller coaster. (For background knowledge).
Teachers may need to demonstrate how to use the materials.
You may want a videotape show a roller coaster

.Introduction:

How many have you ever been on a roller coaster? How many of you have been on a roller coaster that goes upside down? Have you ever wondered why the coaster never falls off the track when it is upside down? Today we are going to investigate the science of roller coasters!

Roller Coaster Hills
Concept: Law of Conservation of Energy
Objective/Purpose:
Students must create a track with at least two hills. Students will be asked to try four different combinations of two hills and record their results. Students will develop and understanding that energy cannot be created. (A marble cannot go up a larger hill after coming down a smaller hill.)
Assessment:
Students will create a track using hills and complete a lab sheet showing they understand that energy cannot be created.
One Rich, Multi-step Problem:
Can you create a marble track with hills that allows the marble to reach the end of the track?

Materials:
8 meter track of polyethylene tubing
marble
object with different heights to create hills
lab sheet
meter stick
pencil

Demonstrate to students how to go about creating a hill with objects available.
Show students how to measure the height of their hills (from the highest point).
Directions to Students: 5-10 minutes
The challenge, if you choose to accept it, is to create a Marble Coaster with these materials. Your marble must complete a series of hills. The object of the mission is to get the marble to the end of the track. Go over lab sheet together as a group. Ask if students have any questions before they begin.
*You may wish to explain concept to students before lab or as a conclusion
Concept- The law of conservation of Energy states that energy cannot be created nor destroyed. The higher the starting point of the marble the more energy it has to go over the next hill. The marble cannot go down a small hill and have enough energy to go up a larger hill.
Group Work 25-30 minutes
Place students in groups of 2-3. Students will create a track with 4 different combinations of 2 hills and record their results on their lab sheet. Teacher should observe students to make sure there is an understanding of what is expected. Further directions may be needed.
Whole Group Presentation: 5-10 minutes
Students will share their end results with the class.

How Fast Can the Marble Go?
Concept: Potential Energy related to height and the object's speed.
Objective:
Have students be able to relate height to speed of a moving object. That the more potential energy that an object has at rest due to its height, the more kinetic energy the object is able to use.
Assessment:
Students complete the lob sheet, recording their results and showing an understanding that height of an object effects the speed.
One Rich, Multi-step Problem to Solve:
Does the height (or Potential Energy) of an object effect the speed at which it falls?

Materials:
12- 2x18 inch strip of poster board (1 for each group)
1 marble for each group
stop watch
meter stick
lab sheet
pencil

Teacher may need to demonstrate how to create the ramp or how to use a stopwatch.
Directions to Students 5 minutes
When your roller blading or riding a bike, what happens when you go down a hill? If the hill is higher does your speed change? Today we are going to investigate the science of what we were just talking about.
Group Work 10-15 minutes
Group students in groups of 2-3. Hand a lab sheet for each group. Go over directions for lab. Ask if there are any questions. Teacher must observe students to check for understanding. Give further directions to individual groups or the whole class as needed. Students work in their groups to accomplish tasks. Students must record their data on lab sheet.
Whole Group Presentation 5 minutes
Have groups share with class their end results. What did they conclude about the relationship of height to speed?
*Note *
The higher the height the more potential a object has to do something.
PE = hgm (h = height, g = gravity (9.8m/s/s), m = mass)
Speed= distance/time

Go Loopy
Concept: Centripetal Force
Objective:
Students will demonstrate an understanding of centripetal force by creating a marble coaster with a loop that will keep the marble on the track.
Assessment:
Students complete a track with a loop that is a good example of the use of centripetal force and recording their results on a lab sheet.
One Rich, Multi- step Problem to Solve:
Can your create a marble track with a loop that allows the marble to remain on the track?

Materials:
Marble
Meter Stick
Lab sheet
Tape (if needed)
8 meter track of polyethylene tubing
Teacher may need to demonstrate to students for a visual understanding.
May need an actual picture of a roller coaster for background knowledge.
Directions to Students 5-10 minutes
What makes objects fall to the Earth? If I place this coin in the palm of my hand and put my hand palm down, what will happen to the coin? Objects fall to the Earth to a specific speed. That speed is 10 m/s2 (or 9.8 to be exact). If gravity pulls objects to the Earth, how is it that a roller coaster doesn’t fall toward the Earth when it goes upside down? If you move an object faster than the rate at which gravity pulls you can defy gravity. This is called centripetal force. My hand is moving faster than the pull of gravity on the coin. So actually the coin is push on my hand. What we want you to do know in your groups is to make a marble coaster with a loop so you can defy gravity.
Group Work 20-30 minutes
Students work in groups of 2 to 3. Students will create a marble track with a loop, recording their results on the lab sheet (in pictorial form).
Whole Group Presentation 5-10 minutes
Group discussion of what they found or observed throughout the lab.
Questions to help Students Think 10-15 minutes
Do you think you could create more than one loop in your track? Try it!