Table of Contents Introduction and Organization..................................................................................1 The Scientific Method Overview...............................................................................2 Science Safety Rules.....................................................................................................3 Process Skills for Science Inquiry.............................................................................4 Vocabulary You Need to Know..................................................................................5 Unit I. Scientific Inquiry Experiments 1. How many water drops will a coin hold when placed on a flat surface?..8 2. How do mealworms respond to different environments?.........................12 3. What is the relationship between the drop height and the bounce . height of a ball?............................................................................................16 4. What are the primary and secondary colors of light?.................................20 5. How much water can soil or sand hold?.......................................................24 Unit II. Technological Design Experiments 6. How can you design and build paper airplanes and compare their . flights?...........................................................................................................28 7. How can you design and build a capsule that will protect a raw egg . from breaking upon impact?.....................................................................32 8. How do you test the strength of toilet paper?..............................................36 9. How do you test the cleaning power of a liquid detergent?......................40 10. How do you test a plastic wrap for its ability to keep food fresh?...........44 Unit III. Life Science: Function, Adapt, and Change Experiments 11. What is the carrying capacity of the environment?.....................................48 12. How does a plant respond to the force of gravity?.....................................52 13. What are the variations in a human trait?....................................................56 14. How do beaks help birds survive?................................................................60 15. What is your fingerprint pattern?..................................................................64
Unit IV. Life Science: Interactions & Environment Experiments 16. How do plants and animals interact in the environment?.........................68 17. How do living things interact in a food chain?............................................72 18. How do pill bugs respond to the environment?..........................................76 19. What activities do boys and girls prefer in a social environment?...........80 20. How do living things protect themselves in the environment?................84 Unit V. Physical Science: Properties of Matter & Energy Experiments 21. Is it an acid or a base?......................................................................................88 22. What is that goo?..............................................................................................92 23. Which is the best penny cleaner?...................................................................96 24. What is that sound?........................................................................................100 25. Which materials are the conductors of electricity?....................................104 26. What sinks and what floats?.........................................................................108. Unit VI. Physical Science: Force & Motion Experiments 27. Where is the “no vibration” zone?...............................................................112 28. How strong is a magnet?...............................................................................116 29. What is the force of a falling object?............................................................120 30. How do gravity and friction affect the force of motion?..........................124 31. What affects the periodic motion of an object?..........................................128 Unit VII. Earth Science Experiments 32. How does the earth hold water?..................................................................132 33. How hard is a rock?.......................................................................................136 34. How can we forecast sunny and rainy days?.............................................140 35. What causes the temperature change of the four seasons?......................144 36. How is an earthquake measured?................................................................148
Unit VIII. Space Science Experiments 37. Is the Earth round?.........................................................................................152 38. Where are the planets in the solar system?.................................................156 39. How does the time of the day affect the length of a shadow?.................160 40. Why do stars twinkle in the night sky?.......................................................164 41. How do we show that the galaxy is expanding?.......................................168 Unit IX. Accepted Practices of Science Experiments 42. What is soil?....................................................................................................172 43. How is a candle’s burning time related to its air supply?........................176 44. What is friction and how can we measure it?............................................180 45. What makes a pulse go fast and slow?........................................................184 Unit X. Science, Technology and Society Experiments 46. What can be recycled and what cannot be recycled? ...............................188 47. What kind of energy user are you? . ...........................................................192 48. How do we make decisions about the basic needs of life?.......................196 49. How do we harvest solar energy?................................................................200 50. How does acid rain affect plant growth?....................................................204 Metric Conversion Chart and Table......................................................................208 Does Science Really Affect You?...........................................................................211 What About Garbage?..............................................................................................212 How Can Colors Protect Us?...................................................................................213 How Do You Feel About Using Animals for Testing?......................................214 How Can People Use the Sun for Energy?...........................................................215 Can Our Soil be Polluted?.......................................................................................216 How Are Germs in Food Harmful?.......................................................................217 Supply Resources......................................................................................................218
Introduction and Organization
Every year states give a science test to elementary school students. The purpose of the test is to find out what students know and what students can do in science. Students can learn science in various ways, but the method with the highest success rate is achieved by actively involving students in doing science experiments.
Elementary Science with Classroom Experiments focuses on science learning by actively engaging students in experiments. Four or five experiments support each science topic, with a total of fifty experiments in this book. Hands-on activities help students better understand and retain the concepts behind science learning standards. All the experiments follow the framework of the scientific method by first asking a question. In general, each experiment follows the same format. • Question • Materials • Hypothesis • Experiment • Results • Discussion • Review Materials needed for experiments can be purchased from local stores or scientific companies. A Supply Resources list where special experimental materials are available is on page 218. Do all the experiments under adult supervision. Science is exciting. Let Elementary Science with Classroom Experiments guide you through an interesting journey while you learn important science concepts.
The Scientific Method Overview The scientific method is a process used to explore observations, answer questions and solve problems. The order of the steps or number of steps used may vary.
I WONDER: Ask a question. s Find information about the question. . (do research) s
I THINK: Make an educated guess or hypothesis. Your hypothesis should be a statement. s s
I TRY: Do an experiment . to test the hypothesis.
I TRY AGAIN! Make another educated guess.
s
s
I FIND OUT: Collect and interpret your data. Draw a conclusion from experiment results. s
s
Hypothesis is true
Hypothesis is false
s
s
I SHARE: Report experiment results. s INQUIRE FURTHER: You may change a variable based on what you learned.
Science Safety Rules
Scientists work carefully when doing experiments. You also have to be careful working as a scientist. Please read the following rules and keep them in mind as you perform each experiment.
1. Read and follow all directions carefully. 2. Clean spills up right away. 3. Never taste or smell substances unless your teacher directs you to do so. 4. Handle sharp items carefully. 5. Use chemicals carefully. 6. Dispose of chemicals safely, when experiments are completed. 7. Put all materials away after completing each experiment. 8. Wear safety goggles when needed. 9. Wash your hands after every experiment.
Process Skills for Science Inquiry Observe Use one or more of your senses to gather information. See, hear, touch, smell, and taste. (Don’t taste or smell without permission.) Classify Group objects according to their properties. Communicate Share information about what you learn using pictures, graphs, diagrams, and reports. Estimate and Measure Make a guess about an object’s properties, then describe it with numbers. Infer or Explain Draw a conclusion based on your learning experience. Predict Form an idea about what will happen. Make a guess. Make a Model Make a representation to explain ideas, objects, or events. Formulate Questions and Hypotheses Think of a statement you can test to solve a problem. Collect and Interpret Data Gather observation and measurement information and display using graphs and charts. Use the information to solve problems. Identify and Control Variables Decide which one factor in the experiment you need to test. Change one factor that may affect the outcome of an event while holding other factors the same or constant. Experiment Design and do an investigation to test a hypothesis or solve a problem.
Vocabulary You Need to Know absorbent (pg. 44): a substance able to take in and make part of itself acid (pg. 88): 1. a substance usually with a sour taste 2. reacts with bases to form chemical salt 3. neutralizes alkalis acid rain (pg. 204): rain containing acid substances from air pollution causing . damage to the environment
circulatory (pg. 184): going around in a circle, such as blood flowing through the body conductor (pg. 104): a material which . energy (heat, sound, electricity) can flow through copper (pg. 96): yellow-red metal used in making coins and conductors
alkaline (pg. 88): having the properties of forming chemical salt when combined with acids
crustacean (pg. 76): a group of animals with a hard shell and jointed legs, such as a lobster
artery (pg. 184): a blood vessel that carries blood away from the heart
density (pg. 108): a property of matter; the amount of matter in a specified volume or area
axis (pg. 144): an imaginary straight line through the center of the Earth, around which the Earth rotates barometer (pg. 140): an instrument used . to measure air pressure, and is used to forecast changes in weather base (pg. 88): a substance that reacts with an acid to form chemical salt (see acid) behavior (pg. 12): the way a living thing acts bias (pg. 80): a favoring of one way of . feeling or acting over another Big Bang (pg. 168): the theory that the . universe started when matter exploded, about 20 billion years ago biodegradable (pg. 36): capable of . breaking down naturally carrying capacity (pg. 48): the number of organisms an environment can support with its food, water, air supply, and living space
dependent variable (pg. 17): the observed result of an independent variable being changed: in an experiment, the intake of vitamin C (independent variable) can influence the dependent variable of life expectancy diameter (pg. 120): a straight line that runs through the center of a circle and meets the circumference distilled water (pg. 68): pure water . (water is boiled to steam, and allowed to cool, condensing back to liquid form; this . removes all minerals) dominant (pg. 56): a trait that has control over effect (see recessive) egg (pg. 48): the first stage of the life cycle electromagnet (pg. 116): a magnet made by an electric current flowing through a wire around a metal core
environment (pg. 68): all the things that surround an organism such as air, water, and other organisms fossil fuels (pg. 192): materials (coal, oil) formed from remains of organisms . millions of years ago, that are burned to produce energy friction (pg. 124): the force that slows or stops the motion of an object, when that object rubs against another object fruit fly culture (pg. 48): a food medium used to raise small insects function (pg. 60): natural action or . purpose galaxy (pg. 168): a large system of planets, stars, gas, and dust that make up the . universe gender (pg. 80): a male (boy) or female (girl) gravitational energy (pg. 19): the energy exerted by the pull of gravity gravity (pg. 124): the natural force that pulls objects toward the center of the Earth; gravity differs on different planets hardness (pg. 136): a property of matter that is firm, stiff, and not easily broken heredity (pg. 56): the passing on of traits or qualities from parent to child horizon (pg. 152): line where the sky and earth or sea appear to meet hypothesis (pg. 8): an educated guess independent variable (pg. 17): the . factor being changed in an experiment: . in an experiment, the independent . variable of vitamin C intake can influence life expectancy (dependent variable)
indicator (pg. 88): substance which shows . chemical changes, by changing color inertia (pg. 124): the tendency of a moving object to stay in motion, or a resting object to stay at rest inherited (pg. 56): passed to offspring from one’s mother or father iris (pg. 56): colored part of the eye that controls the amount of light that enters it larva (pg. 48): a worm-like young in an insect’s life cycle; plural larve life cycle (pg. 51): the stages of an . organism’s life magnet (pg. 116): a substance that pulls iron, steel, and certain other metals to it magnetic force (pg. 19): the pull or push of a magnet mechanical energy (pg. 19): the energy an object has because it is moving neutral (pg. 90): in chemistry, neither an acid nor a base Newton’s 1st Law of Motion (pg. 124): the tendency of an object to resist any change in its state of motion, sometimes called the law of inertia oscillate (pg. 128): to move back and forth oscillation (pg. 128): a series of regular movements back and forth particles (pg. 132): matter made up of small pieces pendulum (pg. 128): an object hung from a fixed point that swings freely back and forth, under the force of gravity pitch (pg. 101): the highness or lowness of a sound
pollution (pg. 192): process that fouls or uncleans the air, land, or water pore space (pg. 132): air space between soil particles potential energy (pg. 19): the energy an object has because of its position predator (pg. 72): an animal that hunts and kills other animals for food prey (pg. 72): an animal that predators hunt primary colors (pg. 20): the three main colors (red, yellow, and blue) used to . produce a variety of other colors property (pg. 88): a special quality . belonging to a thing pupa (pg. 48): the middle stage in the . insect life cycle, between larva and adult; plural pupae
solution (pg. 92): a mixture in which . one substance spreads evenly in another . substance stimulus (pg. 12): something that causes a reaction in an organism; plural stimuli structural adaptation (pg. 84): a change of an . organism’s coloring or body parts, so it can exist in its environment structure (pg. 60): the way something is built or formed taxis (pg. 76): a behavioral response by an . organism to a stimulus tectonics (pg. 148): the science of movements of the Earths’ plates trait (pg. 56): a special feature or quality of one’s character variable (pg. 11): something that can change such as time or temperature
recessive (pg. 56): describing a trait that is being covered or hidden (see dominant)
variation (pg. 56): different forms, positions, state or quality of something
recycling (pg. 188): using a material over and over again
vibration (pg. 100): rapid back and forth movement
response (pg. 12): a resulting behavior or action caused by a stimulus
vial (pg. 172): a small container that is usually made of glass or plastic
secondary colors (pg. 20): colors produced water holding capacity (pg. 24): the amount by mixing two primary colors of the same of water a substance such as soil can hold amounts: for example, red and yellow . watt (pg. 195): a unit of measuring how much create orange. electricity is being used seismograph (pg. 148): an instrument . that records earth movements such as earthquakes simulation (pg. 63): an imitation to give the effect of solar energy (pg. 200): light and heat from the sun
Unit I: Scientific Inquiry EXPERIMENT #1 Question:
How many water drops will a coin hold when placed flat on a surface?
Materials: • three coins (a dime, a nickel, a quarter) • towel or paper towels
• a water dropping device (medicine dropper or soda straw)
Dropper bottle
Dime
Nickel
Quarter
Hypothesis: Coin surfaces of different sizes will hold different amounts of water. Experiment: 1. Place a dime, head side up, on a flat surface such as a tabletop. Estimate
how many drops the dime will hold. . 2. Carefully drop water on the coin from a fixed height – one drop at a. time. 3. Count the water drops until the last drop spills over. 4. Dry coin and table. Repeat steps 1-3, two times. Make sure water is dropped from the same height. Write down the results. 5. Find the average of the three trials. Write down the results. 6. Place a nickel, head side up, on a flat surface. Estimate how many. drops the nickel will hold. 7. Repeat steps 2 through 5. 8. Place a quarter, head side up, on a flat surface. Estimate how many drops the quarter will hold. 9. Repeat steps 2 through 5. Results:
Complete the data table on the next page with the number of water drops . recorded in the experiment. Be sure to include your estimate of how. many water drops each coin will hold.
Unit I: Scientific Inquiry Your Estimate Trial 1
Trial 2
Trial 3 Average
Dime Nickel Quarter
To find the average, add the 3 trial numbers. Divide that number by the amount of trials (3). The answer is the average.
Discussion:
a. What is the difference between your estimate and the average of the dime . experiment? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
b. What is the difference between your estimate and the average of the nickel. experiment? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
c. What is the difference between your estimate and the average of the quarter . experiment?. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Unit I: Scientific Inquiry d. How is the difference between your estimate and average different, as you go from the dime and nickel experiments to the quarter experiment? . __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Why?_____________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
What is the difference in water drops? _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ .
e. Describe the water drop shape on the coin surface as seen from the side. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ .
f. What shapes the water drop on the coin surface? Hint: It is a force. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
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Unit I: Scientific Inquiry
Review: Read each question and circle the answers below.
1. What is the sequence of doing an experiment? a. Ask a question – make a hypothesis – do an experiment – write the results. . b. Write the results – do an experiment – make a hypothesis – ask a question. c. Do an experiment – ask a question – write the results – make a hypothesis. d. Make a hypothesis – write the results – ask a question – do an experiment. 2. What are the variables you can change in the experiment to make the results different? a. The height of the water drop. b. The age of the coin. c. Placing the coin tail side up. d. All of the above. 3. What factor or variable changes in the experiment? a. The size of the water drops. b. The surface size of the coins (dime, nickel, quarter). c. The height of the water drop. d. How the coin is placed.
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