Lab #2 Physical properties (size, mass, shape, color, & texture)

Friday Oct 4th
It's usually the same crowd that comes to lab - so I'll just copy who was here last time.  Let me know if your name is here, but you cannot make it!  Or if your name is not on here and you can make it in!

As you can see, some classes have more volunteers than others, if you can come early and help out with another class, that would be a huge help to us!

Station #3 will be the messiest one this time around, so if there happens to be an extra person, send them to help make robots!

Also, if someone has to cancel at the last minute, get the teachers to help!

Meghan Goodman 8:00
Station 1. Jack _____
Station 2. Amanda______
Station 3. _Jamie _____ 

Kelly Johnson 8:00

Station 1. Pilar_______
Station 2._Jennifer__
Station 3._Vivian (Logan)____ 

Cheryl Kennedy 9:00

Station 1. Morton (Ross)______
Station 2. Jennifer________
Station 3. Emily& Melissa________ 

Emily Duerringer  9:00

Station 1. _Amanda ___
Station 2._Jack (Morgan)_______
Station 3._Teresa (Sophia)_____
   
Teresa Welch - 10:00-11:00
(this is the big class, so we'll need lots of volunteers!! Last time each station was split into two groups, that seemed to work well if there are enough volunteers to do that again!)

Station 1. _Kelly & Steve ______
Station 2._Jennifer (Chloe)______
Station 3._Emily (Audrey) & Anneliese___

Intro:
Keep this short ~ 5 min~ so they can spend lots of time at each station! 
Good morning kid scientists!  Are you ready for another science lab?  Today we are going to learn about the physical properties of matter, or how we can describe different types of matter. 

Hold up an random object (book, apple, pencil etc.), and ask the kids to describe it.
What color is it?
What is the size?
 the shape?
texture?
color?
You just described the physical properties of  a _________!  There are many different types of matter, and everything has a unique set of physical properties that we can use to describe what it is. 

For our stations today, we're going to explore physical properties like color, mass, shapes, sizes, and texture.

are you ready!  Split into 3 groups.


Station #1: Color and mass.

Did you know that when you mix two different colors together, you can make a new color?



Mix paint on a plate -
Yellow + blue = Green
Red + white = pink
Red + blue = purple (use a little bit of white too)
Red + yellow = orange  (just one little dot of red + lots of yellow for this one to work)
Everything together = brown / black


Lava Lamp!
Color and mass

pre-made lava lamp (just drop in an seltzer tablet - one tablet per group, one lava lamp per class. Once it gets mixed up really good, it takes some time to unmix, try not to get yours shaken up too much!)

Color:  yellow oil + blue water = green bubbles.  
Mass:  Why does the oil float on the water?

Plop Plop Fizz Fizz!
the effervescence is produced by the baking soda (sodium bicarbonate) and citric acid reacting to form sodium citrate and carbon dioxide gas.

C6H8O7(aq)	+	3NaHCO3(aq)	→	3H2O(l)	+	3CO2(g)	+	Na3C6H5O7(aq)
citric acid	+	sodium bicarbonate	→	water	+	carbon dioxide	+	sodium citrate

You are watching a chemical reaction!  Sometimes when you mix two different materials together, they make a whole new material that has new physical properties!  Like changing from a liquid to a gas, and gas is lighter than liquid, so it floats!

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Station #2 Texture

Some surfaces are smooth, and some are rough.  In science, we determine how rough or smooth a surface is by measuring something called "friction". 

Sometimes we want rough surfaces that will not slip - we don't want our shoes to slip on the ground, or our car tires to slip on the road!

Sometimes we want surfaces that are slippery though - like when we are cooking, we want our pancakes to slip right off of our pan, so we want a nice smooth surface for our pan. 


We can measure how smooth or rough a surface is by looking at the angle it slips. 
Test the friction of different surfaces -

Materials:
Carboard plank
Wooden blocks with different tire treads
Different shoes
Doormat, placemat, felt, bubblewrap


Procedure:
1.) Place a mat on the cardboard base (Doormat, placemat, felt, bubblewrap)
2.) Place a wood block with tire tread, or shoe on the mat.
3.) Pick up the plank until the object slips.
4.) Measure the angle that slip occurs with protractor & record angle for different materials on data sheet.
5.) Compare which material combinations and textures have higher friction

We have some lab supplies from LoneStar (make sure you get everything back to me!!!) including blocks with a bald tire, and a tire with tread on it, and some different bike tires.  Talk about why tire traction is important!

. 

Why friction and surface texture matters!


Station #3 Shape and Size

Talk about how all of the objects around us are made up of shapes.

What shapes can they see in the classroom? (rectangle door, round light bulb, etc.)

Each group will have an assortment of shapes of different sizes and colors:

1.  Sort the paper by shape (ie, make a pile of all the triangles, and a pile of all the squares, all the circles etc. etc.)

2. Sort the paper shapes by size (order them from largest to smallest etc.)  talk about big, bigger, biggest etc.

3.  Use the shapes to make a robot!  For their glue, "one dot does a lot!" make sure they get their names on their paper.

Lab #1 Weather, Calendar, Seasons

Friday, Sept 20th 8:00-11:00

Send me your ideas on what stations we should do next!!!  Let me know if you can make it in!
musicalmom@cebridge.net

Introduction:
Good morning kid scientists!!!  How many of you remember the science labs from last year?  Do you remember what the different seasons are? (Fall, winter, spring, summer).  Do you remember what makes the different seasons? (Earth's tilt).  Let's do a quick demo for everyone who missed lab last year -

volunteer will be the sun, choose one of the students to be an earth - make sure the earth "tilts" or faces the same way - towards one of the walls of the classroom - as they walk around the sun. 




Tell them we're going to do some different activities this year, that each of their stations is going to be centered around one of the seasons - then quickly split into groups, and get started!!  Try to keep the intro short, so that they have as much time as possible at their stations!

Station #1 Fall

Good scientists make lots of diagrams and sketches to record what they find!  Let's make some diagrams of leaf structures, and then study the veins and leaf shapes that we find.  

Do a craft with fall leaves, talk about the weather in the fall, harvest time, thanksgiving and Halloween holidays etc.  I'll have a plastic table cloth and wet-naps to try and contain the mess... if the shoe polish seems to dangerous for your group of kids to use, just go with the washable paint :-), I'll leave it to you to judge. 

Why do leaves change color?  Read why they do here!
http://www.esf.edu/pubprog/brochure/leaves/leaves.htm

Station 2 Winter:

Make snowflakes. 

Did you know that most snowflakes have 6 sides?  This is because of the bonding between the atoms that make up the snowflake.

Generally:

•  six-sided hexagonal crystals are shaped in high clouds
•  needles or flat six-sided crystals are shaped in middle height clouds
•  and a wide variety of six-sided shapes are formed in low clouds. 
• Colder temperatures produce snowflakes with sharper tips on the sides of the crystals and may lead to branching of the snowflake arms (dendrites). 
• Snowflakes that grow under warmer conditions grow more slowly, resulting in smoother, less intricate shapes. - link

Does anyone have a little laptop they could bring in to show some winter videos on while they are cutting up their snowflakes?

Ask them if they have ever seen snow - and tell them they can make their own snow and ice in their freezer at home.  What makes snow and ice?  Water!  Tell them to take a small cup of water at home, stick it in the freezer, and then wait to see what happens to it!

Station #3 Spring and Summer

Make tissue paper flowers, talk about flowers and the parts of a flower (look at real flower) and why there are flowers in the spring and summer.

I ordered some nice white daisies to soak up dye over the weekend in their classroom.  Ask them thinking questions:
Why do we put cut flowers in a vase with water?  why do they need water?
What would happen if we added coloring to the water?  Do you think the coloring would help us see how the flower uses the water?  Scientists often use dyes to track changes and see how things behave.  Do they remember what a hypothesis is?  Tell them to make a hypothesis about what will happen to the flowers that are placed in a container with dye!  (Leave one flower out of the dye in just plain water so they can compare?  The florist told me it needs to be ~60% dye, and 40% water - I'll have the solution mixed up for each class before the lab)








Lab #1 Volunteers: email me to sign up!
musicalmom@cebridge.net
(I'll just post your first names here - email me if you can make it, and let me know what classes you would like to work with / what time you are able to be here for)

**Drop-in's are welcome!!! It always helps to have more than one person at a station, so even if you weren't able to get your info to me (or your name isn't listed below) please come anyways!!! The more the merrier!


Emily Duerringer  8:00

Station 1. _Amanda ___
Station 2._Jack (Morgan)_______
Station 3._Teresa (Sophia)_____

Cheryl Kennedy 8:00

Station 1. Jamie__
Station 2. Morton (Ross)_____
Station 3._Vivian______ 

Kelly Johnson 9:00

Station 1. Pilar_______
Station 2._Jack ____ _
Station 3._Vivian (Logan)____ 

 Meghan Goodman 9:00

Station 1. Jamie _____
Station 2. Amanda______
Station 3. Emily _____
   
Teresa Welch - 10:00-11:00
(this is the big class, so we'll need lots of volunteers!!)
Station 1. _Kelly & Steve ______
Station 2._Jennifer (Chloe)______
Station 3._Emily (Audrey)___


(next lab Johnson and Kennedy's class will switch so that Johnson is at 8:00, and Kennedy is at 9:00)