Activities Britt

Hands-on Physical Science Activities By: Brooke Britt – Hobbton High School

Classifying Matter Lab: Is it a solution, suspension, or colloid?

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o ~10 mixtures such as sugar, sand, sweet tea, Jell-O, Italian salad dressing, coffee, shaving cream, marshmallow, Yoohoo, mustard, etc. o Small containers to put a little of each mixture in to distribute among groups with labels Ideas for implementation: o You may decide to place students in groups of 4-5 or to partner the students in a gallery walk/stations. This activity is about discussing mixtures and collaboratively figuring out how each substance should be classified.

Students may struggle with some substances (I like to use “slime” from Dollar General & watch students’ try to figure it out) – just remember it’s a productive struggle J Goal: SWBAT classify everyday mixtures as homogeneous or heterogeneous & as a colloid, solution, or suspension by their physical properties

Separation of Mixtures Challenge • Prep materials: •

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o Substances like sand, sugar, pepper, salt, iron filings o Separation tools like tweezers (forceps), balloon, funnel, coffee filters, strainers, water, & a magnet Ideas of implementation: o This activity is wide open. For example, you may decide to have students separate pepper and sugar first.

Students work in small groups & may use all the tools provided to separate the pepper from the sugar. It will take time before students realize that if poured in water, the pepper will float, thus separating the mixture. You may also use a mixture of pepper & salt in which the students may use the balloon & static electricity to pull the salt from the pepper. There are MANY ways to do this experiment, and it definitely encourages critical thinking & the scientific process.

Goal: SWBAT separate homogeneous & heterogeneous mixtures based on their physical properties such as size, color, magnetism, density, conductivity, etc.

Groovy Homemade Lava Lamp • Prep materials: •

o Alka-Seltzer tablets, food coloring, 2-liter plastic bottles (or smaller), funnel, vegetable oil, flashlight, water Ideas for implementation: o Separate students into small groups & instruct them to drop the AlkaSeltzer tablets in the water & oil mixture. Students will enjoy watching the “lava” rise and fall – as they watch, encourage them to discuss: § §

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Why doesn’t the oil & water mix? Why does the oil float on top of the water?

What causes the bubbles to form? Why do they rise?

Goal: SWBAT identify & discuss phase changes, mixtures, & the chemical change occurring.

Link: http://www.stevespanglerscience.com/lab/experiments/bubbling-lava-lamp 1

Density Tower: Can you build it?

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o Rubbing alcohol, vegetable oil, water, dish soap, milk, maple syrup, corn syrup, honey o Can also add objects like a penny, a Ping-Pong ball, a pea, etc. o Small graduated cylinder (or Dollar General cylinder-shaped vases) o Food coloring, cups, droppers Ideas of implementation: o Place students in small groups with droppers & small cups of each substance. Students predict the order of the substance and record their prediction. Next, discuss the substances and provide the correct arrangement. Students will take turns placing the substances in the cylinder using the dropper or funnel.

When finished, students answer reflection questions in the interactive notebook such as: § § § § §

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Which substances is the densest? Least dense?

Besides density, describe two other physical properties of honey.

Which substances surprised you as far as density is concerned? Why? Why don’t these substances mix together?

What would happen if you shook the cylinder?

Goal: SWBAT organize liquids based on their densities & observe how substances that are less dense float on top of denser substance Link: http://www.stevespanglerscience.com/lab/experiments/density-tower-magic-with-science

Crystal Lab: Yes, You Can be like Elsa • Prep materials: •

o Borax, pipe cleaners, string (very thin), glass beakers/mason jars, pencils, boiled water, food coloring (optional), scissors Ideas for implementation: o Have students work with a partner to design a crystal using pipe cleaners (my students have made snowflakes, a truck, lightning bolts, money signs, etc.). Allow students to measure the Borax and mix with the HOT water. I use 3 tablespoons of Borax per cup of water. Students will slowly place their crystal suspended from the string & pencil. Let sit overnight. Students will make observations & answer questions the following day. Questions may include: § § §

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What type of solution did you make? What was the solute and solvent?

How did temperature affect the mixture? How did stirring affect the mixture?

Why did the crystals form?

Goal: Students will gain a better understanding of how crystals form within a supersaturated solution & how temperature/stirring affects solubility.

Link: http://www.stevespanglerscience.com/lab/experiments/magic-crystal-snowflake

Racing M&M Colors • Prep materials: •

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o M&Ms, (or Skittles) petri dishes, water, droppers, permanent marker, plates, bowl (for drawing circle) Ideas for implementation: o Students work in small groups. Each student is given a different color M&M or Skittle. Students draw circles on the paper plate using a permanent marker (see link for exact measurements). Students will pour enough water to cover the plate. Students place an M&M on their plate at the same time & observe the rate of solubility. To take it a step further, you may include different solvents @ different temperatures.

Goal: Students will gain an understanding of solubility & determine if colors/temp. affect the rate of solubility Link: http://www.inquiryinaction.org/classroomactivities/activity.php?id=1

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Yummy Homemade Ice Cream Lab • Prep materials:

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o Rock salt, milk, vanilla flavoring, cups, Ziploc bags, ice cream toppings, chocolate syrup, plastic spoons, crushed ice, sugar o Thermometers, gloves/hand towels Ideas for implementation: When studying phase changes & exothermic reactions, this is a great activity that students REALLY enjoy. Organize students into small groups (have them wash their hands) & distribute supplies. As students work to create their treat, discuss & answer questions like the ones below: o o o

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How does salt affect the freezing point/temperature of water/ice?

How does the ice melt? What type of reaction (exo or endo) is taking place?

What phase change occurs to form the ice cream? Explain in terms of molecular structure & movement.

Goal: SWBAT describe the exothermic reaction & phase change taking place while creating the ice cream Link: http://www.stevespanglerscience.com/lab/experiments/homemade-ice-cream-sick-science

Atomic Mobile • Prep materials: •

o Pipe cleaners, beads, pom-poms, hot glue guns, glue, string, etc.

Ideas for implementation: o When studying atomic structure, place students in groups of 3 & assign an element #1-18.

(Honestly, Hydrogen & Helium are so small; you may assign these to one group or to an individual who prefers to work independently). Students may use any supplies that want to create their atomic model, but must provide a key & subatomic particles should be proportionate to size. I was really impressed with how creative my students were. These models are served as beau1tiful classroom decorations!

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Goal: SWBAT create atomic models of elements #1-18 & build their knowledge of atomic structure & subatomic particles

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M&M Half-life Lab • Prep materials: •

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o M&Ms & Ziploc bags (may use pennies instead of M&Ms), and graph paper.

Ideas for implementation: See PowerPoint slides Reflection Questions: o What is half-life? What does it mean when we say an atom has “decayed”? Did each group get the same results? Did any group still have M&Ms after trail 7?

What happens to the total # of M&Ms after each trail?

Plot the total results with # of M&Ms on Y-axis & trail # on X-axis.

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Goal: SWBAT visualize how half-life occurs & be able to calculate simple half-life problems Link to lesson & data sheets: http://www.nuclearconnect.org/in-the-classroom/forteachers/half-life-of-paper-mms-pennies-or-puzzle-pieces

Bond with a Classmate (Ionic, Covalent, Mixed ) • Prep materials: •

o Bonding Necklaces cut-out, laminated, & placed on string o “Bonding with a Classmate” worksheet Ideas for implementation: Give each student a necklace; make sure the metals & nonmetals are almost even. Provide an “exchange” pile of necklaces so students can switch out elements conveniently. Instruct students to walk around the room wearing their necklaces and bond with their classmates. On the data sheet, students will record their ion and the ion of their classmate. You may choose to have students go ahead and write the formula & chemical name, or to wait and do these after all the bonds have been made. My students really enjoy this activity because they get to move around and bond with their peers! While students are bonding, use a classroom timer & put the “rules for bonding” on the board (like only bond with the opposite color, the cation always goes first, etc.) J

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Goal: SWBAT form covalent & ionic bonds as well as write the correct chemical name & formula for elements #-18 including popular transition metals using roman numerals.

Data sheet pdf link: http://sciencespot.net/Media/chembondwkst.pdf Bonding cards pdf link: http://sciencespot.net/Media/chembond.pdf

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Roll the Dice (Bonding Activity) • Prep materials:

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o Dice (made using template); I like using one color for metals/cations and another color for nonmetals/anions. I have different sets for different lessons regarding ionic bonds, including bonds containing polyatomic ions and transition metals.

Ideas for implementation: o Students work with a partner to roll the dice.

Students must then write the correct chemical formula and name in their notebook using the chart to the right.

Goal: SWBAT recognize cations & anions as well as write the chemical formula and name for ionic bonds.

Link for template: http://www.firstpalette.com/tool_box/printables/cube.html

Gum Drop Candy Compounds • Prep materials: •

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o Candy gum drops, toothpicks, colored pencils, Ziploc snack bags Ideas for implementation: o Before the activity, organize the appropriate # of colored candies in Ziploc bags for each group. Students can work with a partner or in groups of 3 to complete this activity. See the link for more details.

Goal: Students will be able to visualize how chemical bonds form, draw the sharing of electrons in covalent bonds and the transfer of electrons in ionic bonds. (This activity is great for visual learners).. Students will also practice writing the chemical name and formula for covalent and ionic bonds.

Link: http://sciencespot.net/Media/candycompounds.pdf

Sweet M&M Balance Lab • Prep materials: •

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o M&M candy (go ahead & count the # of each color & separate into baggies) Ideas for implementation: o Students may work independently or with their table partner to balance each equation using the M&Ms. Students must draw & record the balanced equation in their scientific notebook as shown.

Goal: Students will be able to balance simple chemical equations using the M&Ms as a visual aid Link #1: http://www.pleasval.k12.ia.us/highschool/teachers/hoffmanjoshua/Phys%20Sci/Chemistry/Unit%206%20Reactions/MMBalancing.pdf Link #2: stoffregen.wikispaces.com/file/view/33.M%26M+Lab+.doc

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Acid or Base? (pH Lab) • Prep materials: •

o Vinegar, Windex, rubbing alcohol, lemon juice, Dawn, water, etc.; pH/litmus paper Ideas for implementation: o Place substance in small cups at separate stations around the room or place in a “walkthrough” line on a counter (depends on class size). Have litmus paper at each station and a small basket/cup for used paper disposal. Before the lab, students draw a table in which they will fill in the name of the substance; their prediction of whether it is an acid, base, or neutral; pH of the substance; results; observation notes. Students will then work with a partner to go through the “walk-through” or go to each station and test the subjects.

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Goal: SWBAT identify acids & bases by using litmus paper and interpret a substance’s pH value.

Copper Penny Clean Up [there are MANY approaches to this activity] • Prep materials: •

o Dirty, dull pennies made before 1982, paper towels, vinegar, baking soda, cola, lemon juice, Windex, Ketchup, spoons Ideas for implementation: o I typically let students work in groups of 4 for this project. Prepare small cups of each substance beforehand. Students copy a table to record their observations in their notebooks. Students test each penny for the same amount of time in each substance and record their findings.

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Goal: Students will test each substance to see which cleans copper pennies the best.

Students will apply their knowledge of acids and bases to predict which substance will react & clean most efficiently.

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Link #1: https://www.exploratorium.edu/science_explorer/copper_caper.html Link #2: http://www.education.com/activity/article/Cleaning_Copper_Pennies/ Link #3: http://www.stevespanglerscience.com/lab/experiments/the-cleaning-power-oftaco-sauce-bright-shiny-pennies

Hot Wheels Speed Lab • Prep materials:

o Hot wheels cars, Hot wheels track, timer (phones), ruler, textbooks (modification: can also use wax paper, sand paper, news paper, which students lay @ the end of the track to observe how friction affects the distance the car travels)

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Goal: SWBAT calculate speed using d/t Link: http://moodle.nisdtx.org/mod/resource/view.php?id=396191

o Students work in groups of 3-4. Each group is given 4 Hot wheels cars and a piece of Hot wheels track. Students are instructed to stack 4 textbooks and secure the track to the top of the books and the table. One student in the group is the designated timer; another is the data collector; another may drop the cars; and if needed, another student can stop the car from rolling off the table. After all data is collected, the students work collaboratively to compute the speed for each car and determine the faster racer. If time permits, I allow each group to submit their fastest racer and have a class race-off. J

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Egg Drop Activity • Prep materials:

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o Eggs, cups, balloons, string, plastic bags, cotton balls, bubble wrap, popsicle sticks, etc. (basically anything that could be used to keep an egg from breaking when dropped from the top of the football bleachers).

Ideas for implementation: o On the first day of the activity, students brainstorm with their partners to develop a blueprint of their design and creating a budget for their project. Next, students build a prototype and test it at smaller elevations. Finally, students drop their eggs from the top of the football bleachers. In this project, students will weigh their device, measure its dimensions, time its fall, and think critically about their overall design and its “eggfectiveness”

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Goal: Students will use their knowledge of forces, motion, gravity, and Newton’s laws to build a contraption that will keep an egg form falling when dropped from a high elevation. Students will also learn the value of budgeting and prototyping.

Balloon Rockets & Newton’s Laws • Prep materials:

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o Different types of straws & balloons; clothespins, fishing line, yarn, tape measure, yardstick Ideas of implementation:

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Goal: Students will gain a better understanding of action & reaction forces and practice their speed calculating skills.

Link: http://sctritonscience.com/Wilson/physics/worksheets/lab%20baloon%20rockets%20newtons%20laws.pdf

o Students work in a group of 2-3 to build a balloon rocket and create a path using yarn or fishing line that stretches across the classroom. Students measure the length of the line (the line should be straight, if tilted the results will be skewed) and set up their rocket, which is essentially a balloon taped to a straw. The balloon shoots across the line when the air deflates, demonstrating Newton’s third law.

Students are required to measure the distance and time after each trail and calculate the balloon’s speed as well.

Students are encouraged to develop ways to relieve friction and create a faster balloon rocket.

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Pumpkin’ Chunkin’ • Prep materials:

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o Wooden popsicle sticks, rubber bands, cup, Candy corn pumpkins Ideas for implementation:

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o See student handouts below for more information/ideas J Goal: SWBAT build simple catapults to build a better understanding of forces, motion, & simple machines.

Link to Pumpkin Chunkin’ website: https://www.punkinchunkin.com/ Link to Discovery Science Pumpkin Chunkin’: http://www.sciencechannel.com/tv-shows/punkin-chunkin/

o When discussing simple machines, forces, and Newton’s laws, introducing Pumpkin’ Chunkin can be a lot of fun & an easy all-in-one-day activity. First, show students a clip about Pumpkin’ Chunkin and explain the science behind it. Next, break students up into groups of 2-3 to build their own catapults using 20 popsicle sticks, 10 rubber bands, a plastic spoon, and a candy corn pumpkin (you may modify the #s or even incorporate a budget for items). If necessary, you may allow students to use hot glue as well. I provide students with a rubric in which students are given points based on how far the pumpkin is launched and its proximity to the cup.

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Marble Roller Coaster Project • Prep materials: o Index cards, marbles, paint, cardstock paper • Ideas for implementation: o Unit #4 is all about energy – I recommend implementing this project during that time.. Divide students into groups of 4 and provide the materials listed above. I allowed students to use popsicle sticks, cups & hot glue, if they requested these items. In the future, I will maintain that students can only use cardstock paper, index cards, and tape (it requires more creativity). When building the coaster, students must keep the marble’s potential and kinetic energy in mind. They must also label the area of greatest KE, greatest PE, greatest friction, etc. as well as determine the marble’s average velocity. o See student handout for more information/ideas o For inspiration, show students “The World’s Greatest Paper Roller Coaster” on YouTube • Goal: Students will build on their understanding of motion, energy (KE & PE), and the transfer of energy by building a marble roller coaster.

• Link to World’s Greatest Paper Roller Coaster: https://www.youtube.com/watch?v=UByZhF7siLo

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Rube Goldberg Drawing/Project •

Prep materials: o Depending on how much time/resources you would like to devote to this activity, you may decide to have students draw a Rube Goldberg poster using 6 simple machines, for example.

OR, you may decide to have them BUILD a Rube Goldberg to accomplish a simple task like popping a balloon. In the past, I’ve also allowed students to decide between building the Marble Roller Coaster or the RG. o If time permits & you want your students to build a Rube Goldberg, I recommend having them pop a balloon in 4 steps using a machine that includes @ least 4 different simple machines. In order to do this, you will need to have students bring/you provide: a box, mouse trap, balloon, pin, card board pieces, tap, cup, string, clothes pin, etc. o Before drawing or building a RG, show students this clip from the Jimmy Kimmel show with Purdue University RG contest winners & their machine: https://www.rubegoldberg.com/rubetube/jimmy-kimmel-live/ o You may also show them the OK Go – This Too Shall Pass video that illustrates an amazing Rube Goldberg in a music video: https://www.youtube.com/watch?v=qybUFnY7Y8w § Discuss these videos with your students & talk about ideas for their drawings/machines

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Goal: Students will gain a better understanding of simple machines, how they affect force, and how to ID them within complex machines.

Get Your Wave On! • Prep materials: •

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o Slinkys, jump ropes, poster board, markers, cell phone (video camera), etc.

Ideas for implementation: o I give students a menu to choose from for this project. They may create a poster; make a video; or write a rap about waves (transverse, longitudinal, & surface) and wave behavior. o See student handout for more info.

Goal: Students will strengthen their knowledge of waves & wave behaviors as well as how energy travels.

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Balloon & Can Static Lab (Static Electricity Investigation) • Prep materials: •

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o Balloons, wool cloth, aluminum can, tape measure/ruler/meter stick Ideas of implementation: o Divide students into groups of 3-4 & give them a Pepsi can (empty), a balloon, a cloth (I usually throw about 7-8 face cloths in the dryer @ home before school to get them nice and static-y for this project), and measuring device. Instruct students to move the can using only the balloon. Don’t even tell students they need to blow up the balloon. Sit, watch, and wait J o I display the PowerPoint slide shown.

Students must answer the questions in their notebooks.

Goal: Students will gain an understanding of static electricity & rubber’s affinity for gaining electrons (opposites attract) as well as how static charges are transferred (via friction, contact, induction).

Link to Steve Spangler flying bag (Personally, I couldn’t get this to work, but more power to you!): http://www.stevespanglerscience.com/lab/experiments/static-flyer-flying-bag Link to PHET simulation regarding static electricity: https://phet.colorado.edu/en/simulation/balloons

Build Your Own Operation Game • Prep materials: o Old holiday lights, copper wire, small boxes (think pudding mix boxes or miniature cereal box), D (9-volt) battery, paint, wire cutters/strippers, tweezers, electrical tape, Sharpie, paper fasteners, paperclip.

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Each student will work with a partner. Depending on the skill level of your students, you may want to model what to do step-by-step. First, provide students with a box, Sharpie, pair of scissors, and uncoated wire. Students will carefully undo the box so it is flat. Keep in mind they will rebuild the box back, so encourage them to not rip or cut it open. Next, students draw a design (like a heart) on the box using a Sharpie marker and carefully cut out the design. Students bend the wire and use the paper fasteners to hold the wire inside the design. Give each group a battery, pieces of electrical tape, & a holiday light with about 1-1½ inch of wire left attached. The students will use the tweezers to poke a hole where the light bulb will be pushed through. Next, students use electrical tape to secure the battery inside the box & connect one wire from the light bulb to one end of the battery. Give students a paperclip and a coated wire. Students will connect an end of the wire to the other end of the battery. Use the tweezers to punch a small hole in the side of the box and run the wire through the box. Be careful to make sure the wire also stays attached to the battery. Open the paperclip and bend into little tweezers. Connect the other end of the wire to the little tweezers. When you touch the tweezers to the shape, the light bulb should light up. If it doesn’t, check all the connections. Close the box and tape it back to its original form.

Goal: Students will build a miniature operation game and gain a fuller understanding of circuits and current electricity.

Link to further instructions: http://www.instructables.com/id/Operation-Valentine-A-Game-a-Gift-a-Lesson-in-/ 11

Edible Circuit • Prep materials:

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o Graham crackers, icing, gumdrops, life savors, miniature chocolates (snickers, milky way, musketeer), sour spaghetti, twizzlers, etc.

Ideas for implementation: See PowerPoint Goal: SWBAT build a series and parallel circuit using candy. Students will gain knowledge of circuit parts and open/closed circuits.

Building Simple Circuits using Schematic Diagrams • Prep materials: •

o Old holiday lights, copper wire, batteries (D & A), wire cutters/strippers Ideas for implementation: o Give students 5-10 unique schematic diagrams using symbols they have learned such as light bulb, open switch, resistor, etc. Students work in groups of 4-5 to construct these models using materials provided in a brown lunch bag. Once a group has constructed a model, they raise their hand & the teacher initials the paper and they move to the next diagram. Be careful: the wires can be sharp and the battery will get hot eventually.

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Goal SBAT interpret schematic diagrams and symbols in order to build the models of series/parallel circuits.

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Permanent & Temporary Magnets • Prep materials:

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o Magnets of various strengths & electromagnets (galvanized/iron nail, copper wire, 9-volt battery); items that can & cannot be magnetized such as paperclips, staples, a dollar bill (which can be!), coins, etc.

Ideas for implementation: If I have enough supplies, I encourage students to build their own electromagnets using the supplies above of varying strengths (turns of coil) & try to pick up various items such as a staple, paperclip, etc. If not, I provide students with electromagnets & permanent magnets that they use in groups of 34 to conduct the activity shown.

Goal SWBAT identify objects that can be magnetized & determine the difference in permanent vs. electromagnets. Students will also gain an understanding of how the strength of an electromagnet can be varied given the number of turns & strength of battery.

Need help? Want more ideas?

• Sciencespot.net • SteveSpanglerScience.com • My email: bbritt@sampson.k.12.nc.us • My course website: http://www.sampson.k12.nc.us/education/staff/staff.php?sectiondetailid=33292&

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