Our mission This magazine is for children and parents to understand how to think scientifically and discusses the scientific literacy for children by engaging
them in lots of fun activities, quizzes, games, and experiments. We also have a parents section to help every father and mother teach their children science vocabulary and scientific thinking. We hope you enjoy it!
Authors: Allaa E. Elbelassy, khalid G. Kwankwaso, Ahmed Elsayad, Minou Nasr
Science is the general way we use to find answers to questions presented about the universe. It is not interested in beliefs, only in physical facts.
We have nine planets in our Solar System. These planets circle around the sun, this is called orbits. we have two part in the solar system, the inner and the outer. The inner Solar System which has Mercury, Venus, Earth and Mars. These are closest to the sun and are called the terrestrial planets because the have very solid rocky surfaces.
The Outer Solar System has Jupiter, Saturn, Uranus, Neptune these are sometimes called the gas giants
After Neptune you will find the small planet of Pluto
Green Organisms Colors are very important in our life. It gives us joy and makes us feel happy. Depending on the brightness of colors, one can acquire a good mood or a bad one. Colors are symbolic; they are the mirror of our internal soul. Among the bright colors that are found in nature is the green one. As it is a comfortable color, it is spread among plants and trees. Plants are those living organisms that breathe and feel with no observed movement. They are calm organisms that eat by their roots that are fixed to the ground and absorb water either by their roots or the holes found on their leaves. Observing plants, one can conclude that a living or a nonliving thing is not a thing that only moves but it is a thing that feels, breathes and dies. Plants are vivid organisms that like to mingle with nature in order to complete their life cycle. Plants have different colors gliding between bright, shiny ones and semi-shiny ones. However, no one can observe that plants could possess any
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nts are essential to the environment including the people living in it. mosphere, plants exhales oxygen which is a precious gas for all living they also help in refreshing the air and decreasing the temperature es. Beside their scientific importance, plants have a humane via the shadow they draw by their branches, people can seek er them during high temperatures or even on rainy days. There is orative importance for plants, by their colors and the way they are with, they can draw a good portray of beauty. Plants can give a good contrast. There is a scientific contrast in the plants' operations and night. In the night, plants contradict what they do during the day exhale carbon dioxide and inhale oxygen. That is why we should not s of flowers in a closed room with a sleeping person in order not to shortage of oxygen and sometimes if the age of the person is still she can suffer from suffocation. The other importance of plants is tha the soil by their existence as their excretion of gases and some elp the soil to be more fertilized. Overall, plants are living organisms be well-taken care of by not picking them or stepping on them as no voice to scream.
Oxygen and Life
Most of the time people claim that oxygen is the secret of the life. called the secret of the life because we breathe it and breathing is process, which allows us to be alive. Oxygen forms about 21% from air we breathe. Oxygen is a precious gas that no one could live out, as it is important it is pressurized in tanks to help those who some shortages in their lungs and consequently cannot extract en from the atmosphere. People should increase the amount of ucing oxygen especially after the increase of percentage of air tion, which is the primary threatening cause for oxygen decrease. easing the amount of oxygen in the surrounding makes us a friendly onment people; as it will encourage us to grow more plants, ease the percentage of combustion and decrease our habits that d pollute the air. Oxygen is an important gas as it is not only used in thing but it is also used as a catalyst in setting fires which can be in melting some metals
Try to Gather the Items to Reach the Swimming Pool ďƒ‘
Try to Find the Words !
SCIENCE QUIZ! ◼
◼1. What planet is closest to the sun? ◼ 2.
Is Iron attracted by magnet?
◼ 3.
What is the earth's primary source of energy?
◼ 4.
In which galaxy earth is located in?
SCIENCE QUIZ! ◼
5. How many Lungs does human body have?
◼
6. What is the solid state of water is known as?
◼
7. What are the forming elements of water? 8. What is the largest planet in the solar system?
Find this words: Nitrogen Helium Gold Argon Oxygen Calcium Carbon Iron Copper Chlorine Sodium Lithium Cobalt Magnesium
Potassium
Experimenting optical illusion •Take a look at the gird below: Did you notice the small grayish dots between the black boxes. They are not part of the drawing - they were put there by your brain! Scientists call this "visual vibration." Basically it means that when you see patterns of black and white, your eye sometimes confuses the two and blends them into patterns of gray that you see here. You are seeing something that is not really there!
Allaa E. Elbelassy
This elephant is missing a leg...or is it? The artist confuses his viewer by changing they way our brain is used to seeing things. It seems the more you look at the elephant, the more confusing it gets.
Allaa E. Elbelassy
•want to see the gears move? Look at the black dot and Move back and forth…. What do u see?
Allaa E. Elbelassy
The fuzzy dots appear to move. •This uses visual vibrations to create a cool effect. Try moving your head close to, and then away from the screen.
Allaa E. Elbelassy
This simple line drawing is titled, "Mother, Father, and daughter" because it contains the faces of all three people in the title How many faces can you find?
Allaa E. Elbelassy
Check out the spiral...except it is not a spiral, just circles. Don't believe me? Use your finger to follow the fake spiral. The tilt of the boxes fools your brain into believing it is a spiral.
Allaa E. Elbelassy
Hey, this is weird. It looks as though it's moving, but it's not. The shapes confuse the eye (really the brain) into believing that they are moving.
Allaa E. Elbelassy
Experiment
•1 balloon (round ones will work, but the longer "airship" balloons work best) •1 long piece of kite string (about 10-15 feet long) •1 plastic straw •tape
1)Tie one end of the string to a chair, door knob, or other support. 2)Put the other end of the string through the straw. 3)Pull the string tight and tie it to another support in the room. 4)Blow up the balloon (but don't tie it.) Pinch the end of the balloon and tape the balloon to the straw as shown above. You're ready for launch. 5)Let go and watch the rocket fly!
Allaa E. Elbelassy
So how does it work? It's all about the air...and thrust. As the air rushes out of the balloon, it creates a forward motion called THRUST. Thrust is a pushing force created by energy. In the balloon experiment, our thrust comes from the energy of the balloon forcing the air out. Different sizes and shapes of balloon will create more or less thrust. In a real rocket, thrust is created by the force of burning rocket fuel as it blasts from the rockets engine - as the engines blast down, the rocket goes up!
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions: 1. Does the shape of the balloon affect how far (or fast) the rocket travels? 2. Does the length of the straw affect how far (or fast) the rocket travels? 3. Does the type of string affect how far (or fast) the rocket travels? (try fishing line, nylon string, cotton string, etc.) 4. Does the angle of the string affect how far (or fast) the rocket travels?
Allaa E. Elbelassy
•clean dry paper clips •tissue paper •a bowl of water •pencil with eraser
1.Fill the bowl with water 2.Try to make the paper clip float...not much luck, huh? 3.Tear a piece of tissue paper about half the size of a dollar bill 4.GENTLY drop the tissue flat onto the surface of the water 5.GENTLY place a dry paper clip flat onto the tissue (try not to touch the water or the tissue) 6.Use the eraser end of the pencil to carefully poke the tissue (not the paper clip) until the tissue s 7. With some luck, the tissue will sink and leave the paper clip floating! Allaa E. Elbelassy
How is this possible? With a little thing we scientists call SURFACE TENSION. Basically it means that there is a sort of skin on the surface of water where the water molecules hold on tight together. How is this possible? With a little thing we scientists call SURFACE TENSION. Basically it means that there is a sort of skin on the surface of water where the water molecules hold on tight together.
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions: 1. How many paperclips can the surface tension hold? 2. Does the shape of the paperclip affect its floating ability? 3. What liquids have the strongest surface tension? 4. Can the surface tension of water be made stronger? (try sprinkling baby powder on the surface) Allaa E. Elbelassy
•A packet of yeast (available in the grocery store) •A small, clean, clear, plastic soda bottle (16 oz. or smaller) •1 teaspoon of sugar •Some warm water •A small balloon
•1. Fill the bottle up with about one inch of warm water. ( When yeast is cold or dry the micro organisms are resting.) •2. Add all of the yeast packet and gently swirl the bottle a few seconds. (As the yeast dissolves, it becomes active - it comes to life! Don't bother looking for movement, yeast is a microscopic fungus organism.) •3. Add the sugar and swirl it around some more. Like people, yeast needs energy (food) to be active, so we will give it sugar. Now the yeast is "eating!" •4. Blow up the balloon a few times to stretch it out then place the neck of the balloon over the neck of the bottle. •5. Let the bottle sit in a warm place for about 20 minutes If all goes well the balloon will begin to inflate!
Allaa E. Elbelassy
As the yeast eats the sugar, it releases a gas called carbon dioxide. The gas fills the bottle and Then fill the balloon as more gas is created. We all know that there are "holes" in bread, but how are they made? The answer sounds a little like the plot of a horror movie. Most breads are made using YEAST. Believe it or not, yeast is actually living microorganisms! When bread is made, the yeast becomes spread out in flour. Each bit of yeast makes tiny gas bubbles and that puts millions of bubbles (holes) in our bread before it gets baked. Naturalist's note - The yeast used in this experiment are the related species and strains of Saccharomyces cervisiae. (I'm sure you were wondering about that.) Anyway, when the bread gets baked in the oven, the yeast dies and leaves all those bubbles (holes) in the bread. Yum.
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions: 1. Does room temperature affect how much gas is created by the yeast? 2. Does the size of the container affect how much gas is created? 3. What water/room temperature helps the yeast create the most gas? 4. What "yeast food" helps the yeast create the most gas? (try sugar, syrup, honey, etc.) Allaa E. Elbelassy
Role of parents
Building scientific language for young children Helping children expand their vocabulary is one of the best ways to ensure that they would be able to express what they feel and expand on their observations about the world. There are different ways to help children build their vocabulary:-
•Model science-related vocabulary which is using scientific terms as children interact with engaging materials. •Encourage meaningful conversations with children and expand on what children say and observe.
•Provide the opportunity for children to use science related language and get involved in some experiments. •Ask them open-minded questions that help promote predicting and problem solving skills. •Let children make their own predictions and try things out.
Allaa E. Elbelassy
Helping kids think scientifically One of the greatest gift a parent could give to his/her daughter or son is the ability to think and examine things critically, explore the world in a scientific thinking method and look at the world through clear eyes. That is why parents should start talking to their children about science starting at the age of four. In an effort to put parents on the right track, I have made a small list or a couple steps that each parent could follow with their children.
•Read about science: reading fiction books is fun but also reading science books such as: “born with a bang” which introduces the big bang to children and how we were born in a simplistic fun way. Another interesting book is “Maybe yes, maybe no” this book introduces children to skepticism. •Encourage experimentation.
•Explain that scientific answers are not always the fun ones: children Who think scientifically should understand that dragons for example Do not exist.
Allaa E. Elbelassy
Interview conducted with mothers about their role in the scientific education of their children Mother A Q1) What is the importance of children’s scientific education? I believe children’s scientific education is very important and is one of the most important aspects in a child’s education. It is necessary for children to have scientific knowledge in order to be able to identify the environment that surrounds them, the elements of life and nature and to be able to engage in the environment. Without a basic understanding of science, children would not be able to understand the existence of many animals, insects etc weather changes such as rainy days and foggy days; they also would not be able to understand the idea of growth and how the human body works. Q2) How do you contribute to your children’s scientific education at home? I encourage them to watch scientific cartoons such as little Einstein, Dexter’s Laboratory etc. when they watch scientific cartoons they always come to me and ask me several questions about the terminology used, and certain ideas or concepts in the cartoon.
Q3) what are some obstacles that children may encounter during scientific education? There are many obstacles that children may encounter, for example they may find the information too complicated or challenging and that is where parents and teachers play a role in simplifying that information for them. Other children may encounter the problem of not having access to certain aspects that contribute to scientific education, some may not have TVs, or access to gardens where they can explore the surrounding nature etc
Q4) what are some techniques that you use to integrate your child in scientific education and activities without making them feel that it is obligatory? I make them compete with each other, I come up with competitions and games for them and give the winner a prize. They usually become really engaged when they find out there is a prize for the winner.
Mother B
Q1) What is the importance of children’s scientific education? Scientific education and knowledge is very important for children, especially at a young age. It helps them understand the environment that surrounds them and how they contribute through their actions to making it a better or worse place to live. Scientific education will teach children that certain behaviors harm the environment and should not be performed. Meanwhile will teach them about how they can contribute to making their lives environmentally friendly.
Q2) How do you contribute to your children’s scientific education at home? I encourage them to spend most of their time in the garden and surrounded by nature and the environment, rather than in their room watching tv. I believe that this makes them more engaged, and they start observing the environment which surrounds them and asking scientific questions, or exploring and searching for the answers themselves.
Q3) what are some obstacles that children may encounter during scientific education? Many mothers solely rely on school education, on the teachers and the environment surrounding our children at school. That is not enough, because mothers and home play a great role in children’s education.
Q4) what are some techniques that you use to integrate your child in scientific education and activities without making them feel that it is obligatory? I usually start engaging in the activity myself, and they become encouraged and excited to join me. I don’t force them to do scientific activities, but when they see me do it they just join along.
Mother C
Q1) What is the importance of children’s scientific education? Scientific education and inquiry contribute to children’s knowledge and make them have a broader field of knowledge. it enables children to research and explore and does not enclose them in the education they receive in school.
Q2) How do you contribute to your children’s scientific education at home? I engage them in scientific activities, very simple and basic ones such as placing a mint in a bottle of coke, creating volcanoes out of clay and soda etc.
Q3) what are some obstacles that children may encounter during scientific education? Some parents may not be financially capable of enabling their children to engage in scientific activities, they may not have money to spare in buying materials for them to create science projects at home.
Q4) what are some techniques that you use to integrate your child in scientific education and activities without making them feel that it is obligatory? I buy them toys and scientific games, which they can play with during their free time. Thus they would still be learning and benefiting in free hours without really realizing that it’s a learning process.
A survey in which children were asked to identify five chemical elements of Child One
Identified element 1 Calcium
Identified element 2 Oxygen
Two
Calcium
Oxygen
Three Four
Calcium Calcium
Oxygen Oxygen
Five
Water
Oxygen
Identified element 3 Carbon dioxide Carbon dioxide Gold Carbon dioxide Carbon dioxide
Identified element 4 Hydrogen
Identified element 5 Potassium
Water
Iron
Water Helium
X Potassium
Hydrogen
Potassium
After the survey was conducted, many conclusions were agreed upon. Five children between the ages 7-10 were asked to identify five elements from the scientific periodic table, one child however was only able to identify four elements. An element that all children mentioned was oxygen, this is due to their basic and understanding that oxygen is necessary for survival! The second most common elements mentioned were carbon dioxide and calcium, although carbon dioxide is a compound and not an element! This shows that children often do not have enough scientific knowledge to differentiate between elements and compounds, although considering they are children, their answer was accurate enough based on their scientific knowledge.
Calcium is the second most mentioned element, when the children were asked why they identified that element or how they are ware of its existence, the answers were all very similar; they all learnt about it at home. How did they learn about calcium at home? When mothers tell them that they must drink milk to grow taller and stronger because it contains calcium and it is necessary for growth! So mothers do actually contribute to the scientific education of their children, often on a daily basis. A third common element was potassium, and once again they learnt about that element at home because “ Banana’s contain potassium, it’ll help you sleep faster”.
A common mistake that all children made was once again confusing elements and compounds whilst identifying water as an element. Other given answers were gold, helium and hydrogen where all children justified their answers differently. Gold was identified because the child “guessed” it was an element. Helium was identified because the child had a basic understanding that helium just like oxygen and carbon dioxide is a breathable gas, the example he used was breathing helium balloons and making “silly sounds”. While finally, hydrogen was identified because a child saw it in her sister’s biology book.
Dyslexia
Nowadays, dyslexia has become the invisible enemy of many parents and children. Parents fail to identify that their children are dyslexics, and so do the children, and the problem becomes everlasting. Dyslexia is a disorder that many children face despite conventional schooling; in which case they fail to attain, or attain with high difficulty the skills of reading, writing and spelling. Thus, it is a learning disability that affects children’s ability to learn. It should not be however confused with mental retardation; brain damage or a lack of intelligence, for children and even adults can be gradually cured from dyslexia by practice and training. As previously mentioned, dyslexia affects children’s ability to learn and thus affects their education and their future as well. It often lasts with children and remains with them throughout adulthood, while other children are often treated from it. It is a highly important disability that parents must become aware of nowadays because it is the biggest enemy of their children’s education, an enemy that they can only fight once they become aware of its existence. Once parents identify their children as dyslexic, they must commence by aiding them right away, for often it leads to a lack of self confidence, depression and insecurity
Journey to their minds Ever wondered how children think about the world and how they observe things and understand them. I thought we should really dive into children’s brains and get to know what these children really think…
enjoy a small journey into their minds and tell us what you think about it …
http://www.youtube.com/watch?v=LYiaqGlB0ts&feature=emupload_owner
Allaa E. Elbelassy
SCIENCE QUIZ! ◼ ANSWERS: ◼ 1.
Mercury ◼ 2. Yes ◼ 3. The Sun ◼ 4. The Milky Way Galaxy ◼ 5. 2 ◼ 6. Ice ◼ 7. Hydrogen and Oxygen ◼ 8. Jupiter
Work Cited Page of essay 1 ◼
"Plant Basics." Biology4Kids.com. Biology4Kids.com, n.d. Web. 30 Nov. 2013.
◼
"Great Plant Escape." Urbanext.illinois.edu. University Of Illinois Extension, n.d. Web. 30 Nov. 2013.
◼
"Biology of Plants." Mbgnet.net. Missouri Botanical Garden, n.d. Web. 30 Nov. 2013.
Work Cited Page of essay 2 ◼ "Oxygen
Facts." Sciencekids.co.nz. Science Kids, n.d. Web. 29 Nov. 2013.
◼ "OX-Y-GEN."
Chem4Kids.com. Chem4Kids.com, n.d. Web. 30 Nov. 2013.
◼ "The
Oxygen Cycle." Ducksters.com. Ducksters.com, n.d. Web. 27 Nov. 2013.