Tuesday, 27 February 2018

Scientific method, report format and bubbles

Bubbles ! Who doesn't love them.


In terms of an junior science prac, looking at how to make bubbles bigger and stronger is a great way to engage your students:
Aim: to make bubble stronger
Hypothesis: that adding glycerine to detergent will make bigger bubbles
Method 1. Make a loop out of pipe cleaner
              2. Make 10 bubbles using normal dish washing liquid
              3. Add 2 or 3 drops of glycerine to 100 mL of detergent
              4. Make 10 bubbles using the new mixture
              5. Change the ratio of detergent to glycerine till the biggest bubbles are formed

Results:
Observations from the experiment
These could be tabulated

Conclusion: That glycerin make bubbles bigger


Extension : what else can you do to make bigger bubbles eg add a few drops of water.
Research a recipe and see what else can help make big bubbles.
variables ; independent variables- adding glycerine
                  dependent variable - comparing sizes of bubbles
                  controlled variables - blowing, loop, air temperature
                  The control- bubbles solution with only detergent

Heat Gun and heat transfer

One day is ASERA I read a study talking about how students often have misconceptions about heat. One misconception is that metal objects are hotter in the sun than non-metal objects. This is based on the observation that touching a metal object feels hotter.
The reality is that metals are good at transferring heat so the metal object will transfer that heat faster if you touch it, even though the 2 objects are the same temperature.
Veritasium did a great video on this.
So in this study the researchers used a heat sensor to show student that objects are the same temperature.
This allowed student see that heat was moving from one thing to the other.

Thursday, 3 August 2017

Building science tabulating skills with Stage 3 Australian Curriculum's Built Environment topic

Tabulating data on built environment-

Here is one idea for incorporating science skills in a primary lesson (stage 3) using the Built Environment part of the syllabus to demonstrate.





Turning this information into data drawn on a table. Skills to look for:

Having headings, having units in the correct place, correctly read off the graph are all important skills.



As students will be using the scale to estimate height, you may also wish to compare their estimates with correct values:

Wednesday, 1 March 2017

Energy and orange peel experiment


Recently I was doing some experiments centered around oranges. One that my students really liked was squeezing orange oils into a flame. They were able to get a good burst of energy, as the oils burn.

Even though they tried really hard, they couldn't get the skin to burn, even in a Bunsen burner flame.
Also, they didn't manage to get each other in the eyes with the oil, although I would use google just to be same.
This experiment could be used as a starer to alternative energy sources or just to "spark" a discussion about energy, combustion or chemical changes.

Saturday, 18 February 2017

Ideas for primary science- chocolate crackles, popcorn, crickets

Here is the presentation I did yesterday for the STANSW Annual Conference:
I had the best fun and learnt lots!!
Here is the powerpoint

I used chocolate crackles to discuss aspects of the syllabus from K-6 NSW Science and Technology for the Australian curriculum, as well as some other ideas such as buying crickets from the pet store to use in the classroom, growing popcorn etc. Check out the powerpoint and if you have any questions, message me!

Sunday, 1 January 2017

Fun way to use a chemical reaction- glove experiment


This is the result of a fun experiment that I discovered team teaching.

Using a normal bottle, vinegar and bicard the classic experiment takes on a fun twist.

The carbon dioxide was  put into the glove here is the result.




Knowing how difficult it can be for primary teachers to access science gear, I thought I would share it with you.