Slice of PIE
October 2005 Volume 1, Issue 3
www.bsu.edu/fseec/pie
Greetings from a PIE Scientist
Have you or your
students ever found
yourselves asking
questions about the
seasons. Why do we
experience different
seasons? What causes
the weather to change
so drastically
throughout the year?
Does everyone around
the world experience
the same type of
seasons at the same
time?
given an opportunity to
find some answers to
these questions. They
participated in the
P.I.E Seasons activity,
which gives students
the opportunity to
discover the reason for
seasonal change.
A common student
misconception was that
the weather gets
warmer as the earth
moves closer to the sun
and the weather gets
On September 2nd the cooler as the Earth
sixth graders at Sidener moves farther away
Middle School were
from the sun. The
Community Lessons
Movement through phases is
the theme for this month’s
featured community lessons.
This theme applies to all
science fields, especially
physical science.
students were able to
perform an experiment
that showed how the
direction of the Sun’s
light affects the Earth’s
temperature at
different locations. At
any point on the globe
the direction of the
Sun’s light changes as
the Earth traces its
orbital path around the
Sun.
The students found
how this annual change
gives rise to the
seasons we experience,
not the Earth’s
distance from the Sun.
as they become their water
droplets to write an adventure
story.
This activity really
seemed to give students
a good understanding of
the concept. And the
best part was they had
fun doing it!
Aaron Debbink,
Physics
Important
Dates:
10/20/05-10/21/05 – IPS fall
break
10/24/05-10/25/05 – BSU fall
break
and an experiment involving
the effect of the direction
the Sun’s light as it hits the
Earth to show why we
Observing Property Changes –
experience seasonal
In this chemistry activity,
changes. It answers the
students combine materials to
questions: Why do we
The Water Cycle activity –
initiate phase changes. They
experience different
Water occurs in three forms observe gas, liquid, and solids
seasons? What causes the
and moves through these
change between phases.
weather to change so
forms via several
Students test the strength of
drastically throughout the
mechanisms. Students will their own cement beams and
year? Does everyone
become water droplets and find endless delight in making
around the world
make a representative
oobleck from just corn starch
experience the same
bracelet as they take
and water. Yet the highlight for
type of seasons at the
individual routes through the most students is nearly
same time?
water cycle. They will learn “blowing up” something in the
about the different water
Reaction in a Bag portion. (All
reservoirs and how water
of these activities are safe for
moves from one phase to the classrooms!)
next using new vocabulary.
Seasons - The activity used
You can evaluate students
models of the Earth and Sun
http://www.bsu.edu/fseec/pie
These lessons can be
found at the PIE website
http://www.bsu.edu/fsee
c/pie. Go to the
“Community Lessons”
link. If you are interested
in using these in your
classroom with the aid of
a PIE Scientist, contact
Gary Basey.
October 2005
PIE = Partners
Investigating the
Environment…a
partnership
between
scientists and
educators.
Science Puzzle
Q: What is the difference between mass and weight?
A: Mass is an accounting of all the atoms in an object and how large
they are and is measured in grams. Weight is how much gravitation
force is exerted between two objects (the earth and your body) and is
measured in pounds of force. A person who is more massive, will
weigh more then a smaller person on the same scale. But when they
travel into outer space, the gravitational pull between the person and
the earth is less, so they will weigh less then they originally did.
However, they will still have the same body mass.
Current Events
National Chemistry Week is
8. Remove and let cool.
October 16th-22nd. The theme 9. Remeasure length and
is: The Joy of Toys. Enjoy
width; compare thickness
these chemistry activities with
to unheated sample.
‘toys’.
(Sarquis, J. and Sarquis, A.
Shrinking Toys:
Toys in the Classroom.
1. Collect transparent
JChemEd 2005. Pg 1450)
polystyrene containers
Using a Fizz-Keeper:
(recycle code #6).
 Fizz-Keepers are the
2. Create a design on them
little air pumps that
with permanent marker.
attach to cola bottles to
3. Cut out desired shape.
help keep it from going
4. Measure and record the
flat. Explore properties
length and width.
of gases with them using
o
5. Preheat oven to 350 F.
these ideas. For full
6. Place cut outs on aluminum
explanations, contact
foil covered cookie sheet.
your favorite PIE
7. Put in oven. They may first
scientist.
curl but should flatten back
 Explore that gases have
out (less then one minute.)
molecules that are too
Websites
Visit some websites with science activities for kids.
 Oregon Museum of Science and Industry,
http://www.omsi.edu/visit/chemistry/, has many
linked activities.
 The Terrific Science website has several activities to
try:
http://www.terrificscience.org/freeresources/present
ations/index.jsp.
 The Exploratorium has many great activities for
chemistry and more. Start at
http://www.exploratorium.edu/snacks/iconchemistry.
html and explore.
For information or
questions, contact:
Dr. Gary Basey
gbasey@bsu.edu
765-285-8833
http://www.bsu.edu/fseec/pie
small to be seen (and
they have pressure).
Have students fill and
squeeze 2 L bottle with
and without cap. What
do they observe? What
causes the difference?
Reinforce that gases are
small molecules that
can’t be seen with our
eyes.
Use a balloon with the
Fizz-Keeper and bottle.
Blow up the balloon in
the bottle and tie it shut.
Attach the Fizz-Keeper
and begin to pump.
Observe what happens to
the balloon as the
pressure in the bottle
rises.
Unscrew the Fizz-Keeper
and observe what happens.
 Use the Fizz-Keeper to
make a “cloud in a
bottle”. Put a small
cloud yet. Release
pressure and cloud
forms. amount of water
in bottle and swirl.
Dump out, leaving some
droplets. Light a
match, blow out and
drop in bottle. Put on
Fizz-Keeper and pump
10-20 times. No cloud
yet. Release pressure
and cloud forms.
(Williams, J; Van Natta, S.;
Knipp, R. The Fizz-Keeper:
A Useful Science Tool.
JChemEd 2005, pp 1454-7)
Literature
Literature is another tool for science instruction. Using exciting or
interesting science literature can entice also challenged readers.
Here are some recommended books that address 6 th grade
indicators.
Nibbling on Einstein's Brain by Diane Swanson. There is a lot of
faulty science research. It's difficult for the public to discern what
science is good and what is misleading. This book takes a fun and
informative look at the scientific facts that constantly bombard us.
The Road to There: Mapmakers and Their Stories by Val Ross.
Ross presents a look at several mapmakers and the way that their
work reflected not only physical boundaries, but also important
aspects of their lives and the times in which they lived.
Looking For Life in the Universe: The Search for Extraterrestrial
Intelligence by Ellen B. Jackson. Jackson describes how scientists
use 21st century technology to investigate whether life exists on
other planets.
The New Way Things Work by David Macaulay. Grouping
machines together by the principles that govern their actions rather
than by their uses, Macaulay helps us understand in a heavily visual
way what gadgets such as a toilet, a carburetor, and a fire
extinguisher have in common.
October 2005