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