Tiny Science for Great Futures

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Drusilla Bridges
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1 2017 Be4STEMinc 1 Teacher'Preparation'Notes'for'Be4STEMinc s'live'event'on'november'17,'2017' BelowarethepreferredsupplylistsformyvideoeventonNovember17,2017, Be4STEM(presents(Investigating( Magnetism(as(a(Nanoscientist.Fulllessonplansareprovidedforadvanceteacherpreparationor demonstrationpurposespriortothevideoevent.briefpartsofeachlessonwillbepresented. 1.BriefactivityfromLesson'3.1:'We'Can'Investigate'Magnetism MaterialsetBupsforeachgroupof2B4students: *Testtuberack,testtubes,forceps,magneticwand Assortedtinyitemstotestincluding:metalwashersandnutsplusbuttonsofmanytypes Variousstrengthsofmagnets MagneticBoardorrefrigeratorfortestingmagnets HairDryer (*Be4STEMUnit3InvestigateMagnetismKitrecommendedforLessons) 2.BriefdemonstrationofToolMatchingQuiz& TinyCup fromlesson'3.2''' ' Demonstrations: Worksheet( Character(Crew(Tool(ID(Cards (( Assorteditemstomovewithdifferenttools Largeclearcontainer Varietyofcupsofdifferentsizesandshapes 3.IntroductoryactivityfromLesson'3.3:'Can'You'Create'a'Magnetic'Device?'' MaterialsetBupsforeachgroupof2B4students: *Shallowcardboardboxtopwithfirmedgesforholdingfirmly( *Assortedtinyitemstotestincluding:metalwashersandnutsplusbuttonsofmanytypes Worksheet( Create(a(Treatment ( ( (*Be4STEMUnit3InvestigateMagnetismKitrecommendedforLessons) ( FullcurriculumforUnit3ofBe4STEMinc s TinyScienceforGreatFutures isavailableforpurchaseonourwebsiteat lessonplansforeachof9unitsthatprovideafullyearofsteminstruction.foradditionalquestionsaboutourkit materialspleasecontactusatinfo@be4steminc.com. Alternative'Suggestions'for'Limited'Supply'Funds:' Incaseswhereaccesstomaterialsandsuppliesarelimited,Be4STEMinclessondirectionsaredesignedtobeadaptedas teacherdemonstrationsorpossiblywith1or2parentvolunteers.theteacherandparentscouldconductthe experimentwithstudentsobservingand/orparticipating.inthissetting,thealternativesupplylistswouldconsistof materialsonhandtoinclude: Lesson(3.1:( Modifiedsetsofforceps,magnifiers,magneticwands,trays,tinyitemstotestformagneticproperties Lesson(3.2: Assortedsmallcupsand1dollhousetinycup(orLegospacemancoffeecup) Lesson(3.3: Smallsturdyboxtop,magnets AssortednonBmetallicbuttonsandassortedmetalwashersandnuts Tiny Science for Great Futures

2 Tiny Science for Great Futures Lesson 3.1: We Can Investigate Magnetism (p.1 of 2) SUPPLIES: Test tube rack and 5 test tubes Alligator & pointed forceps Petri dishes & pipettes Magnifier Magnetic wand Paper towels Container for water Water bottle & water Small amount of magic snow or polyacrylamide Tiny amounts of wood, rock, rubber, ceramic, plastic, metal, cotton fabric and synthetic fabric INSTRUCTIONS: 1. First, fill one of each type of item into a test tube and place the lid on tightly. 2. Shake test tube and examine from all sides, as you identify and describe each item inside. 3. Empty contents into a petri dish and examine more closely to describe items. 4. Test whether the same items were magnetic with both ways of testing. 5. Remember Lab Safety: Do Not Touch Any Items & Use Tools in Each Hand BEFORE ACTIVITY: Ask the following questions. Can you name the measuring tools we will be using? These were named in unit 2 activities Which items on our tray do you expect to be magnetic? Answers will vary based on items What other properties will we be able to identify? Answers should include properties learned in Unit 2, such as smooth, rough, hard, soft, shiny, dull, heavy, light, etc. Will the same reaction always take place when we add water? Expect the answer no DURING ACTIVITY: Ask the following questions. Which tool helps us identify the properties better on the petri dish? Magnifier Which tool helps us identify magnetic items best? And where? Magnetic wand in test tube How many ways can you separate and regroup the items with forceps? Answers vary Why are we practicing moving magnetic particles with the alligator forceps? As we studied in Unit 2, they work like robotic arms. For very tiny objects we would use magnetic arms called robotic arms remotely with controllers to move equipment probes on objects too small to see. For instance, doctors are now using magnets in medical equipment to move harmful cells out of the body. FOLLOWING ACTIVITY: Label the test tubes for use in Lesson Be4STEMinc 2

3 Tiny Science for Great Futures Lesson 3.1: We Can Investigate Magnetism (p.1 of 2) Performance Standards: Kindergarten SKP1.a: Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.) Students demonstrate mastery of naming tools of the scientist and testing techniques for tiny items. Performance Standards: First Grade S1P1.a: Construct an explanation of how magnets are used in everyday life. (Clarification statement: Everyday uses could be refrigerator magnets, toys, magnetic latches, and nametags.) Students draw and verbally describe the contents of the test tube with accuracy. Students demonstrate the ability to move small items with robotic arms. STEAM Extension Activity: Meet Iggy, the Investigator as Project Manager Coloring Page Be4STEMinc 3

4 Lesson 3.2: How Tiny Can a Cup Be?(p.1 of 2) Tiny Science for Great Futures SUPPLIES: Regular teacup Pipettes Water Small teacup Miniature teacup Paper towels Container for water INSTRUCTIONS: 1. Fill the full- size cup by dipping it in the water. 2. Try to pour the water back into the container. 3. Repeat the process with a smaller cup. Does the same thing happen? 4. Now fill the miniature cup with water. Can you pour the water back out? BEFORE ACTIVITY: Ask the following questions. Can you name the measuring tools we will be using? pipettes What do you expect to happen when we pour a cup of water out into a container? The water will pour out What makes the water pour out? Gravity, which is a force around us Will the same reaction always take place with the water? Expect the answer yes DURING ACTIVITY: Ask the following questions. What happens when we pour try to pour the water out of the large cup back into the container? It all pours back into the container What happens when we pour try to pour the water out of the smaller cup back into the container? It all pours back into the container What happens when we pour try to pour the water out of the tiny (miniature) cup back into the container? It does not pour back into the container Why did the larger cups allow the water to pour out, but not the tiny cup? Gravity pulls the water down toward earth in the larger cups, but gravity is not the force at work in the tiny cup. Surface tension is at work and can overcome gravity in very small amounts. **See more information on page Be4STEMinc 4

5 Tiny Science for Great Futures Lesson 3.2: How Tiny Can a Cup Be?((p.2 of 2) Performance Standards: Kindergarten SKP1.a: Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.) Students master measuring small amounts of water and comparing effects of gravity on different amounts of liquids. What is the Science behind this Phenomenon? It s easy to pour water out of a full- size cup, but not out of a miniature cup. That s because size can affect the way a material behaves. The size of the cup and the amount of water it holds determines which force is more important, gravity or surface tension. When you tip a cup of water upside down, the two forces are at work against each other. Gravity works to pull the water down and out of the cup. Surface tension (the natural tendency of water molecules to stick together) works to hold the water together inside the cup. With a regular- size cup, the force of gravity is much stronger than surface tension, so the water falls out of the cup. But in a miniature cup, there s a lot less water, and surface tension is strong enough to hold it together. So when you tip the miniature cup, surface tension beats out gravity and the water stays in the cup. You also see surface tension at work when water beads up into droplets. Takeaway: Different physical forces dominate when things get very, very small. For example, gravity is very apparent to us on the macroscale, but it s hardly noticeable at the micro- and nanoscale Be4STEMinc 5

6 Lesson 3.3: Can You Create a Magnetic Device? (p.1 of 3) Tiny Science for Great Futures SUPPLIES: Graduated beakers and spoons Pipettes Set of Be4STEMinc Character Crew Tool ID Cards Alligator Forceps and Pointed Forceps Small Tray for examining Objects Collect common materials include clay, cloth, plastic, wood, paper, and metal INSTRUCTIONS: Students practice manipulating the tiny samples then test the samples for magnetism in test tubes in Lesson 3.1, then saved for use now. Students complete a challenge from a company who needs a magnetic device. They simulate testing for magnetic properties, and then test the effect of wind motion on materials that must capture particles in the air. Finally the last challenge tests how the device works in water. BEFORE ACTIVITY: Ask the following questions. How well can you sort tiny materials with your robotic arms to identify properties and complete a challenge activity? Hopefully students will be comfortable using the tools to solve a problem and be ready for a challenge Predict some materials that will be magnetic? Metals, including paper clips, nuts, bolts and washers, etc. Predict some materials that will be resist blowing in wind? Tightly woven fabric Predict some materials that will float? Foam, puffballs, balsa wood DURING ACTIVITY: Ask the following questions. Which materials are magnetic? Metals, including paper clips, nuts, bolts and washers, etc. Which materials do resist blowing in wind? Tightly woven fabric Which materials do float? Foam, puffballs, balsa wood ***Other answers will vary due to which materials are on hand to complete the challenge FOLLOWING ACTIVITY: Ask the following question. Would you like to work in a setting where you are given challenges to work with materials? Hopefully the answer will be yes, and those careers might be Materials Science Engineer or Project Manager Be4STEMinc 6

7 Lesson 3.3: Can You Create a Magnetic Device? (p.2 of 3) Tiny Science for Great Futures Performance Standards: Kindergarten SKP1.a: Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.) SKP1.b: Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture). Students show mastery of tool names and testing techniques. Performance Standards: First Grade S1P2.b: Plan and carry out an explanation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects. Students draw or show how their technique works best to move the buttons from one side of a box to another with magnetic parts. Challenge Activity: Create a Treatment simulates using magnets to pull harmful chemicals out of the body. Directions: A. Find a square box tip with a rim. Assemble magnetic wand, several metal washers and several buttons of various sizes and materials ( but not magnetic). B. Line up the washers along one side of the box and line up the buttons along the center of the box. C. Practice using the magnetic wand under the box to move the washers across the box to drag the buttons to the opposite side of the box Be4STEMinc 7

8 Lesson 3.3: Can You Create a Magnetic Device? (p.3 of 3) Directions: Create pre- drawings for each stage of the project below: Challenges for Kindergarten and First Grade Lessons Challenge 1: A company is creating a new magnetic machine to pull harmful chemicals out of the air. Students are asked to find the best metal to use in the machine. Challenge 2: Now that the best magnetic material has been identified, the metal parts must be attached to a material in the machine that will be able to catch the harmful particles in the air like a curtain. Challenge 3: The company who has invented the machine needs the final curtain to work in the air and in water. Now the material must be made of a material that will pull floating harmful materials out of the water in addition to harmful magnetic particles along the river bottom Be4STEMinc 8

Activity Sheet Chapter 2, Lesson 3 Changes of State Condensation

Activity Sheet Chapter 2, Lesson 3 Changes of State Condensation Name Date DEMONSTRATION 1. Your teacher showed you two cups of water with ice in them. One cup was in a bag with as much air taken out as