What You Need:

• Yard stick
• Bouncing ball
• Toy matchbox car
• Poppers

Energy Presentation

What Do You Do?

For the bouncing ball:

– 1 person holds the yard stick against the wall

– 1 person holds the ball at a short height and bounces the ball

– 1 person keeps track of how high the ball goes

– repeat for multiple heights

For the car:

– open their lab notebook slightly to make a small ramp.. roll the car down and measure how far it goes

– keep making the ramp steeper.. measure how far the car goes

For the poppers:

– each person takes turns doing the popper once

– discuss.. what gives the popper potential energy?  Where was work done on the popper?

What Happened?

An object can store energy as the result of its position. For example, the heavy heavy ball of a demolition machine is storing energy when it is held at an elevated position. This stored energy of position is referred to as potential energy. Similarly, a drawn bow is able to store energy as the result of its position. When assuming its usual position (i.e., when not drawn), there is no energy stored in the bow. Yet when its position is altered from its usual equilibrium position, the bow is able to store energy by virtue of its position. This stored energy of position is referred to as potential energy. Potential energy is the stored energy of position possessed by an object.

If you lift an object up, you put energy into the gravitational field. This energy is not immediately apparent. It is stored energy. The higher you lift the object, the more the energy is stored in the gravitational field. So, the amount of energy that is stored is a function of where you locate the object, a function of how high up you lift it. Therefore, potential energy is not only called stored energy, it is also called energy dependent upon position

What You Need:

• Plastic cups
• Film canisters
• Water
• Alka Seltzer pellets
• Pre-drawn construction paper

AlkaSeltzerRockets001

What Do You Do?

• Add either 1/4, 1/2, or 3/4 of the canister with water.
• Place the Alka-Seltzer tablet in the film canister.
• Fit the lid on the canister, making sure the seal is tight.
• Quickly turn the canister upside-down and place it on a flat surface. Stand back!
• Which canister went the furthest?  1/4, 1/2, or 3/4?
• Take home the construction paper so that you can now decorate your rocket!

What Happened?

When water is added to the Alka-Seltzer tablet, bubbles of carbon dioxide gas are given off. When the lid is fitted tightly to the canister this gas is contained within an enclosed space. As more gas is given off the pressure inside the canister rises until there is enough force to overcome the seal of the lid. The built up pressure exerts enough force to shoot the canister into the air, forming the rocket.

Tips for Success

Make sure the film canister lid is tightly fitting or you will only get a disappointing ‘fizz’. You should also clean the canister lip and lid between demonstrations so that no pieces of Alka-Seltzer get stuck between them, ruining the seal.

What You Need:

• Corn starch
• Water
• Plastic baggies
• Food coloring

viscosity (1)

What Do You Do?

• Pour  about 1/2 cup of cornstarch into a plastic baggie, and dip your hands into it. Can you feel how smooth the powder is? It’s made up of super-fine particles.
• Now pour the water in, mixing slowly as you go. Keep adding more water until the mixture becomes thick (and hardens when you tap on it). Add more cornstarch if it gets too runny, and more water if it becomes too thin.
• Add a few drops of food coloring if desired. (If you want to turn your Oobleck another hue, it’s easier to add the coloring to the water before you mix it with the cornstarch.)
• Oobleck is non-toxic, but please use caution when doing any science activity. Be careful not to get it in your eyes, and wash your hands after handling the Oobleck.

What Happened?

Applying pressure to the mixture increases its viscosity (thickness). A quick tap on the surface of Oobleck will make it feel hard, because it forces the cornstarch particles together. But dip your hand slowly into the mix, and see what happens—your fingers slide in as easily as through water. Moving slowly gives the cornstarch particles time to move out of the way.

Oobleck and other pressure-dependent substances (such as Silly Putty and quicksand) are not liquids such as water or oil. They are known as non-Newtonian fluids. This substance’s funny name comes from a Dr. Seuss book called Bartholomew and the Oobleck.

What You Need:

• Dry ice pellets
• Cups with water
• Dish soap
• Pieces of cloth
• Food coloring
• Balloons

States of Matter

What Do You Do?

• Talk about the different states of matter (using the attached pdf presentation).
• Talk about the special properties of dry ice, and sublimation.
• Put water in each clear plastic cup.
• Add some dry ice to the cup and observe as it bubbles.
• Using a piece of cloth dipped in soapy water, drag the cloth along the top of the cup to create a bubble seal.
• Observe as the dry ice sublimates and inflates the bubble seal.
• If time, give each student a balloon.
• Add a dry ice pellet to the balloon and tie it to seal quickly.
• They dry ice will inflate the balloon!

What Happened?

Dry ice is carbon dioxide (CO₂) in its solid form. At temperatures above -56.4 °C (-69.5 °F), dry ice changes directly from a solid to a gas, without ever being a liquid. This process is called sublimation. When dry ice is put in water it accelerates the sublimation process, creating clouds of fog that fill up your dry ice bubble until the pressure becomes too much and the bubble explodes, spilling fog over the edge of the bowl. Dry ice is sometimes used as part of theater productions and performances to create a dense foggy effect. It is also used to preserve food, freeze lab samples and even to make ice cream!

What You Need:

• Receipt paper
• Meter sticks
• Measurement printout sheets

PlanetDistances100

What Do You Do?

• Talk about “to scale” distances with the group.
• Explain how we will use the receipt paper to label the planet distances from the sun (and each other).
• Give each group of students a pre-cut piece of measuring tape and the distance printout sheet.
• Each group should start by drawing the Sun at one end of the tape, then measure distances from there with the meter stick, marking each planet on the receipt paper.
• When finished, each group should have a “to scale” distance of the planets listed on their receipt paper.

What Happened?

This activity helps demonstrate the immense scale of our solar system. The sizes of the planets vary greatly as do the distances between planets and their distance from the Sun.

What You Need:

• Rocket balloons
• Balloon inflators

jetpropulsion-3

What Do You Do?

• Go over the pdf slides of jet propulsion with the group.
• Give each student a long balloon and describe how we will help them inflate the balloons.
• Go outside and line up students to start inflating the balloons–DO NOT LET THEM GO YET!!
• Once all balloons are filled, begin the rocket launch countdown.
• Everyone lets their balloon go at the same time, and watches to see where it lands (so they can pick up the balloon when finished).

What Happened?

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!

What You Need:

• Digital scales
• Weigh boats
• Modeling clay
• Planet gravity info

PLANET_WEIGHTS

What Do You Do?

• Take a ball of clay and roll it in a ball and place it in the weigh boat (already on the scale).
• Place the clay in the weigh boat on the scale and read what the weight is.
• Use your planet gravity info to either add or take away clay based on the planet you are making.
• Continue on with a new ball of clay until you finish each planet.
• Compare the gravity-based sizes of the planets… how are they different compared to the actual size of the planets?

What Happened?

Mass and Weight

Before we get into the subject of gravity and how it acts, it’s important to understand the difference between weight and mass.

We often use the terms “mass” and “weight” interchangeably in our daily speech, but to an astronomer or a physicist they are completely different things. The mass of a body is a measure of how much matter it contains. An object with mass has a quality called inertia. If you shake an object like a stone in your hand, you would notice that it takes a push to get it moving, and another push to stop it again. If the stone is at rest, it wants to remain at rest. Once you’ve got it moving, it wants to stay moving. This quality or “sluggishness” of matter is its inertia. Mass is a measure of how much inertia an object displays.

Weight is an entirely different thing. Every object in the universe with mass attracts every other object with mass. The amount of attraction depends on the size of the masses and how far apart they are. For everyday-sized objects, this gravitational pull is vanishingly small, but the pull between a very large object, like the Earth, and another object, like you, can be easily measured. How? All you have to do is stand on a scale! Scales measure the force of attraction between you and the Earth. This force of attraction between you and the Earth (or any other planet) is called your weight.

If you are in a spaceship far between the stars and you put a scale underneath you, the scale would read zero. Your weight is zero. You are weightless. There is an anvil floating next to you. It’s also weightless. Are you or the anvil mass-less? Absolutely not. If you grabbed the anvil and tried to shake it, you would have to push it to get it going and pull it to get it to stop. It still has inertia, and hence mass, yet it has no weight. See the difference?

What You Need:

• Styrofoam balls (baseball size)
• Black spray paint
• Glow-in-the-dark spray paint
• Pencils
• Card stock paper
• Light source with bright light bulb

MoonPhases

What Do You Do?

• Ahead of time, prepare the styrofoam balls by spray painting them so that one half is black, and the other half is glow-in-the-dark.
• Fold the card stock paper to create a stand for the pencil.
• Stick the pencil into the styrofoam “moon ball”, exactly on the line between the two colors.
• Stand the moon ball in the stand with the pencil so that is can rotate well without falling down.
• Use the bright light in the room to act as the sun, and see the different moon phases as you rotate the moon ball.

What Happened?

What You Need:

• Telescope kit
• 8.5″ x 11″ piece of paper with the same upside-down/mirror-image word printed over and over, filling up the entire sheet of paper, in small (6 point?) font. (Prep a few sheets with different words to find)
• dark pieces of poster board to affix the paper in the center

telescope2013

What Do You Do?

• Follow the telescope assembly instructions in the lesson pdf
• Stand on one side of the classroom with the telescope and try to read the word posted on the opposite side of the classroom on the poster board.

What Happened?

To understand how a basic telescope makes faraway things look closer, think about why we can’t see distant objects using only our eyes. First, the tiny opening at the front of the eye (the pupil) does not let in enough light to give many details of a distant object. Second, an object that’s far away projects only a tiny picture onto the back of the eye.

A telescope improves our vision in two steps. First, the big end of the telescope gathers a lot of light from the object you’re seeing. The lens in that end of the telescope focuses the light to make a small, bright image. Second, the small lens in the eye piece magnifies that small image, spreading it over a bigger area on the back of your eye. That way, you see a bigger image, including the details.

What You Need:

• Butterscotch candy (Sun)
• Orange mini M&Ms (Mercury)
• Sno-caps (Venus)
• Blue Skittles (Earth)
• Red Skittles (Mars
• Chocolate sprinkles (asteroid belt)
• Yellow Dots with Red Hots or red mini M&Ms (Jupiter)
• Lemonheads with gummy Life Savers (Saturn)
• Purple Skittles (Uranus)
• Blue M&Ms (Neptune)
• Black construction paper
• White crayons or colored pencils or chalk

solar system

What Do You Do?

• Use your white crayon to draw 8 elliptical orbits around the center point (the Sun) on your black construction paper.
• Place each represented star/planet/asteroids in order on your paper.
• Eat your solar system!

What Happened?

The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar System also consists of moons, comets, asteroids, minor planets, and dust and gas.

Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98% of all the material in the Solar System. The larger an object is, the more gravity it has. Because the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards it. At the same time, these objects, which are moving very rapidly, try to fly away from the Sun, outward into the emptiness of outer space. The result of the planets trying to fly away, at the same time that the Sun is trying to pull them inward is that they become trapped half-way in between. Balanced between flying towards the Sun, and escaping into space, they spend eternity orbiting around their parent star.