LIST AND BRIEF
DESCRIPTION OF MODULES DEVELOPED FOR AFTER SCHOOL SCIENCE CLUBS
The
following modules have been developed for use in after-school science clubs and
similar after school activities. Most require about 90 minutes. Additional
modules on other subjects can be developed on request.
1. ADHESIVES
To make a successful glue bond, an
adhesive must wet the surfaces to be bonded and it must
be strong enough to hold them
together. This normally involves spreading
a liquid adhesive
over the surfaces and then letting it
harden by drying, by cooling, or by chemical reaction. We
will look at each type of hardening
with a water-based wood glue, a hot melt, and a two-
component epoxy. Each adhesive will be used to glue together a
wood fixture and later these
will be strung together in a chain and
pulled apart to see which is the strongest.
Each adhesive
will also be used to glue together
strips of paper and aluminum foil.
Students will look at how
quickly and firmly the paper and foil
bonds form in order to predict which will produce the
strongest and weakest wood fixtures.
For
students 5th grade and above.
Requires a minimum of 90 minutes.
.
2. BEHAVIOR
OF GASSES
The
objective is to explore one of the simple Gas Law relationships, that between
temperature
and
volume. The students use balloons
inflated with air. The circumference of the balloon is
measured
at room temperature, at ice water temperature and at about 45˚ C. The
measurement
is made with waterproof nylon twine and a meter stick. The students use the
relationship
between circumference and volume of a sphere to calculate the gas volume and
then
plot the results on graph paper.
For students of 5th grade
and above. Requires 90 minutes.
3. BRIDGES (Why they are stronger than the materials
they are built from ?)
Almost
everyone has thrown a plank across from bank to bank to get over a small
stream. Such a simple bridge will not carry much weight without sagging and
finally breaking. When the same amount of lumber is built into a simple truss
structure, it will carry much more weight safely and sag much less. We will try to demonstrate how this is possible. The students will build two simple bridges
from soda straws held together with hot glue. The first bridge is a simple slab
which will span the space between two stacks of books. The second bridge is a
truss structure built from the same materials. The load carrying capacity of
both structures will be tested by loading each with a stack of pennies placed
at the center of the span until the structure fails.
For students of 6th grade
and above. Requires a minimum of 90 minutes.
.
4. BUILDING
A SMALL ELECTRIC MOTOR
The
magnetic field surrounding a current-carrying conductor will be demonstrated using
a large wire and a compass. Then the force on a current carrying conductor in a
magnetic field will be demonstrated using a simple apparatus. After a brief
review of the theory students will divide into groups to build a simple DC
motor which usually runs well and embodies the principals discussed in the
theory.
For students of 7th grade and above.
Requires a minimum of 90 minutes.
5. DENSITY
AND BUOYANCY
The
objective is to connect the density of solids, liquids and gases to their
molecular
constituents.
Students observe the behaviors of a variety of liquids (water, salad
oil, rubbing
alcohol, etc.) and solids (candles, rubber
balls, Styrofoam balls, etc.) with special reference to
the relationship of ice and water. Water displacement is used to determine the
density of
irregularly shaped objects. Buoyancy is explored by the construction of
aluminum foil boats.
For students of 5th grade
and above. Requires a minimum of 90 minutes.
6. DNA
EXTRACTION FROM WHEAT GERM
DNA
is a long, stringy biological molecule that can readily be extracted from cells
like those of wheat germ using simple household items such as dish detergent
and rubbing alcohol. Before beginning
the experiment, DNA is introduced, its structure is described, as is a bit of
the history of its discovery in the 1950s.
Then, in a series of seven steps, the students will prepare their wheat
germ samples and ultimately collect clumps of tangled DNA molecules that are
easily visible to the naked eye. We
finish by discussing what happened at each of the seven steps of our experiment
that allowed us to extract the DNA from the cells and examine real-life
applications of the science of DNA extraction.
For students of 6th grade
and above. Requires 90 minutes.
7.
PINHOLE CAMERAS AND CAMERA OBSCURA
In this module, we
explore the properties of light and optics.
We examine what happens when light passes through a very small
hole. We discuss what a lens is and what
it does to light, whether it is in your eye or in your camera. Lastly, we build simple imaging systems
(camera obscuras) out of oatmeal boxes, lenses and viewing screens. These are miniature devices similar to the
chambers used by 17th century artists like Johannes Vermeer as
drawing aids.
For students of 5th
grade and above. Requires 90 minutes.
8. MEASUREMENTS
We will introduce the parameters that will be
measured: (length & mass) and discuss why even honest people don’t always
mass)
and discuss why even honest people don’t always agree on size and mass (weight
for this program). Students will make multiple
measurements on small objects using various measuring devices. The
results will be plotted on distribution curves and the shape of the
distribution will be noted. The concept of averaging to improve the measurement
will be demonstrated. Student groups
will make repetitive measurement of the height of one student in both the
standing and horizontal
positions.
The use of simple statistical techniques to draw conclusions from the data will
be shown. If time permits, some precision measurement devices will be
exhibited.
For students of 6th grade and above. Requires a minimum of 90
minutes.
9. HOW
BATTERIES WORK
The
objective is to illustrate how a particular type of chemical reaction, the
oxidation-reduction
reaction, forms the basis of batteries by
releasing electrons that can move into an external
circuit.
The students carry out a simple oxidation-reduction reaction with an
aluminum/silver
couple, observe the results and discuss how
this does or does not form a battery.
They then
go on to prepare a battery with a different
metal pair, measure the voltage produced and
demonstrate the battery’s ability to light a
small LED.
For students of 7th grade
and above. Requires every second of 50 minutes.
10. EXPLORING
THE BEHAVIOR OF FLUIDS
The
objectives are: (1) to identify and explore some behaviors of fluids and to
relate them to the
structure of molecules in the fluid and (2) to
react two liquids to form a polymer (glue) and
observe its anomalous fluid-like
properties. The pourability,
shapelessness and cutability of
water are compared to that behavior of
cardboard and modeling clay. The polymer
is made of
Elmer’s Glue and liquid starch and its
behavior is compared to that of water, cardboard and
modeling clay.
For students of 5th grade
and above. Requires a minimum of 90 minutes.
11. ROCKETS
The emphasis is on
Newton’s Laws and engineering. We build balloon, paper stomp rockets, bottle
rockets, water bottle rockets, or for older students - Estes gun powder
rockets. Background includes the laws,
rocket structure, height finding, and safety. Students build and launch their
own rockets. Predictions are made and data is collected and analyzed. Past
sessions and resources are on:www.rocketclubs.blogspot.com.
The plans are made in cooperation with the teacher. Everyone has truly enjoyed
this unit.
This module can be adapted to
elementary or junior high students, and requires a minimum of
90 minutes, outdoors.
.
2. 12. SEPARATIONS (simple physical and
chromatographic)
The
objective is to illustrate the utility of separations to studying a physical
system. Students begin with a plastic
bag filled with a mixture of different kinds of beans. They separate the different beans manually
and characterize each group in as many ways as time and equipment permit: size, shape, color, weight, etc. Following this, they carry out a separation
that can not be done manually, separating the liquid colors in marker pens
using paper chromatography.
Comparison
is made of different solvents and different brands of marker pens. The importanceof the polarity of the solvents
to the end result, as well as the mixtures of some colors to form others, are
shown.
Suitable
for students of 5th grade and
above. Requires 90 minutes.
13. SIMPLE
CHEMICAL REACTIONS - PENNY CLEANING RACE
The
objective is to show chemical reactions using simple readily available
reactants and to explore how the reactants influence the reaction rate. Multiple measurements with each reaction
system allow students to learn about averages and the variability of data. Using discolored pennies and restoring them
to a bright shiny condition in the course of the reaction provides a convenient
endpoint for a time of reaction measurement.
Comparisons are made of the rates (hence races) of reaction of the
pennies with cola, vinegar and lemon juice, all weak acids.
For students of 5'th grade and
above. Requires 90 minutes.
14. SOUND
& WAVES
The
general nature of waves will be introduced along with the defining
characteristics: media,
mechanism, velocity of propagation, and wavelength or frequency. Several well
known examples of waves will be discussed in terms of the defining
characteristics. The peculiar characteristics of electromagnetic waves will be
discussed.
The
remainder of the time will be devoted to sound waves with examples on musical
instruments including but not limited to: home made one-string violin, tin can
telephone, whistles, bells, voices, and
whatever instruments the students bring to the session.
The
characteristic sound of various frequencies in the sound spectrum will be
demonstrated using a signal generator. The concept of waveform determining the
character of sound will be demonstrated using a storage scope which allows the
students to see the waveform of various sounds including those of musical
instruments and voices.
Designed for students of 7th grade and
above. Requires a minimum of 90 minutes. Request students to bring examples of
instrument they can play (even a little bit).
15. DATA ANALYSIS / STATISTICS USING
BAGS OF M&Ms OR COLORED BLOCKS
The
objective of this exercise is to introduce students to the use of statistics
and to learn something about averages, graphs, data, and sampling techniques. Each student or team is given a sample
(M&Ms or colored blocks). We ask
them to guess the number of items in the sample without counting. After they estimate the sample size, they
count their sample and see if the original estimate was reasonable. Then have them sort the sample by color and
draw a bar graph to show the distribution starting with the color with the
largest number. The individual results
are then combined, and each group prepares another graph of the overall
data. Students will determine if the
sequence of colors changed when going from individual data to the larger sample
of the overall data. Have the students
calculate the average number for each color in the pooled sample. Determine the range of the data.
All
the samples can be pooled into a bowl, and the students reach in and select one without
looking. Discuss which color is most
likely to be selected and least likely to be selected.
They then reveal which color was
actually selected. Discuss lotteries,
raffles, and the computation of odds.
For students of 6th grade
and above. Requires 90 minutes.
16. VOLCANOES
The study of volcanoes
helps us to understand the structure of our planet – what the layers of the
Earth are, what plate tectonics are, and where volcanoes occur. We discuss these questions and also how
volcanoes are classified, what materials come out of volcanoes, what dangers
they pose, and what benefits they may provide.
To demonstrate, at a modest level, the action of a volcano, we simulate
eruptions using simple, non-toxic materials such as vinegar and baking soda.
For students of 5th
grade and above. Requires 90 minutes.
17. 17. HEAT,
HEAT FLOW, AND HOW TO STAY
WARM IN
A COLD CLIMATE
We
first describe what heat is and then talk about how heat flows from one place
to another. This leads to a description of the units of heat and energy and the
concept of insulation. We then have a hands-on experiment in which students
measure the relative insulating properties of several different kinds of cloth
and clothing liners. This is done by measuring, and recording, the rate of
temperature fall of cans of hot water insulated by samples of the material
being investigated. If time permits, the effect of air flow (wind chill) is
demonstrated. This experiment can actually be used to evaluate insulating
materials.
For
students of 6th grade and above. Requires 90 minutes.
18. 18. UNDERSTANDING BLOOD PRESSURE AND BLOOD
FLOW.
The
mechanism of the human heart and circulatory system is described and the reason
for the periodic changes in pressure in the arteries is explained. The
definition of the terms “Systolic” and “Diastolic” is explained and the common
method for measuring blood pressure is demonstrated and explained. Students are
taught how to measure blood pressure on each other. We have enough equipment
for about 5 student groups. The effect of blood circulation loss is
demonstrated by using the blood pressure cuffs to constrict circulation in the
arm while the students are working to compress a sponge with the hand.
The
functions of blood circulation are reviewed and the mechanisms of various
failures of that system are explained. This leads to a discussion of heart
attacks, what can be done to make them less likely and the best course of
action, should one encounter a person having a heart attack. This module is led by an MSSV
volunteer who is retired from a
clinical and research career.
For students of 5th grade
and above. Requires 60 minutes. 90 minutes would be better, if possible.
19. LIGHT AND COLOR (“ What
is color? ”)
We seek to reveal the
concepts of color through light mixing (additive colors) and filtering
(subtractive colors). Also we reveal concepts of luminescence and light
absorption. First we discuss white light and the students use gratings to
disperse a white light source (e.g., a bright flashlight) into a color
spectrum. Connections to rainbows and other dispersive phenomena are made. The
electromagnetic spectrum is introduced to emphasize that visible light is only
a small fraction of it. The students then perform light mixing experiments with
red, green, and blue LEDs to demonstrate additive color through the creation of
secondary colors (magenta, yellow, and cyan) and white light. Connections are
made as to how the human eye “sees” color, and how a TV screen can “produce”
various colors. Finally the students use colored filters to understand the
concept of “subtractive” color mixing, and its connection to paints, inks, etc.
They will discover a different set of primary colors (magenta, yellow, and
cyan) and secondary colors (red, green, and blue).
For
middle school students. Requires 90 minutes
20. MUSCLES, NERVES, AND ELECTRICITY
In this session we
first talk about muscles, we make the point that our body is full of muscles –
not just the ones we always think of. We
point out that the skeletal muscles and the heart and many others are
similar. We then ask how muscles are
controlled and introduce the importance of the brain and the nerves. We talk briefly about how nerves are similar
to and different from wires.
We then talk about
muscle reflexes – what does it mean and how is it done? We discuss the difference between a muscle
contraction signal from the brain and a reflex from the spinal cord and show
them what the electric signal should look like.
We offer to attach volunteers to our electricity measuring device (a
simple ECG) we explain a bit about how it works and how one measures electric
signals within our bodies. We then show
them the complex electrical signal associated with muscle contraction and the
simple signal associated with a reflex in the arm or leg.
We then talk about the
heart as a muscle and how it is also controlled by nerves for both rate and
contraction. We have a video that
explains the anatomy of the heart, how it works, and a bit about its electrical
signals (ECG). We offer for volunteers
to be connected to our ECG – it requires three sticky electrodes that are
completely harmless. We use the chest of
males and the shoulders of females. We
can then show them their ECG, explain the components, and print it out for
them.
The students can take home their own ECG and, in the
unlikely case that their parents haven’t had one – maybe they can explain why
it is important.
The goal is for them to
understand a bit about how muscles and nerves work, why doctors do reflexes,
and why their parents have ECG’s. They
can go home with a print out showing that their heart is doing just fine.
For
6th through 8th grades. Requires 90 minutes but can be done
in 50 minute class with some effort.
21. A DAY AT THE BEACH (All about Sand)
The
objective is to introduce students to a variety of basic scientific operations
through the observation, comparison and analysis of sand samples. Who doesn't
like to go to the beach, walk on the sand, collect shells? But what can
the beach tell us about the geology of the area; about the dynamics of wind and
water flow? Students will examine sand samples from a variety of land/water
junctions including ocean, river, and lake-shore beaches. They will
familiarize themselves with the operation and use of a stereo-microscope.
They will also engage in some activities focused on measurement of objects
within the microscopic field of view. Discussion of the effects of wind
and water on shorelines, erosion and weathering, and changes in current
velocity will be exemplified using a variety of sand samples. Students will
also be introduced to, or review, some basic mineralogy. Observations and
measurements will be recorded on a data collection sheet. Students will
leave with one or more sand sample cards containing their choice of sand, and
relevant data about the sample.
For students in grades 5 and above. Requires 90 minutes.
22. SHAPES IN NATURE
This module explores why things like
hair and mineral rocks have their characteristic shapes. We explore how atoms are arranged to give a
particular structure, such as six-sided snowflakes or the mineral fluorite. We look at fractal geometry – what it is and
where we find examples of fractals in nature, such as in Romanesco
broccoli. Finally, we build an origami
virus particle to see how Nature efficiently packages DNA in these symmetric,
infective agents.
For students of 5th
grade and above. Requires 90 minutes.
21. Mouse trap cars.
This is an engineering unit where the students assemble a
kit. After discussion of mass, energy, work, levers, and other topics the
students use their knowledge to predict which cars will go fastest and which
cars will go furthest based on lever length. Consideration is given to
craftsmanship also in that some cars fail. Beside a work space, a long flat
hall is needed since the cars can go almost 100 ft. The trial distances
and times are recorded to discuss how well we predicted and a “post- mortem” is
held for some. (This module can be extended to form a mousetrap car
club.)
For students 5th
grade and above. Requires a minimum of  90 minutes.
MODULES
DEVELOPED FOR CLASS PERIOD PRESENTATION
From
time to time MSSV volunteers have presented special content modules in classes
as requested by teachers. Some of these modules appear to be of general
interest and are available to teachers who may want to include them in their
class schedules. In each case the
modules have been used by a particular volunteer who has expressed a
willingness to travel a reasonable distance in order to present the particular
module in a location different from his/her home area.
For
each of these modules, MSSV has the
equipment and reproducible class notes so that all the teacher needs to provide
are the students and a scheduled time and location.
On
request we, will consider other modules requested by teachers provided we have
or can recruit the necessary talent. If there is something you need, just ask.
1. 1. Buoyancy and Density.
This module was prepared for Lisbon
middle school and was presented to about 6 classes in 2007. The module was
presented by two volunteers working as a team and requires a full class
period.
2. 2. Battery Chemistry and theory.
This module was prepared and presented
by a team consisting of a chemist and a physicist. In the presentation the
theory of the oxidation reduction reaction that produces the electrons was
presented. Following this the class was divided into groups of 4 or 5 students
and each group was given instructions and material for the construction of a
battery. The battery design was an MSSV original and was chosen to be safe and
to produce a large enough current to brightly illuminate an LED. This module requires every second of a 45
minute class period. It would be better to give it two class periods.
3.
3. Small Electric Motors a Student can
Build.
For
several years one of our volunteers who is an electrical engineer has presented
a program in which the students are divided into small teams, each of which
builds a small motor which runs from a standard 1.5 Volt battery. To do this,
the volunteer pre-fabs some of the parts that the students would have trouble
with. The motors each require about $1.00 worth of materials (not including
batteries or battery holders). We can supply the materials on a limited basis,
but it would be better if the school paid for this, particularly if they want
to allow the students to keep the motors they have built. The program requires 2 or 3 class periods and
so far all of the motors constructed have run. We would be happy to present
this program to other schools which include electricity and magnetism in their
science curriculum.
4. Van
de Graaff Generator.
Many schools have one of these high
voltage generators in their supply room. The generators are truly impressive.
They are inherently safe for humans (not so safe for electronic devices) but
the static discharge can be surprising if the students are not properly instructed. Every year we are requested to handle the
demonstration of these things for teachers who are not comfortable with the
generators and the high voltage effects they produce. One of our volunteers
will come to a classroom that has or can borrow a Van de Graaff generator. We
will carry out the demonstration so that everyone has fun and no one gets hurt.
We will also explain how the generators work and explain why they produce the
effects that are observed.
The
generators are notoriously delicate and require occasional repair to keep them
working. We know how to do this and will repair the generators as necessary as
a part of a scheduled presentation.
5. Mechanics.
(Special subjects and entire program).
MSSV
has prepared a complete program on the subject of Mechanics. We have also
written a series of notes that can be reproduced as needed. These notes form a
mini textbook that can be distributed to all students for the cost of
reproduction. The entire program is intended to guide the presentation of the
subject for schools that wish to include it in their curriculum. MSSV volunteers who are trained in this
subject are available to assist with any or all parts of this program.
The titles of the individual sections
of the notes and hence the sections of the program are:
A. Units of measure
B. Vectors and Scalars and description of
forces
C. Newton’s laws (all three)
D. Momentum and conservation of momentum
E. Gravity (Newton again)
F. Energy potential energy and kinetic
energy and conservation of energy
G. Power
H. Friction
I. Efficiency.
J. Density and buoyancy.
K. Introduction and teacher’s notes.
These notes are written at 7th and 8th
grade level and have been used in a number of classes, so we think that most
students of those grades can understand them.
On request we can convert any of the
above topics into a stand-alone one-class presentation.
6. Electricity
& Magnetism. Special subjects and entire program.
MSSV has prepared a complete program on
the subject of Electricity and Magnetism. We have also written a series of
notes that can be reproduced as needed. These notes form a mini textbook that
can be distributed to all students for the cost of reproduction. The entire
program is intended to guide the presentation of the subject for schools that
wish to include it in their curriculum.
MSSV volunteers who are trained in this subject are available to assist
with any or all parts of this program.
The titles of the individual sections
of the notes and hence the sections of the program are:
A. Static Electricity
B. Magnetism
C. Electrical Units
D. Circuits & Schematics
E. Simple Circuits
F. Ohm’s Law
G. Power in Electric Circuits
H. Batteries
I. Current-carrying Conductors in
Magnetic Fields (motors and generators)
J. Electrical Safety
K. Lightning Safety
L. Introduction and teacher’s notes.
These notes are written at 7th and 8th
grade level and have been used in a number of classes, so we think that most
students of those grades can understand them.
MSSV owns and maintain a great deal of the equipment used in these class
programs.
On request, we can convert any of the
above topics into a stand-alone, one class presentation.
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