One of the students was inspired by a video they saw on youtube where you could push a pin into a balloon where is was covered by sellotape.
Using this as a basis for the weeks experiments we looked at what pops a balloon and the changes you can do to stop it from popping. We tried the sellotape first and we were able to push three pins into the balloon!
We then made a mat of pins to find out what happened when we pushed a balloon on it.
One of the best things about doing these experiments is the fantastic variations the students come up with to test the first theory. Amira wondered what would happen if we made another bed of nails and squashed a balloon between the two. Check out the video below to see what happened...
I haven't updated the blog in a while. This isn't because science club hasn't happened, it's that the experiments have been exciting and involved and I've forgotten to take out the camera in time.
Fortunately my science helpers have been reminding me and have captured our last few experiments.
Over the last few weeks we have been looking at alkalines and acids and how they react. We created an acid-base indicator from red cabbage. You blend red cabbage leaves with a bit a water and then strain it. It will be a bright purple. When you add the cabbage juice to other liquids it will change colour depending on its acidity.
After learning that all liquids have different alkaline and acid levels we did one of the most well-known and fun experiments mixing the two - baking soda and vinegar.
For this variation we mixed the two in an old film canister and watched what happened. The explosion is impressive and the film canister rocket shoots 5 metres in the air!
The students loved watching the rocket and even started coming up with their own variations - is it more important to have more vinegar or baking soda?
As we didn't catch our own rocket on video here is a youtube clip of the experiment of what we did.
In last weeks experiment lots of students enjoyed playing with the icy water and seeing how long they could keep their hands in the water. This lead to us wondering how polar bears survive in the arctic waters.
There are a few important factors (fur type, skin colour) but the main reason is polar bears have a 4 inch layer of fat under their skin. Soo all we had to do was make up a layer of fat to cover our hands with and we were set.
The next question was where to get the fat? And that's where the butter came in. We got some cream and put it in a jar with a marble. We then proceeded to shake it as hard as we could, taking turns when we got tired. After about 7 minutes the cream started changing. We knew it was ready when we could see some very thin milk at the bottom and in the middle of the jar - butter!
We then had to try it to see if it was really butter.
Once we had the fat we put a back full of fat in a container full of icy water to see if it made a difference. And it did!
How it works:
As the cream is shaken, the fat molecules get out of position and clump together, eventually clumping so much that butter forms. You can tell this because the fat molecules have clearly separated from the liquid in the cream.
This experiment idea came from one of our students in science club. Neave had read in one of her science books at home about an egg being sucked into a bottle. We first tried it the traditional way of lighting some candles in a glass bottle and then placing a boiled egg on the top. The egg was slowly sucked into the bottle neck but got stuck halfway.
We then tried it a different way. We stuck three candles into the egg and then lowered the bottle over the egg. Quick as a flash the egg got sucked all the way into the bottle!
No photos of this experiment as we got too excited doing it.
To help us understand more about air pressure we also did another experiment. We had some trays full of icy water. We then placed an empty bottle on top that had just been full of hot water.
After the bottle had been in the water for a short while we observed that it was starting to crack and constrict.
This week's science topic of caves was suggested by one of the students for us. Caves are formed when are usually made when water runs over soft rock, such as limestone. The acid in the water slowly eats away the limestone, making a hole. The hole gets larger and larger. If the water finds a new path, the cave is left dry.
As you can see in the photos there were a few caves beginning to form in the cups where the sugar was washed away by the 'rain'. However, as can happen sometimes in science experiments, it doesn't always work out exactly as planned!
As mentioned above if the water finds a new path out the cave is left dry. Unfortunately in our caves the holes made at the bottom weren't big enough and our caves were definitely underwater caves.
But we learnt the cave formation process and scientists learn both from observations and mistakes in their experiments. And we had a lot of fun with the messiness as well.
In preparation for learning how caves are formed we learnt about the types of rocks today.
Although there are many types of rocks on earth and we can name lots of them, we learnt that they can all categorised as three main types:
As we only have one lunch time to learn about something you could study for years we kept it very simple. And also used food to help us understand the types.
Igneous rocks are formed when magma (molten rock deep within the earth) cools and hardens.
Sedimentary rocks are formed from particles of sand, shells, pebbles, and other fragments of materials. Over many hundreds of thousands of years these layers of sediments form on top of each other.
We made our own sedimentary rocks out of layers of bread, rice bubbles, chocolate chips and coconut to represent the layers.
Metamorphic rocks are formed when the original rock changes (metamorphosis) from either intense heat or pressure. We chose to change our rocks with pressure and squashed our rocks down.
And of course we got to eat our rocks at the end!!!
Here is a video to help you learn more about rocks at home.
For our first experiment of the year we tested our hypothesising skills and observations skills.
First we observed what happened when we mixed two jars of red and blue cold water together.
We observed that they mixed quickly to become purple.
We then thought about what would happen if one of the jars was hot water. The photos show some of the things we observed:
In term two we start up science club at school. On a Wednesday lunchtime we gather in Room 1 with Miss Schollum to learn to hypothesise, observe, record and learn about the world around us.
This may just be the easiest, messiest, and most fun science activity I know. It is a classic, and I have gotten several requests recently to post directions. You should know that if you try this activity and you are not smiling and messy with corn starch goo at the end, then you are definitely doing something wrong. Also keep in mind that this is not just about fun, there is some pretty amazing science going on here.
You will need:
Why does my Gloop act like that?
Your Gloop is made up of tiny, solid particles of cornstarch suspended in water. Chemists call this type of mixture a colloid.
As you found out when you experimented with your Gloop, this colloid behaves strangely. When you bang on it with a spoon or quickly squeeze a handful of Gloop, it freezes in place, acting like a solid. The harder you push, the thicker the Gloop becomes. But when you open your hand and let your Gloop ooze, it drips like a liquid. Try to stir the Gloop quickly with a finger, and it will resist your movement. Stir it slowly, and it will flow around your finger easily.
Smack water with a spoon and it splashes. Smack Gloop with a spoon and it acts like a solid.
Most liquids don't act like that. If you stir a cup of water with your finger, the water moves out of the way easily--and it doesn't matter whether you stir it quickly or slowly.
Your finger is applying what a physicist would call a sideways shearing force to the water. In response, the water shears, or moves out of the way. The behavior of Gloop relates to its viscosity, or resistance to flow. Water's viscosity doesn't change when you apply a shearing force--but the viscosity of your Ooze does.
Back in the 1700s, Isaac Newton identified the properties of an ideal liquid. Water and other liquids that have the properties that Newton identifies are call Newtonian fluids. Your Gloop doesn't act like Newton's ideal fluid. It's a non-Newtonian fluid.
There are many non-Newtonian fluids around. They don't all behave like your Gloop, but each one is weird in its own way. Ketchup, for example, is a non-Newtonian fluid. (The scientific term for this type of non-Newtonian fluid is thixotropic. That comes from the Greek words thixis, which means "the act of handling" and trope, meaning "change".)
Quicksand is a non-Newtonian fluid that acts more like your Gloop--it gets more viscous when you apply a shearing force. If you ever find yourself sinking in a pool of quicksand (or a vat of cornstarch and water), try swimming toward the shore very slowly. The slower you move, the less the quicksand or cornstarch will resist your movement.
Scientific concept: When scientists do experiments where they have to change variables it is always important to have a control - the original that you can compare your new models to. If you don't have a control how will you know if the changes you make or for the better or actually making it slower or weaker? The other thing we looked at was only changing one thing at a time. If we change lots of things all together how will we know if they are all for the best?
To help support this concept of having a control we made a helicopter out of paper and labelled it as our control. Once we had our control made we could start changing things on the original to try and make it faster or slower. We looked at changing the blades, the weights with the paperclips and the length of the base to see how this changed the descension. After making many variables we had a cmpetition at the end to see who had made the fastest and slowest helicopters.