Ice Experiment

I found this great ice experiment from The Mailbox magazine. After having no school this past Monday because it was too cold to be outside, I knew an experiment with ice was perfect! I froze three pie pans of ice at home, ready to be use by smaller groups of students.

I can't get it to turn sideways, sorry!

The students tested five objects (marble, yarn, paper clip, pencil, rock) on the ice. They were testing how easily the objects moved across the ice. As the students took turns tapping the objects to see if they moved over the ice, they recorded their observations on their paper. They also answered four questions about which objects moved easily/not easily in the ice pan.

After the students tested the five objects listed on the recording paper, I asked the groups to choose at least three more objects in our classroom to test. They LOVED choosing their own testing objects!

Viscosity - Speed of Liquids

After learning about velocity and friction, we decided to tackle viscosity, the speed of a liquid. This was a new science vocabulary word for me this school year! The students were asked to predict which liquids would move the fastest and slowest.

We compared honey, milk, liquid glue, orange juice, paint, veggie oil, chocolate syrup, and ketchup. Most students predicted honey or ketchup to be the slowest and milk to be the quickest liquid. We placed each liquid in a circle and raised the paper to completely vertical to see which would move the fastest toward the "finish line". Four students helped to time the liquids, each was in charge of a certain liquid and had to report to the class its time.

Ketchup was definitely the slowest liquid, we gave it four minutes twice and eight minutes once and it only made it halfway down the track.. And orange juice was the fastest, we timed it at 1 second each time.

Liquid Layers

In order to learn more about Matter (solids, liquids, & gases) and the differences between liquids (density), we did a Liquid Layers experiment. You need: water, vegetable oil, shampoo, and syrup, plus a few items for the sink/float portion of the experiment.

Using a clear container, I poured in water first. We discussed what happens when oil and water mix. Next, goes in the oil, which settles on top of the water. Unlike another liquid, say milk, when mixed with water, oil and water do not mix. I even stir the two liquids to try to create a solution, but it just doesn't happen.

Next, goes in the syrup! The syrup, like honey or molasses, is a heavy liquid and sinks to the bottom of the container. This part is a favorite of the students! It is crazy to watch the syrup move through the oil and water to get to the bottom. Lastly, the shampoo is added to the liquid layers. The shampoo settles in between the syrup and water.

After we have created our liquid layers, we move to the sink/float part of the experiment! I gathered some classroom materials: a paperclip, coin, pencil grip, plastic square, and a pencil. As a group, we talked about each item and predicted to which layer it would sink. The students LOVED predicting and seeing if they were correct.

Solution vs. Mixture

As we are studying Matter (solids, liquids, & gases), we discussed solutions today. We started off by understanding the difference between a solution and a mixture. Our example for a mixture would be Chex Mix. It is a mixture because I can separate its contents. This is different than a solution that cannot be separated (think of sugar water: you cannot get just the sugar back out of the solution).

For our experiment to test solutions as well as our detective skills, I gave each student a cup of water and a baggie with a number on it (1-7). I did not tell the students what was in each bag, that was for them to discover! The students could feel and smell the powders, but no tasting. The powders were: koolaid, sugar, brown sugar, flour, powdered sugar strawberry nesquick, and salt.

After they investigated with they eyes, hands, and noses, they students poured their powders into their water cups. Each group used a fork (no spoons!) to mix the powder and water together. The students watched as the powders became part of the water and the water changed into a solution.

Each group visited all the cups and were able to investigate each solution available. Then, I revealed the answers to the class. They were so EXCITED to have guessed some of the right answers!