Earth Science 101 assignment

101 EFFECTIVE EARTHSCIENCE DEMONSTRATIONSUSINGONLYONE OR TWOITEMS 101 ofthe BestDemos William Johnston, Science Education Major Mark Francek, Professor Central MichiganUniversity Mt. Pleasant, MI 48858MASTER LIST OF ALL DEMOS Table of Contents GEOSPHERE DEMONSTRATIONS: 1. Paper Towel Rock Folds (Demonstrating Folds in Metamorphic Rocks) 2. You Crack Me Up! 3. It’s a Dirty Job… 4. Student Made Body Waves 5. Designing Minerals with Legos 6. My Teacher Caused an Earthquake 7. Seismic Waves in a Popcorn Bowl 8. P and S Waves in the Hallway 9. My Dirty Laundry Relates to Geology? 10.Which Rocks Will Fizz? 11.BARtender 12.Bubble Blowers 13.My Soil Has Layers! 14.Hotwire High Jinks 15.Earthquakes: They’re Definitely Not Your FAULT! 16.Fractures in Cheese 17.Graham Cracker Earthquake 18.Peanut Butter Ridge 19.Penny Decay 20.Erosion and Weathering in my Mouth ATMOSPHERE DEMONSTRATIONS: 21.Why No Flood? 22.Pop Top 23.Lets Cause Some Thunder! 24.Light Bulb Air Current and Wind 25.Track Star 26.Stubborn Paper Wad 27.The Great Coin Blowing Demonstration 28.I’m Upside Down in a Spoon! 29.The Vanishing Reflection 30.The Tapping Finger 31.The Screamer 32.The Invisible Leg 33.I Can Create Lightning 34.Weather Predictions from a Pop Bottle 35.Instant Weight Loss with Elevation 36.Comb Beams 37.The Collapsing Bottle 38.Magical Bending Straw 39.A Balloon Rocket 40.Bent Water 41.Expanded Air is Cold 42.Bernoulli’s Law with Pop Cans HYDROSPHERE DEMONSTRATIONS: 43.Water’s Great Escape 44.How Many Pins? 45.The Reappearing Penny 46.Homemade Hydroelectric Power 47. “Freeze Me and I’ll Burst” 48.Ice Boat Float 49.The Floating Glass 50.Center the Cork 51.Brim to Brim 52.Water, Water Everywhere 53.The Effects of Stream Pollution, in a Jar 54.Float Your Metal Boat 55.Why Turbidity Affects Visibility 56.The Fireproof Balloon 57.Falling Test Tubes? 58.A Glacier in a Milk Jug 59.London Fog – Anywhere You Want It 60.Now I Can See It! 61.How Much Can it Hold? SPACE/ASTRONOMY DEMONSTRATIONS: 62.What Do You Mean the Sun is Already Set? 63.Equator is Hot, North Pole is Not 64.Parallax Puzzle 65.Moving Picture 66.Meteor Burnout 67.Space, The Dark Frontier 68.I’m Glad I Don’t Live on Jupiter 69.Blackout 70.Quicker Ruler Fall and the Planets 71.Hot Box 72.Who is that Man on the Moon? 73.Cereal Bowl Craters 74. “Honey, I Shrunk the Balloons!” 75.Flashlight, Star Bright – Why I See Certain Stars at Night 76.Bigger Means Brighter 77.Blast Off! 78.The Importance of Space Suits 79.Homemade Nebula 80.The Planet Race 81.Is that Satellite Moving or Not? 82.Why Can’t We See Venus? 83.Expanding the Universe on a Balloon 84.Where’s Mercury? 85.Red Spot Movement 86.Now I See the Planet Rings! 87.New to Full – The Phases of the Moon GENERAL SCIENCE, INQUIRY, AND MISCELLANEOUS DEMONSTRATIONS 88. Changing Weight with Your Fingertip 89.How Many Folds? 90.Is it Hot or Not? 91.Where Did it Go? 92.Is One Cup Really One Cup?93.Homemade Telescope 94.Underwater “Eggspert” 95.Rapid Transit 96.Canned Laughter 97.Power-Lifting Fingers 98.The Astounding Balancing Coin 99.The Amazing Balancing Yardstick 100. Hot Hands 101. Gravity RaceMASTER LIST OF ALL DEMOS GEOSPHERE DEMONSTRATIONS: 1. Paper Towel Rock Folds (Demonstrating Folds in Metamorphic Rocks) --------------------------------------------------------------------------------- Toon G. Pronk, DNRE, Geological Survey Branch. Journal of Geoscience Education, v. 48, 2000, p. 573. Objective: To show how folds can originate in metamorphic rocks and to help strengthen understanding of the rock cycle. Standards: Properties of Earth Materials (physical properties of rocks), Changes in Earth and Sky (weathering), and Structure of the Earth System (the rock cycle). Materials: One foot long piece of paper towel and spray bottle of water Procedure: (1) Tell the students that the piece of paper towel represents a layer of sedimentary rock. (2) Push the paper towel together from its ends, causing a bulge. (3) Flatten the paper towel back down on a table. (4) Spray the paper towel with some water. (5) Apply the same pressure to the sheet of paper towel and it will wrinkle, or produce folds. Science Behind It: Metamorphic rocks often have different folds from the deformation they are put through. The first bulge of the paper towel is analogous to a geologic uplift event. After weathering has occurred (sprayed water) and additional pressure, the paper towel has become a metamorphic rock containing folds. The folds are evidence of the changes the rock has endured. This demonstration will hopefully allow students to understand the process of the rock cycle better as well as the processes involved related to the formation of metamorphic rocks. 2. You Crack Me Up! --------------------------------------------------------------------------- Judy Breckenridge, Muriel Mandell, Anthony D. Fredricks, and Louis V. Loeschnig: 365 Super Science Experiments With Everyday Materials (2001), page 193. Objective: To demonstrate how large rocks can be broken down into smaller pieces of rock through changes in the state of water. Standards: Properties of Earth Materials (physical and chemical properties of rocks and water), Changes in Earth and Sky (weathering and erosion; diurnal and seasonal weather change – elements of weather i.e. temperature and precipitation), and Structure of the Earth System (the rock cycle). Materials: Pieces of sandstone, sealable plastic bags, and water Procedure: 1. Soak small pieces of sandstone in water overnight. 2. The next day place the pieces of sandstone into sandwich bags while ensuring they are sealed tightly. 3. Place the bags in a freezer overnight. 4. Take them out and examine them the next day. Science Behind It: The sandstone absorbs some of the water as it is taken up in the pore spaces of the rocks. When the stones were placed in the freezer, the water froze and expanded. As this happened, it caused the rocks to break because of the expansion of water in tiny joints and pore spaces. This demonstration can also be used to illustrate the “freeze-thaw” principle as it readily occurs in nature. It would be a good idea for the teacher to relate this demonstration to the poor condition of many roads in Michigan. Like this demo, potholes and cracks result from the frequent freeze-thaw that tends to occur during seasonal changes. It may also be a good idea to experiment with various rock types in this demonstration in order to learn about the susceptibility of different rock types to freeze thaw. 3. It’s a Dirty Job… ------------------------------------------------------------------------ Judy Breckenridge, Muriel Mandell, Anthony D. Fredricks, and Louis V. Loeschnig: 365 Super Science Experiments With Everyday Materials (2001), page 185. Objective: To determine how much air is present in different samples of soil and to then explain its relevance. Standards: Properties of Earth Materials (physical and chemical properties of soils). Materials:small clear jars, water, and soil samples Procedure: (1) Fill each jar about half full with a different soil sample. (2) Then fill each jar almost to the top with water. Science Behind It: Depending on the individual soil samples being tested, you will see a varying amount of air bubbles rising up from the soil to the top of the water in the jar. From this, you will be able to tell the approximate amount of air trapped in the spaces between the soil particles because a larger amount of air bubbles indicates a larger amount of trapped air. This demonstration can be used to discuss the properties of different soils. Soil samples that are densely packed, like clay textured soils, have less room for air to be trapped than other samples, like organic rich soil that form air pockets. This may also be a good time to discuss how most plants prefer soils with loose structures and many air pockets over densely packed soils. 4. Student Made Body Waves ----------------------------------------------------------------------------- Erica Kelly, Spring 2000, Students’ Science Demonstrations: http://www.csulb.edu/~lhenriqu/300demo.htm#erica. Objective: To kinesthetically learn about the motions of waves and the mediums through which they travel. Standards: Position and Motion of Objects (object position and motion change; sound production by vibration), Motions and Forces (inertia with moving objects), and Interactions of Energy and Matter (waves possessing energy and transferring it through interaction with matter). Materials: Eager students Procedure: (1) Ask for approximately ten student volunteers to form a straight line facing the class in which they position themselves shoulder to shoulder. Ensure that the students are just touching shoulders and not bracing or supporting themselves against the other students. (2) Stand at one end of the line and gently push through the student’s shoulder toward the opposite end of the line. (3) Instruct the class to make observations and repeat if desired. (4) Tell the volunteers to interlock their arms with each other. (5) Begin pulling and pushing the first student back and forth in a rocking motion until the entire line of students is moving. (6) Instruct the class to make observations and repeat if desired. Science Behind It: The first demonstration represents a longitudinal or compression wave while the second demonstration represents a transverse wave. Make the students aware that waves are energy moving through a medium whether it be water, the earth, or in this case the students. Longitudinal waves vibrate parallel to or in the same direction as their medium. In contrast, transverse waves travel in a perpendicular direction to that of their medium. Also inform the class that the medium itself does not have to nor generally does not move. Other objects such as ropes or slinkies will essentially produce the same effect as this demonstration. 5. Designing Minerals with Legos --------------------------------------------------------------------------- Christopher Visco. Website: http://ourworld.compuserve.com/homepages/CVisco/demos.htm. Objective: To stress and reinforce the importance of mineral structure. Standards: Properties of Earth Materials (physical and chemical properties of rocks and minerals). Materials: Sixteen Lego pieces of the same color and shape, two students. Procedure: (1) Give eight Lego blocks to a student on one side of the room and give the other eight to another student on the opposite side of the room. (2) Instruct both students to build something with the Legos while not looking at each other. Provide some basic guidelines for the structures to be built so that the students do not construct something totally unrelated to mineral structure. (3) When both students are done, show their creations to the rest of the class Science Behind It: Things such as diamond and graphite are both made of carbon atoms yet they have totally different properties and characteristics. The reason why these two substances are different is because of their mineral structure; the way the carbon atoms are formed together. By having two students use the exact same materials and produce unique structures with them, you can reinforce the importance of mineral structure and the way substances are put together. 6. My Teacher Caused an Earthquake ------------------------------------------------------------------------------- Christopher Visco; Website: http://ourworld.compuserve.com/homepages/CVisco/demos.htm. Objective: To introduce the topic of seismic waves produced by earthquakes. Standards: Structure of the Earth System (plate tectonics and its relation to earthquakes), Transfer of Energy (energy types, characteristics, and transfer properties), and Interaction of Energy and Matter (waves have energy and can transfer energy when they interact with matter). Materials: Pieces of cardboard and a large boulder or heavy, old bowling ball Procedure: (1) Place the piece(s) of cardboard on the floor of your classroom. (2) Pick some students to go to different corners of the classroom, out in the hall, and perhaps down the hall. (3) Tell the remaining students in the class to place their hands flat on their desks, feet firmly on the floor, and to be very quiet and still. (4) Drop the boulder or heavy ball onto the cardboard while standing on top of a chair or desk. ***Make sure that you have permission to perform this demo from the custodians, principal, and teachers that may have classrooms below you before proceeding with it*** Science Behind It: The resulting vibrations felt from the “earthquake” are analogous to seismic waves. Discuss what the students felt, who felt it stronger, how far away it could be felt, etc. This is a great eye opening and attention grabbing demo to introduce the topic of seismic waves and their properties with your class. 7. Seismic Waves in a Popcorn Bowl ---------------------------------------------------------------------- William Johnston Objective: To demonstrate how understanding the properties of seismic waves leads to understanding the composition of earth’s interior. Standards: Properties of Earth Materials (physical and chemical properties of rocks and soils, water, and gas), Structure of Earth System (layering and properties of Earth’s internal structure; plate tectonics and its relation to earthquakes), Transfer of Energy (energy types, characteristics, and transfer properties), and Interactions of Energy and Matter (waves have energy and can transfer energy when they interact with matter). Materials: One 2 qt. bowl, glass soft drink bottle, and pencil. Procedure: (1) Fill the bowl approximately half full with water. (2) Set the bottle in the center of the bowl of water. (3) Tap the surface of the water several times near the side of the bowl with a pencil Science Behind It: As waves ripple out from where the pencil tapped the water to the glass bottle, most reflect back towards the pencil. These waves of energy that are not able to move through the bottle are analogous to secondary (S) waves from an earthquake. S waves arrive after primary (P) waves during an earthquake because they are slower and have less energy than P waves. S waves have the ability to move through solid objects but cannot move through liquids. The S waves move through the solid parts of Earth’s interior, but just as the water waves hitting the bottle, they are reflected back to the epicenter by Earth’s liquid core. P waves travel completely through the center of the Earth, but S waves are reflected back, indicating the inner part of the earth is liquid material. 8. P and S Waves in the Hallway ---------------------------------------------------------------------------- Christopher Visco; Website: http://ourworld.compuserve.com/homepages/CVisco/demos.htm. Objective: To understand the difference in travel times of P and S waves during an earthquake and to know how to use this time difference to calculate epicenter distance. Standards: Structure of Earth System (layering and properties of Earth’s internal structure; plate tectonics and its relation to earthquakes), Transfer of Energy (energy types, characteristics, and transfer properties), and Interactions of Energy and Matter (waves have energy and can transfer energy when they interact with matter). Materials: Three pieces of paper, marker or pen, and a measuring tape. Procedure: (1) Make three signs with different city names on them. (2) Hang these signs in the hallway at different distances from the end of the hall before class. (3) Designate one student the earthquake epicenter, one student the P wave, and another student an S wave. (4) The P and S wave stand together at the epicenter. When you sound “earthquake!” the P wave begins running while the S wave begins walking. (5) When the P wave reaches the first city, both waves stop. (6) The remaining students measure the distance between the P and S waves. Briefly discuss why there is a difference. (7) The P and S waves go back to the epicenter and the procedure is repeated two more times, as the P wave stops at the second city and then the third city. *** This demo should be done in an area that will not interrupt other classes*** Science Behind It: P and S waves travel at different speeds because they contain different amounts of energy. The two waves also travel at different rates because P waves can easily travel through both solid and liquid material, whereas S waves can only travel through solid materials. Knowing the properties of these waves and how to calculate their travel times and distances, is integral in seismologists pinpointing the location of an earthquake’s epicenter. Through completing this kinesthetic demonstration, students will have an insight and understanding of this process. 9. My Dirty Laundry Relates to Geology? --------------------------------------------------------------- Cool Science; Website: http://www.coolscience.org/CoolScience/KidScientists/Earth%20Science%20home%20p rojects/law%20of%20superposition.htm. Objective: To teach the scientific principle of the Law of Superposition and its importance in science. Standards: Properties of Earth Materials (fossil properties; historical significance), Earth’s History (uniformitarianism and catastrophism; fossils show how life and environmental conditions have changed), Origin and Evolution of the Earth System (geologic dating methods), and Understandings About Scientific Inquiry (scientists use scientific explanations until they are disproved). Materials: Full laundry basket Procedure: (1) At home, fill a laundry basket with various clothes. (2) Arrange the clothes in layers such that each layer has common characteristics (i.e. color, brand name, clothing type). (3) Have students remove one piece of clothing at a time, make observations, and record their findings. (4) Discuss observations and the relevance of the findings. Science Behind It: The Law of Superposition is a unifying theory in geology and is a crucially important principle in all fields of scientific dating. Things deposited at the bottom of the laundry basket are older and were worn before objects on top of it. Layers deposited during certain time periods usually have similar characteristics and this is used to date events and learn about specific periods in history. Geologists and archeologists use this principle frequently. 10.Which Rocks Will Fizz? ----------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 41. Objective: To quickly be able to test rock specimens and identify them and to also learn about the chemical properties of rocks. Standards: Properties of Earth Materials (physical and chemical properties of rocks). Materials: small sampling of various rocks including limestone or marble and two ounces (60 mL) of lemon juice (or vinegar). Procedure: (1) Pour lemon juice over the various rocks. (2) Observe and discuss. Science Behind It: Students will be able to quickly identify samples of limestone and marble because the lemon juice will “bubble” or effervesce on the surfaces of these rocks. This occurs because limestone contains calcium carbonate which is an alkaline substance. When the acidic lemon juice is added, it reacts with the alkaline of the limestone to produce carbon dioxide, therefore resulting in the appearance of bubbles. Marble is a rock formed from limestone and will react with the acid the same way as the limestone. Similar results will also occur when adding lemon juice to chalk, as it is also made of limestone. 11. BARtender --------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 186. Objective: To demonstrate how magnets will always orient themselves towards the north and south poles. Standards: Light, Heat, Electricity, and Magnetism (magnets attract and repel each other and certain kinds of other materials), and Conservation of Energy and Increase in Disorder (kinetic energy, potential energy, energy contained by a field like electromagnetic energy). Materials: bar magnet and a long piece of cotton string. Procedure: (1) Tie one end of the long string around the center of the bar magnet. (2) Clearly indicate the north and south ends of the magnet. (3) Tie or tape the other end of the string to a light fixture, closet pole, or other structure where it can swing freely. (4) Ensure the magnet is properly balanced and does not hang down on one side or the other; adjust if necessary. (5) Spin the magnet so that it rotates several times and observe what happens. (6) Repeat procedure if desired. Science Behind It: The bar magnet will continue to align itself in a similar manner to that of which it began, regardless of how many times it is spun around. The marked poles on the magnet should be in their same starting positions each time the magnet stops rotating. As the magnet hangs freely in this demonstration, it acts like and becomes a compass which aligns itself according to the magnetic field of earth. 12. Bubble Blowers -------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 173. Objective: To learn about the physical properties of porous rock types. Standards: Properties of Earth Materials (physical and chemical properties of rocks and soils). Materials: Various porous rocks, a shallow baking pan or plugged sink, and water. Procedure: (1) Place the porous rocks in the baking pan or plugged sink. (2) Pour in enough water to cover the rocks generously. (3) Closely watch and observe the rocks. Science Behind It: Streams of bubbles will flow out of the rocks. The more porous the rocks are in this demo, the more bubbles will be seen. Depending on the weight of the rocks and the force of the air leaving them, the rocks may display slight movement or oscillation in the water. These observations occur in this demo because oxygen is present in the porous rocks and flows out from the spaces between the minerals that make up the rocks. Examples of porous rocks include many igneous rocks such as pumice, scoria, and basalt. 13.My Soil Has Layers! ------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 172. Objective: To learn about properties of soils and how their contents relate to the principle of density and sedimentation. Standards: Properties of Earth Materials (physical and chemical properties of rocks and soils; soil properties), Structure of the Earth System (layering and properties of earth’s internal structure; soil properties: biotic, physical, and chemical; biotic influence on rock formation and weathering), and Properties and Changes in Matter (substance density). Materials: jars with lids, ½ cup of each soil sample from different locations and depths (topsoil, upper soil, subsoil, or deeper soil), and water. Procedure: (1) Fill each jar with ½ cup of soil. (2) Add water to each jar so that each jar is approximately three-quarters filled. (3) Ensure that each lid is securely fastened and shake well. (4) Repeat the above procedure with the desired amount of soil samples to be tested. (5) Wait for the soil to fully settle (may take a few hours so you will want to prepare this before the day of school begins). (6) Observe each jar of soil and have the students make illustrations with labels describing what they see. Science Behind It: As the soil samples settle, they form bands or layers depending on the content of each sample. In mostly all soil samples, the heavier, larger, and more dense particles settle to the bottom while the lighter colored and weighted particles tend to settle towards the top. From doing this simple test, it is easy to determine the texture and composition of various soils. This demo also relates to sedimentation and layering of sedimentary rocks. It would be a good idea for teachers to interrelate these concepts in order to help the students relate their knowledge and gain a more thorough understanding. 14. Hotwire High Jinks ----------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 149. Objective: To demonstrate how rocks inside the earth can be changed due to heat, pressure, and folding. Standards: Structure of the Earth System (layering and properties of earth’s internal structure; the rock cycle) and Transfer of Energy (energy types, characteristics, and transfer properties). Materials: wire coat hanger and candle Procedure: (1) In preparation to this experiment, unhook or cut the wire coat hanger apart. (2) Bend one section of the hanger rapidly back and forth (in the same section) approximately 30 – 50 times. (3) Quickly place the bent section against the candle while being careful not to touch the bent section. Science Behind It: Bending the hanger produced heat energy which when placed against the candle, caused some grooves or ridges to appear in the wax. This process is related to how metamorphic rocks are formed. Deep within the earth, these types of rocks are formed by the constant folding of the earth which produces heat and changes the composition of the rocks. 15. Earthquakes: They’re Definitely Not Your FAULT! -------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 116. Objective: To demonstrate a dip – slip and strike – slip fault movement. Standards: Structure of the Earth System (plate tectonics and its relation to volcanoes, mountain building, and earthquakes). Materials: three similarly sized hardcover books Procedure: (1) Hold the three books firmly together with the book spines facing upward and bring them close to your chest. (2) By reaching under, push up on the middle book so that it slides upward between the two outer books. (3) Repeat this step many times to make a smooth and straight lift. (4) Next, hold the books firmly out away from your body while keeping them evenly and firmly together. (5) Make sure the books are held sideways again, with the spines facing upward and apply a large amount of force to the outside of the books to restrict them from slipping. (6) Release some of your pressure so that the middle book slips downward, between the two outer books. (7) Thirdly, hold the books firmly together, spines facing upward, and resting them on a table. (8) While holding the outer two books only, slide them back and forth repeatedly. Science Behind It: In the first two quick demos, dip slip fault movements were displayed. When the books were held close to your chest and the middle book was forced up, this resembled a thrust fault. When the books were held away from your body and the middle book slipped downward, this resembled a normal fault in a dip slip fault movement. In the third demo, a strike slip fault was shown as the movements of the books were parallel to each other and slid back and forth. This was caused by a quick buildup and release of friction, and therefore energy, between the books. 16.Fractures in Cheese --------------------------------------------------------------------- Geoff Collins, Brown University, MadSci Network; Website: http://www.madsci.org/experiments/archive/871082838.Es.html. Objective: To learn how fractures in earth’s crust develop by pulling on the edges of a slice of cheese. Standards: Structure of the Earth System (plate tectonics and its relation to volcanoes, mountain building, and earthquakes). Materials: Pre-sliced pieces of American cheese Procedure: (1) Make a small cut parallel to the edge of the cheese slice, in the middle of the slice. (2) Pull on the edges of the cheese that are parallel to the cut, therefore in a perpendicular direction to the cut. (3) As you slowly tear the cheese apart, have students observe how the shape of the growing fracture grows and how it develops faster as it gets larger. (4) Using a new slice of cheese, make two cuts in the middle of the cheese approximately one inch apart and offset from each other diagonally. (5) Repeat the above tearing process and observe how the fractures grow with this slice of cheese. As the tips of these fractures begin to grow past each other, they will also begin to curve towards each other and eventually join to produce a single fracture. Science Behind It: This demo represents creating tension fractures. Fractures like these occur in Earth’s crust by the pulling of tectonic forces. As you pull on the edges of the cheese slice, you create tensional forces throughout the volume of the slice. If there is an imperfection or break in the slice (or Earth’s crust), the tension cannot pass through it. Therefore, the tension becomes concentrated around the tips of the break and increases as the fracture grows. The increase in tension makes it easier for the fracture to expand. When the two cuts in the cheese curve towards each other and “combine, it is because the tension can not be transferred in a straight line across the space between the two cuts. Tension fractures are important in understanding earthquakes and earthquake prone areas. These types of fractures are also present as deep cracks in glaciers, are responsible for volcanic eruptions in Hawaii, and are seen readily in asphalt roads. Good write up 17. Graham Cracker Earthquake ------------------------------------------------------------------------ Charles Wolf, MadSci Network; Website: http://www.madsci.org/experiments/archive/1117652897.Es.html. Objective: To demonstrate the forces that cause earthquakes, the tension that can build up at earthquake faults, and the ensuing debris produced at a fault. Standards: Structure of the Earth System (plate tectonics and its relation to earthquakes) and Transfer of Energy (energy types, characteristics, and transfer properties). Materials: One half of a graham cracker (one cracker with a perforated line down the middle). Procedure: (1) Break the graham cracker along the perforation. (2) Place the two pieces back together so they are touching where they broke. (3) Move one piece towards you and one piece away from you as you keep the pieces touching. (4) Observe the small crumbs that form as they move against each other. (5) Break one of the halves into two pieces. The resultant edges should not be smooth. (6) Put the pieces back together so they are touching, just as before. (7) Repeat step three. (8) Note that the pieces do not move as easily as they did before. (9) Keep moving the pieces until they do move and observe the larger crumbs. Science Behind It: Pushing the graham crackers past each other represents a transform fault where earthquakes occur. As the tectonic plates (or crackers) move, tension builds up causing vibrations and therefore earthquakes. The more uneven or rough the fault is, the more pressure that builds up because it is harder for the plates to move past each other. This therefore results in a much larger earthquake when the plates get past each other, resulting in the larger debris, as seen in step nine from above. 18. Peanut Butter Ridge ------------------------------------------------------------------------- Charles Wolf, MadSci Network; Website: http://www.madsci.org/experiments/archive/1117652897.Es.html. Objective: To demonstrate the processes of mid ocean ridge formation. Standards: Structure of the Earth System (plate tectonics and its relation to volcanoes, mountain building, and earthquakes) and Energy in the Earth System (convective circulation in the mantle that propels plate tectonics). Materials: Two graham crackers and peanut butter. Procedure: (1) Place two graham crackers against each other with their edges touching. (2) Place a small amount of peanut butter underneath the graham crackers where their edges meet. (3) While applying downward pressure, slide the crackers apart from each other. Science Behind It: As you slide the crackers apart, the peanut butter should “ooze” or flow up from below the crackers. This is a representation of magma circulating convectively in the mantle below Earth’s crust and forcing its way up between plates at a divergent boundary. This demo should be used to illustrate such landforms as the Mid – Atlantic Ridge. 19. Penny Decay ------------------------------------------------------------------- Exploratorium; Website: http://www.exploratorium.edu/snacks/radioactive_decay.html. Objective: To demonstrate the concepts of exponential radioactive decay and half life in a hands – on and graphical manner. Standards: Energy in the Earth System (internal sources of energy – radioactive decay) and Origin and Evolution of the Earth System (geologic dating methods). Materials: One hundred pennies and a container to hold the pennies. Procedure: (1) Toss all 100 pennies onto a table surface. (2) Remove all pennies that landed tails side up. (3) Place the removed pennies on the left side of the table top and arrange them in a straight, vertical column. (4) Collect the remaining pennies and toss them again. (5) Again remove the tails side up pennies and place them in another vertical column directly besides the first column. (6) Repeat this process until all pennies are removed. If no pennies land tails side up during a toss, leave that column empty and continue tossing the pennies. Science Behind It: In this demo, the removal of a penny is analogous to the decay of a radioactive nucleus. Each time a penny is tossed, it has the same 50% chance of being removed. Therefore, after the initial toss, about one half of the pennies are removed. After the second toss, about one - fourth of the total pennies remain, followed by one – eighth, one – sixteenth, and so on. This pattern of repeated decrease by a fixed fraction is known as exponential decay. The time it takes for one half of the pennies to be removed (essentially one toss given the 50% chance of removal per toss) is deemed the half – life. Different substances have different half lives, and this principle could be demonstrated by tossing dice or colored blocks. Dice have longer half lives than pennies because each side of a die has a 1/6 chance of being removed compared to the ½ chance of the penny. Arranging the pennies in columns allows the students to view this concept graphically. 20. Erosion and Weathering in my Mouth ------------------------------------------------------------------ Mark Francek Objective: To illustrate the differences between weathering and erosion and to strengthen understanding of these concepts. Standards: Changes in Earth and Sky (slow erosion, weathering) and Properties of Earth Materials (physical and chemical properties of rocks and soils). Materials: Enough bite – sized Snickers candies for all students in the classroom. Procedure: (1) Pass out one bite – sized Snickers to every student in the class. (2) Instruct the students to put the Snickers in their mouth but to not chew or swallow them. (3) Have the students make note of what is happening to the Snickers in their mouths as their saliva begins to dissolve it. (4) Once the students have dissolved the candy down to only nuts allow them to chew the nuts while making continued observations of how the nuts are being broken down. (5) Allow the students to now swallow the snickers. Science Behind It: This demo effectively illustrates three processes that readily confuse many students. The first process illustrated was chemical weathering. This occurred because the Snickers remained in situ as chemicals of the mouth broke it down without movement or work. This part of the demo can be compared to such things as acid rainwater dissolving limestone, for example. The second process was mechanical or physical weathering and this occurred as the students worked to break down the nuts of the candy through chewing. A real life example of this process would be any situation where something is broken down through the direct action of heat, water, ice and pressure. The third process in this demo was erosion and occurred as the students swallowed the snickers. This illustrates erosion because it involves the movement or transportation of materials from one place to another (from the mouth through the esophagus and into the stomach). It is important for teachers to distinguish between weathering and erosion in this demo as these concepts are usually misunderstood by students. The main difference between erosion and weathering is that erosion involves the movement and transportation of sediments from one place to another while weathering happens in situ and does not involve transportation. ATMOSPHERE DEMONSTRATIONS: 21. Why No Flood? ----------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 28. Objective: To demonstrate air pressure and its effects and influences on surrounding materials. Standards: Structure of Earth System (atmospheric composition and properties at different elevations) and Structure and Properties of Matter (properties of solids, liquids, and gases). Materials: large index card, glass or cup, and water. Procedure: (1) Fill the glass with water (you will have to adjust amount of water depending on size and shape of glass). (2) Place the index card over the entire mouth of the glass. (3) Ensure that no air bubbles enter the glass as you hold the index card tightly against it. (4) Slowly turn the glass upside down over a sink or basin. (5) Remove the hand holding the cardboard. *** May want to practice this demo at home a few times before presenting in front of the class so that water does not dump everywhere. *** Science Behind It: The index card remains in place and the water remains in the glass. This happens because the pressure of the air outside the glass is greater than the pressure of the water inside the glass. The air pressure therefore keeps or “holds” the water in the glass because the air pressure pushing upward against the index card is stronger than the pressure of the water in the glass pushing downward. This is why it is very important to prohibit air bubbles from entering the glass as you hold the card against it and turn the glass upside down. If bubbles enter the glass, the pressure will increase and become greater than the air pressure outside of the glass resulting in the water spilling. The air pressure may become increased in this way because if the seal is not perfect, air can easily enter the water and add pressure. 22. Pop Top -------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 279. Objective: To demonstrate the properties of air when it is warmed. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations), Energy in the Earth System (heating of Earth’s surface and atmosphere drives weather and ocean currents; convective circulation), Properties of Objects and Materials (object properties: temperature), Transfer of Energy (energy types, characteristics, and transfer properties; heat flows from warmer objects to cooler until equilibrium is reached), Structure and Properties of Matter (properties of gases), Light, Heat, Electricity, and Magnetism (ways to create heat – what is conduction?), and Conservation of Energy and Increase in Disorder (heat consists of random vibrations and motion of atoms and molecules). Materials: a large, empty plastic pop bottle with its cap. Procedure: (1) Wet the cap of the pop bottle. (2) Place the cap upside down on the top of the bottle. (3) Lightly put your hands around the bottle. (4) Hold the bottle but do not squeeze it. Science Behind It: The cap will eventually “jump” or pop off of the bottle. This happens because when your hands are placed around the bottle, they cause the air inside the bottle to be warmed. As the air warms, the molecules of the air expand, and begin vibrating at a higher rate in an attempt to leave the bottle. The wet cap serves as a seal to the bottle at first, but eventually as the air becomes warmer and warmer, some of it will escape or vibrate against the cap so much that it causes the cap to “move” or fall off the bottle. 23. Lets Cause Some Thunder! -------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 243. Objective: To simulate thunder and in doing so, learn why and how it happens in Earth’s atmosphere. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations; clouds-formation and impact on weather and climate), Energy in the Earth System (heating of earth’s surface and atmosphere drives weather; global weather and climate as influenced by cloud cover and mountain ranges), Position and Motion of Objects (sound is produced by vibrating objects), and Conservation of Energy and Increase in Disorder (heat consists of random vibrations and motions of atoms and molecules). Materials: One balloon or lunch – sized paper bag. Procedure: (1) Blow up the balloon or paper bag. (2) Close the balloon or bag by tying it with a rubber band or piece of string. (3) Place one hand on top and one hand on bottom of the balloon or bag and pop it. Science Behind It: The resulting sound is analogous to thunder. Thunder is created by causing a parcel of air to move very quickly. Thunder stems from a lightning strike because as the lightning flashes through the sky, it heats the surrounding air and forces it to expand rapidly. This movement of expanding air is what produces the sound of thunder. Sound is produced from an object when it vibrates. In areas where there is heavy cloud cover, mountains, or other large obstructions, the sound of thunder may be more pronounced as in these settings it has more and larger objects to bounce its vibrating sound waves off of, thus creating more of an echo. 24. Light Bulb Air Current and Wind ------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 220. Objective: To learn about air currents and wind and how they relate to each other. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations; global circulation patterns and influence on local weather), Energy in the Earth System (heating of earth’s surface and atmosphere drives weather), and Properties and Changes in Matter (substance density). Materials: talcum powder and unshaded lamp. Procedure: (1) While the lamp is turned off and cooled, sprinkle some talcum powder above it. (2) Observe what happens. (3) Light the lamp and let it warm up for a few minutes. (4) When the lamp becomes hot, sprinkle more talcum powder above it (you may want to turn off the light to see the full effect). (5) Observe what happens. Science Behind It: When the lamp is heated, the powder rises up from the lamp because the bulb is producing heat and causing the air above it to rise and carry the powder with it. This represents convection, where the warmer air pushes upward because it is less dense and the molecules in the air are farther apart from each other. Before the lamp was hot, the talcum powder sank down along with the colder and denser air around the lamp. As the warm air rises, the cooler air flows in and sinks to occupy its place. Vertical movement of air is known as an air current, while horizontal movement of air on the same level is known as wind. The speed of air currents and wind is typically determined by the temperature difference between adjacent regions. The wind’s direction also depends on the location of these regions or areas. 25.Track Star ----------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 160. Objective: To learn about the wavelengths of light produced by the sun and the electromagnetic spectrum. Standards: Objects in the Sky (sky object properties; why is the sun important?), Origin and Evolution of the Universe (how stars produce energy and the formation of all elements), Light, Heat, Electricity, and Magnetism (light reflectance, refraction, and absorption), and Transfer of Energy (light transmission, refraction, absorption, reflection, and scattering; the sun’s range of wavelengths). Materials: sheet of paper, drinking glass half – filled with water, and a place located outside in full sunlight. Procedure: (1) Locate a fully lit outdoor area. (2) Place the sheet of paper on the ground where you wish to conduct the demo. (3) Using only your thumb and forefinger, firmly hold the glass of water about three to four inches above the sheet of paper (it is important that you do not block the sides of the glass while holding it). (4) Move the glass up and down, while slanting it to focus the light on the paper in a way that a clear, colorful pattern appears. Science Behind It: The glass of water serves as a prism in this demo and casts a rainbow of colors on the paper. The glass, as well as other prisms, changes the direction of light by refracting it so that the bands of color can be observed. As the wavelength of light is split and altered by the prism, the many colors that occupy white light become apparent. These properties of light wavelengths and their colors are frequently used by astronomers in determining what elements or gases compose stars. This demo would be a great one to use to introduce the topics of the electromagnetic spectrum, light, or stars. 26.Stubborn Paper Wad --------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 137. Objective: To learn more about air pressure and its properties. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations), and Motions and Forces (laws of motion). Materials: A small – mouthed bottle and a small piece of scrap paper. Procedure: (1) Place the bottle on its side on a table. (2) Form a small wad with the scrap paper that is approximately the size of a pea. (3) Place the paper wad just inside the bottle’s mouth. (4) Blow hard and fast into the bottle. Science Behind It: The paper wad should fly out of the bottle back towards the person who blew at it (adjust wad placement and degree of blowing if this does not result). This occurs because the rapid moving air goes past the wad and strikes the bottom and sides of the bottle. As a result, this increases the air pressure inside the bottle and as this air suddenly rushes out of the bottle to equalize air pressure, it pushes the wad out with it as well. 27.The Great Coin Blowing Demonstration -------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 134. Objective: To learn about the relationship between air speed and friction. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations), Motions and Forces (what happens when more than one force acts on an object; laws of motion). Materials: drinking glass and small coin. Procedure: (1) Place drinking glass on a flat table. (2) Carefully balance the coin on the rim of the glass so that about half of it hangs over the inside of the glass and the other half hangs over the outside of the glass. (3) Blow softly at the edge of the coin (coin should fall off the rim of the glass). (4) Have class observe what happens. (5) Carefully balance the coin again as you did in step two. (6) While positioning several inches back from the coin, blow hard and fast directly at its edge, making sure that you do not blow above or below the coin (this may have to be repeated a few times until the optimal positioning and degree of blowing is determined). (7) Have class observe and discuss. Science Behind It: The first time you blew softly at the coin, it fell off the rim of the glass. This occurred because you did not blow with enough force and speed to set the coin in rapid motion. However, when you blew directly at the coin with a larger force and speed, your lungs were able to propel the coin across the glass. This happened because the coin is light enough to overcome the small amount of friction it has when properly balanced on the rim of the glass. Once you have directed the coin in the path it needs to take with enough force and by blowing directly at its edge, air speed takes over. It may also be a good idea to experiment with different coin and glass sizes and observe the differences. 28.I’m Upside Down in a Spoon! ---------------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 123. Objective: To demonstrate reflection of light and to learn and discuss properties of light. Standards: Light, Heat, Electricity, and Magnetism (light reflectance, refraction, and absorption), Transfer of Energy (light transmission, refraction, absorption, reflection, and scattering). Materials: The largest and shiniest spoon you can find Procedure: (1) Hold the spoon up so that you can see yourself in the scoop. (2) Pass the spoon around and let the students in your class do the same thing. (3) Observe the orientation of your reflection. Science Behind It: Your reflection should appear upside down in the spoon’s scoop due to the principles of light reflection. Light rays both travel and reflect in a straight – lined path. However, because the scoop of the spoon is a curved surface, the light rays reflect off of it and leave its surface at different angles. The reflected images of yourself and your students appear upside down because of the angle of the reflected rays of light. 29.The Vanishing Reflection --------------------------------------------------------------------------- E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 123. Objective: To demonstrate reflection of light and to learn and discuss properties of light. Standards: Light, Heat, Electricity, and Magnetism (light reflectance, refraction, and absorption), Transfer of Energy (light transmission, refraction, absorption, reflection, and scattering). Materials: Ten inch long piece of aluminum foil and one pair of scissors. Procedure: (1) Using the scissors cut a piece of aluminum foil off of the role. It is recommended that it is cut and not torn to avoid wrinkles in the foil and to maintain its smoothness. (2) Look at the shiny side of the foil. (3) Observe your reflection. (4) Crumple the foil into a loose wad. (5) Flatten out the wad of foil. (6) Look at the foil and observe. Science Behind It: Once you crumple the foil, you will not be able to see your reflection in it. The reflection is not visible because light is reflected in straight lines. Now that the foil is crumpled and has a very ridge – filled surface, the reflected light bounces off of it in all directions. Since the light is being reflected in every direction at many different angles, the image of your reflection does not form in the way that it did when the foil surface was smooth and the light was reflected straight back at you. 30.The Tapping Finger ------------------------------------------------------------------ E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 107. Objective: To investigate sound waves and the mediums they travel through. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations), Properties and Changes in Matter (substance density), and Position and Motion of Objects (sound is produced by vibrating objects – how and why pitch changes). Materials: A wooden table or desk top. Procedure: (1) Tap your finger on the surface of the table of or desk. (2) Observe the loudness of the sound you hear. (3) Place your ear flat on top of the table or desk. (4) With your finger about one foot away from your ear, tap the table top again. (5) Observe the loudness of the sound you hear. Science Behind It: The volume of the sound you hear with your ear on the desk is much louder than with it off the desk. Sound waves are capable of traveling through many solid materials as well as through air. The many solids, like wood for example, transfer the sound waves much better than air typically does because the molecules in a solid substance are much closer and more tightly packed together than they are in air. This allows the solids to carry the waves easier and more efficiently, resulting in a louder sound. The density of the air itself also plays a determining factor in the loudness of sound waves passing through it. *** This demo can also be done by placing a fully blown balloon next to your ear and tapping on it or by using a yardstick or ruler to press against a ticking clock and the outside of your ear. With the balloon, the air inside of it is more tightly compressed and closer together than the air molecules in the rest of the room. The air inside the balloon is then a better conductor than the air outside of the balloon. The wooden yardstick is a better conductor of sound than air allowing you to hear the clock’s sound more easily through the yardstick.*** 31.The Screamer ------------------------------------------------------------------ E. Richard Churchill, Louis V. Loeschnig, Muriel Mandell, and Frances Zweifel: 365 Simple Science Experiments with Everyday Materials (1997), page 104. Objective: To understand how sound is produced and what creates variance in the tone or pitch of sound. Standards: Position and Motion of Objects (sound is produced by vibrating objects – how and why pitch changes). Materials: One piece of cellophane that is two inches square. Procedure: (1) Tightly stretch the piece of cellophane and hold it between the thumbs and index fingers of both hands. (2) Place your hands directly in front of your face so that the cellophane is right in front of your lips. (3) Blow as hard and as fast as you can directly at the edge of the cellophane, keeping your lips close together to produce a thin stream of air. (4) If a high pitch sound is not produced, adjust the distance between your lips and the cellophane until desired sound is achieved. Science Behind It: The thin stream of air produced by keeping your lips close together makes the cellophane vibrate extremely rapidly. Sound is produced from the vibration of objects and the faster something vibrates, the higher the tone will be of the sound. *** This demo can also be done using two sheets of notebook paper placed on top of each other, with the bottom sheet sticking out towards you (about 1/2 inch past the top paper) and blowing between these sheets. *** 32.The Invisible Leg -------------------------------------------------------------------------------- Martin Gardner, Science Puzzlers, Website: http://64.233.167.104/search?q=cache:zVGnQA9cniEJ:www.vidyaonline.net/arvindgupt a/martingardner.pdf+%22the+invisible+leg%22+experiment&hl=en&ct=clnk&cd=2&gl =us. Objective: To demonstrate static electricity and to learn how it is created. Standards: Structure of the Earth System (atmospheric composition and properties at different elevations), Structure of Atoms (properties of matter, atoms, and smaller components), and Structure and Properties of Matter (atoms interact with one another; the physical properties of compounds reflect molecule interaction). Materials: One nylon stocking and one polyethylene bag (plastic grocery bag). Procedure: (1) Press and hold the toe of a nylon stocking against a wall in your classroom. (2) With the other hand, rub the nylon briskly several times up and down. (3) Hold the nylon freely in the air and observe. Science Behind It: When you hold the nylon freely after stroking it with the bag, it should fill out as if an “invisible leg” were inside of it. This happens as a result of a strong static charge on the nylon from the plastic bag. Like charges of atoms and molecules repel each other and therefore, the sides of the nylon stocking will spread as far apart from each other as possible. 33.I Can Create Lightning ------------------------------------------------------------------------ Jean Potter: Science in Seconds for Kids: Over 100 Experiments You Can Do in Ten Minutes or Less (1995), page 120. Objective: To demonstrate static electricity and discuss how it is involved in lightning and weather. Standards: Objects in the Sky (sky object properties, locations, and movements), Structure of the Earth System (atmospheric composition and properties at different elevations; clouds-formation and impact on weather and climate), Light, Heat, Electricity, and Magnetism (electricity in circuits can produce light and heat), Structure of Atoms (properties of matter, atoms, and smaller components), and Structure and Properties of Matter (atoms interact with one another; the physical properties of compounds reflect molecule interaction). Materials: two balloons and a wool mitten Procedure: (1) Inflate both balloons. (2) Vigorously rub one balloon with the wool mitten and the other balloon against a smooth wall. (3) Dim the lights or darken the room. (4) Holding one balloon in each hand, slowly move the balloons closer together and have the students observe what happens. Science Behind It: In the start of the demo, both balloons had negative and positive electrical charges within them. Once one balloon was rubbed with the mitten and the other rubbed against the wall, their overall charges were changed. One balloon then had more negative charge while the other had more positive charge in it. When the balloons were held close together, a strong attraction between the positive and negative charges was created. This charge “jumped” from the negative balloon to the positive balloon; the path that all electricity follows. Electricity formed in this way is known as static electricity. Lightning results when electricity travels from clouds in the atmosphere to the ground. During lightning, negative charges build up at the bottom base of clouds and when the difference between the negatively charged clouds and the positively charged ground becomes large enough, lightning strikes. 34.Weather Predictions from a Pop Bottle ------------------------------------------------------------------------------- Jean Potter: Science in Seconds for Kids: Over 100 Experiments You Can Do in Ten Minutes or Less (1995), page 121. Objective: This demo will help to explain what a barometer is and how it can be used to help predict the weather. Standards: Structure of the Earth System (atmospheric composition and properties and different elevations; clouds – formation and impact on weather and climate), Understanding About Science and Technology (scientists use tools; technological designs have constraints; science often advances with the introduction of new technologies), and Science and Technology in Local Challenges (benefits of science and technology – these benefits are not available to all people). Materials: plastic bowl, two liter pop bottle, and tap water. Procedure: (1) Fill the plastic bowl about halfway with tap water. (2) Fill the pop bottle with water so that it is about three – quarters full. (3) Place and hold your hand over the opening of the pop bottle as you turn it upside down. (4) Place the opening of the upside down bottle directly on the bottom of the bowl. (5) Carefully and quickly remove your hand from the bottle. (6) Observe and discuss what happens. Science Behind It: As you observe the pop bottle, you should see the water level inside the bottle either rise or fall depending on the conditions of the surrounding air at the time. This happens because the changing pressure of the outside air on the water in the bowl causes the water level in the bottle to change. When air pressure rises, water is pushed up into the bottle and when air pressure falls, the water level in the bottle falls as well. These conditions assume that the pressure inside of the bottle remains the same, as it should if the demo was conducted properly. This pop bottle barometer can be used to help predict future weather conditions because high pressure usually means better weather, while low pressure typically indicates colder temperatures or rainfall. Scientists use barometers (much more sophisticated ones) to help understand and predict weather and climate patterns. Scientists then use this information to prepare citizens for the upcoming weather events. 35.Instant Weight Loss with Elevation ----------------------------------------------------------------------- Jean Potter: Science in Seconds for Kids: Over 100 Experiments You Can Do in Ten Minutes or Less (1995), page 48. Objective: To demonstrate how elevation in Earth’s atmosphere and gravitational pull are related. Standards: Structure of the Earth System (atmospheric composition and properties and different elevations) and Motions and Forces (gravitation properties and the law for predicting its strength). Materials: bathroom scale and a tall building with multiple floors. Procedure: (1) Have students weigh themselves on the top floor of the building and record their weights. (2) Have students weigh themselves on the bottom floor of the building and record their weights. (3) Discuss findings with class. Science Behind It: Each student should have recorded a slightly lower weight for themselves on the top floor than on the bottom floor. This is because weight is the measurement of the net amount of downward force pulling on an object. The weight of a person slightly decreases as they move farther away from Earth’s surface because as elevation increases, the forces of gravitational pull decreases. This is why astronauts are weightless in space, as they are not under the force of gravity at all. 36.Comb Beams ------------------------------------------------------------------- Jean Potter: Science in Seconds for Kids: Over 100 Experiments You Can Do in Ten Minutes or Less (1995), page 71. Objective: To demonstrate how the angles of the sun’s rays affect their strength and to explain how this is the cause of seasonal changes. Standards: Objects in the Sky (sky object properties, locations, and movements; why the sun is important), Changes in the Earth and Sky (diurnal and seasonal weather changes), and Earth in the Solar System (position, properties of the sun, earth, and its moon; predictable motions explain day, the year, moon phases and eclipses; sun’s weather, water cycle; cause of the seasons). Materials: comb and piece of white cardboard. Procedure: (1) Place the comb on one edge of the cardboard with its teeth down so that the sun’s rays shine through the teeth and onto the cardboard. (2) Tilt the cardboard at various angles while always keeping the teeth of the comb next to the bottom edge of the cardboard. (3) Instruct the students to observe how the angle of the cardboard affects the light pattern of the sun’s rays on the cardboard. Science