Popped or Unpopped

April 10, 2010
Experiment # 4
Lesson geared for 5th grade

Lesson Plan
Standards: GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.
GLE 0501.4.1 Conduct research to access and present information.
GLE 0501.4.2 Collect, organize, determine reliability, and use information researched.

Click here to learn about heat!

Materials: Different types of popcorn, different kinds of popcorn poppers, different types of heat (ex. stove, fire, microwave), popcorn oil

Purpose: The purpose of this experiment is to discover if using different types of popcorn, different kinds of popcorn poppers, and different types of heat will have an effect in the number of popcorn kernels that do not pop.

Research: Research will be websites (see references below), doing the actual project, and sources that I will use (ex: books or anything that helps to reach a conclusion).

1.Topic: Popped or Not Popped

2. Purposes of the study: To find out which type of popcorn pops the most
kernels. To see if different methods of heat affect the amount of kernels
that are left unpopped.

3. Research questions/ Hypotheses: When cooking or popping popcorn,why do some kernels of popcorn not pop? When heat is applied to kernels of popcorn , and depending on the amount of water in the popcorn kernel they should all pop. What happens is that every time popcorn is popped in any method, there are a few kernels that will not pop. I think the microwave popcorn will have the fewest unpopped kernels.

4. Methods: I will use an antique popcorn popper (over an open flame outside) and raw popcorn.

A popcorn popper pot with a handle that stirs the popcorn as it pops (this will be used on the kitchen stove/range).


I will use a popcorn method made from an aluminum pie plate type popper (this will be used on the kitchen stove), I will experiment with different brands of microwave popcorn also.




I will experiment with all four methods and then count the number of kernels in each method that did not pop.



5. Experiment/Procedure:
A. Ask students what they know about different types of heat to activate their prior knowledge and stimulate class discussion.
B. Go over the scientific method and explain what each step entails. Discuss why the scientific method is important.
C. Explain to students that as a group we are going to conduct an experiment using popcorn and different types of heat to figure out which method will produce the fewest unpopped kernels.
D. First we will make a hypothesis or guess as to which type of popcorn or heat used will work best.
E. Introduce the three types of heat: conduction, convection, and radiation. Refer to the learn more about heat at the top of the page.
F. Next, have students work in groups to measure out one half cup of popcorn kernels to put into the antique popper, and the popcorn pot with the handle that stirs the kernels ( the teacher will apply a small amount of oil to both poppers).
First hold the antique popper over the open flames of an outside fire (fire-pit) until the student feels the popcorn is finished popping. Pour the popcorn out into a pan, and when cooled count the number of unpopped kernels. Students will record the data. Have students use the popcorn pot popper by placing pot onto a stove/electric range. Have one student hold the pot handle using a pot mitt, while another student turns the handle to stir the kernels in the pot. Cook until the student feels the popcorn is finished popping. The teacher will help with pouring the popcorn into a pan when cooled. (Both of these experiments should only be conducted with the help and supervision of an adult)! Record data. Next, have two of the (Jiffy Pop) pie tin popcorn examples available. Tell students to tear one of the (Jiffy Pop) popcorn plates open. Have students count the number of kernels found in the pan. Save the other one for popping. Have students read the cooking directions before getting started. When ready, pop the popcorn.(Teacher or adult will assist students with this). When the popcorn is finished popping allow the popcorn to cool. Students will tear open the puffed up aluminum foil and pour the popcorn onto a pan. Count the number of unpopped kernels. Record data. Last, have students choose three types of microwave popcorn and ask them to predict which of the three brands will have the fewest unpopped kernels. Have students read popcorn popping instructions. Place one bag of popcorn in the microwave. Pop until there are only 1-2 pops per minute. Carefully remove the bag of popcorn (be careful of the steam). Allow the bag of popcorn to cool. Have students pour the popcorn into a pan and count the number of unpopped kernels. Record data. Repeat this step with all three brands of popcorn.




6. Results and Findings: Students will record their data in a spread sheet. Click on the link below (worksheet) to record data collected from this experiment.

Worksheet
Collected Data

7. Discussions and Conclusions: My hypoyhesis was incorrect. The popcorn popped over the open flame had the most amount of unpopped kernels. I believe this is because the heat is inconsistant. The theater style pot popper on the stove top and the Jiffy Pop aluminum dome popper had the fewest unpopped kernels. I believe this was because the stove/range provides a very consistant source of heat. The microwave bags of popcorn had the middle amount of unpopped kernels. I believe this is because microwave heat heats from the inside out and not all the kernels are properly heated. Another variable that I should have introduced in this experiment was to time the amount of cooking time for each popping. If I had popped the antique popper for say 3 minutes, the stove top method for 3 minutes, and the microwave method for 3 minutes would my results have been different?
8. References: http://www.emints.org/ethemes/resources/S00001582.shtml
http://ezinearticles.com/?Which-Brand-Of-Popcorn-Pops-Most?&id=1186457
http://www.buzzle.com/articles/popcorn-facts.html
http://www.ehow.com/facts_5183307_do-popcorn-kernels-not-pop_.html

Carla Real Life Science Project

Docs Testing

Carla's Project

Build A Battery by: Carla and Tabbatha

Experiment # 1
Carla Shoemaker & Tabbatha Monroe
February 2010

Build a battery

Questions to think about before we get started: What are batteries used for? Why do we need them? What do you think they are made of? Can we build a battery on our own? Will it be as powerful as a store bought battery?

Science Standards:
GLE 0307., 0407., 0507. Inq. 1 Explore different phenomena by asking questions, making logical predictions, planning investigations, and recording data.
GLE 0307., 0407., 0507. Inq. 2 Select and use appropriate tools and simple equipment to conduct an investigation.

Background Information: Electricity as you probably already know is the flow of electrons through a conductive path like wire. This path is called a circuit. Batteries have three parts: the anode (-), the cathode (+), and the electrolyte. More information
Classroom Demonstration Activity:

Lemon Power

18 gauge copper wire, wire clippers, steel paper clip, sheet of course sandpaper, & lemon

1. Teacher should strip two inches of the insulation off the copper wire (you might want to have this already done).Clip the two inches of bare wire with the wire clippers.
2. Straighten out the paper clip and cut about two inches of the straightened steel wire, or use a two inch strip of zinc.
3. Use the sandpaper to smooth any rough spots on the wire and paper clip or the piece of zinc.
4. Squeeze the lemon gently with you hands. But do not rupture the lemons skin. (Rolling it on a table with a little pressure works great).
5. Push the pieces of the paper clip and the wire into the lemon so that they aer very close together, but not touching.
6. Moisten the tip of you tongue with saliva. Touch the tip of your wet tongue to the free ends of the two wires. (You should be able to feel a slight tingle on the tip of your tongue and you should taste a metallic taste).

A battery contains chemicals that it uses to make electricity. You can make your own battery with materials that you may find in any junk drawer. When these chemicals are combined they produce electricity.

Lets Experiment now!

First we will need the following items:

Materials:

2 wires with stripped ends
6 copper coins (pennies)
Tape
Marker
Saucer
Paper towels
Scissors
Aluminum Foil
Warm salty water
Ear Phones

Now lets do the procedure:

Draw and cut out 6 coin-sized foil circles and paper circles
Tape one wire to a coin and the other wire to a foil circle




























Dip a paper circle in the warm salty
water
Put the foil circle with a wire on the saucer and place the wet paper circle and a coin on top
Build up more layers of foil, wet paper, and coins. The coin with the wire goes on top. This is your battery.









Attach the end of one wire to the base of the plug of the earphones
Put on the earphones and scrape the end of the wire on the tip of the plug. You should hear crackles in the earphone.















Did you hear anything?


Did you know that when you place aluminum, salt, and copper together. They make electricity.
Then, the electricity goes to the earphones and makes the sound you should have heard.




Extra: Since the invention of the first Voltaic pile in 1800 by Alessandro Volta, the battery has become a common power source for many household and industrial application. According to a 2005 estimate the worldwide battery industry generates $ 48 billion dollars in the United States in sales per year!

Answers to questions: Batteries are used for everything from flashlights, ipods, calculators, TV remotes, and cameras. We use them as a source of power to make thing run, play, and work effectively. The parts of the battery that we need to know are the anode (-), the cathode (+), and the electrons and electrolytes. A home-made bettery is not as powerful as one we can buy at the store.

Find Out About Floating

Find Out About Floating

Experiment/Activity # 2
Carla Shoemaker and Tabbatha Monroe
Feb. 20, 2010

Questions to think about before we get started:
Why do you think some things will float and some things do not? Does it have anything to do with what the item you are trying to float is made of? What does buoyancy? Does floating or sinking have anything to do with gravity?

Science Standards:
GLE 0407. Inq. 1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
GLE 0407.9.1 Collect data to illustrate that the physical properties of matter can be described with tools that measure weight, mass, length, and volume.

Background information:

Why do boats float and rocks sink?

When an object is placed in water, there are two primary forces acting on it. The force of gravity yields a downward force and a buoyancy force yields and upward force. The gravitational force is determined by the objects weight, and the buoyancy force is determined by the the weight of the water displaced by the object when it is placed in the water. More information

Classroom Demonstration Activity: Bring in several pitchers of water. Fill the pitchers about half full. Have different students go around to the pitchers and with pushed up sleeves allow them to place their hand in the bottom of the pitcher. Ask students if they noticed that the water level in the pitcher rose when their hand was on the bottom of the pitcher? Ask them if they take a bath or shower? Tell them that if the take a bath when the fill up the tub they should notice that when the sit in the water the water level will rise, because their body is displacing water. Tell the history story of Archimedes.

Lets Experiment Now:
pg. 18 Find out about floating

An object will float in water if it displaces enough water, but how much water is enough? You can find this out by collecting the displaced water, and then weighing that water. The water should weigh the same as the floating object.

What you will need for the experiment: kitchen scale, pitcher of water, big glass jar or pitcher, small glass jar, and a large pan

Step 1: Place the kitchen scale into the large pan . Place the large jar onto the kitchen scale. Next, fill the big jar with water (put the water all the way to the rim of the jar without overflowing the water). Write down the weight.

Step 2: Float the small jar in the big jar. This will make the water in the big jar overflow or spill out into the large dish. The weight of the big jar does not change.

















Step 3: Carefully remove the big jar and the scale from the large dish. Put the pan on the scale and adjust them to zero. Pour the water that spilled our of the jar when you floated the small jar into the pan.

Step 4: Write down the weight of the water in the pan. Remove the pan and set your scales to zero.








Step 5: Last, weigh the small jar that was floating in the big jar. What you will discover is that it has the same weight as the water that was displaced!

Extra: Look at the picture in the left hand corner of the science book. Why is that man able to float so well? Where do you think he is floating at? Hint: The Dead Sea in Israel
The dead Sea is also known as "The Salt Sea" because it is one of the world's saltest bodies of water with a 33.7% salinity. It is 8.6 times more salty than the ocean. Think about why all that salt helps you to float?

Answers to questions: Some thing float and some do not depending on their mass, and the amount of water they displace when the are placed into water. It does matter what the object is made out of, but mainly it has to do with the amount of displaced water. think about huge ships made of heavy iron and steel; however they are able to float on the ocean, because of the amount of water they displace as the move along. Buoyancy is the upward force that keeps things afloat. Gravity does have something to do with floating. Gravity is the downward force on an object causing the object to want to sink.

It's Electric !

Experiment #3
Carla Shoemaker
March 10, 2010

Static Electricity

Questions to think about before we get started:

What is static electricity?
What causes static electricity?
Does it have something to do with friction? What is friction?
Why does there seem to be more static electricity in the winter?

Science Standards: 4th grade standard 11 Motion

GLE 0407.11.1 Design a simple investigation to demonstrate how friction effects the movement of an object
5th grade standard 10 Energy
GLE 0507.11.1 Demonstrate different ways energy can be transferred from one object to another

Background information: You walk across a room, scrubbing your feet you reach the doorknob and ZAP!! you feel a shock. Or, you come inside from the cold. You pull your toboggan off of your head and WHOOPS!! your hair stands out from your head. What is happening here?
Everything around us is made of atoms (so far scientists have found only 115 different kinds of atoms). Everything is made of different combination of these atoms. More information


Classroom Demonstration Activity:

1. Tell students to think about how the solar system works, the sun is the center of the solar system. Each of the nine planets orbit around the sun.
2. Have one student be the sun (really they are the atoms).
3. Have nine other students be the planets (really they are the protons, electrons, and neutrons).
4. Explain to students that an atom is mostly empty space, and the electrons are very far away from the nucleus.
5. Have students (the atoms) hold marbles (protons, electrons) in their hands.
6. As the nine students begin to move around have them exchange or transfer marbles with each other.
7. While students are doing this play the song It's Electric on the computer. (I did not include a link to this song because I have a computer virus right now, but will include it later)
8. This gives students a visual aid to how electrons and protons are transferred from one atom to another.

Lets Experiment Now:
page 85 Wave A magic wand

Materials you will need:

pencil, glass bowl, silver balls for cake decoration (I used sprinkles and they worked just as well), LP record, and a clean dry cloth or handkerchiefProcedure:

Step 1: Rub the record briskly with the handkerchief. It will gain electricity. I put the handkerchief in the dryer with some other towels for a few minutes before I rubbed the record. This caused the handkerchief the become more static filled.

Step 2: Immediately put the record on top of the glass bowl. Have the silver balls or cake decorations ready. Drop a few of the balls or sprinkles on the record. you will see that they roll about and then suddenly stop. This is because some parts of the record have more static than other parts and this area attracts the decorations.

Step 3: Take a very sharp pencil and take it toward the balls or sprinkles. They will move away from the lead of the pencil. Some actually will jump off the record. The electricity gets weaker where the pencil points.


In closing: Electricity can have great power. For example, it can make machines work, drive fast trains, run your television and radio, and make the toaster or oven work. Electricity travels from power stations along wires and into power points. We have just seen that electricity can also be on object or in our bodies as well this kind of electricity that we have just made is what is known as static electricity!

Extra:
There are so many activities for demonstrations of static electricity in the classroom. I would also have the students do the balloon activity. Rubbing a balloon on their hair and sticking it to a wall. I also have a cool activity called Super Sparker which can be found on the website http://www.exploratorium.edu/science_explorer/sparker.html. ( I will talk about this activity in class when I present my project).

Answers to questions: I hope now we have an idea what static electricity is, friction is the rubbing of one object against another( we created this when we rubbed the cloth on the record), and why is there more static electricity in the winter than in the summer? In the winter the air is much dryer than in the summer. Friction needs drier air to make static electricity. In the summer the air is much more humid or has more water vapor in it.

Extended Resources
Erin Roth

Why Things Float?

Why Things Float?

What is the science behind objects floating in water? The ability of an object to "float" when it is placed in a fluid is called buoyant force, and this is related to density. If an object is less dense than the fluid in which it is placed, it will float. If the object is more dense than the fluid, it will sink. Density which is a physical property of matter expresses a relationship of mass to volume, thus the more mass an object contains in a given space, the denser it is.

The formula: Density=Mass/Volume

Density of water= 1.00(g/cm3) centimeters cubed

History: There is a well-known tale in which Archimedes was given the task of determining whether King Hiero's goldsmith was stealing the gold while assembling a wreath dedicated to the gods, and replacing the gold with a alloy. Archimedes knew the wreath could be crushed into a cube and the volume could be calculated easily and compared with the mass. The king did not approve of this idea. Archimedes decide he would take a bath as he immersed into the water in the tube the water rose and splashed out of the tub. Archimedes realized he could calculate the weight of the wreath by the displacement of water. Allegedly Archimedes forgot himself and ran naked through the streets yelling "Eureka!" Eureka!" This is said to be where we get the word "Eureka!" when we have a bright moment.

What Causes the Earth's Seasons?

The four seasons that are experienced on earth are caused by an interaction between the earth's tilt and the angle of sunlight that reaches the earth. To break this down it can be simply explained by saying the earth spins on an axis around the sun. In addition, the earth is also tilted at various degrees in relation to the sun. At certain times of the year the earth is tilted closer to the sun, which results in a higher portion of sunlight reaching the earth's surface. When this happens the northern hemisphere (which is where we live) is experiencing Summer! This means we have longer days and shorter nights. The sun is higher in the sky and more direct light reaches the earth. The opposite would be when the earth is tilted away from the sun. Then less sunlight would reach the earth, and this light is more spread out and not as direct. This would mean we are experiencing Winter! This means we have shorter days and longer nights. In between the two we have Spring and Fall. This is the time when the earth's tilt is starting to shift to one end of the extreme. In Spring earth's tilt is tracking back toward the sun, and in Fall the earth's tilt is starting to tilt away from the sun.

Cool Facts: The earth, which orbits around the sun once each year is tilted 23.5 degrees.
The sun crosses the celestial equator twice a year.
The spring equinox typically occurs around March 20-21.
The fall equinox typically occurs around September 22-23.
The summer solstice is June 21.
The winter solstice is December 21-22.

Typical Misconceptions: 1) Seasons have to do with the distance of earth from the sun. The seasons have nothing to do with the distance of earth from the sun! 2) Seasons are caused by earth's rotation on it's own axis ( the 24 hour cycle bringing night and day). Seasons are not caused by the earth's 24 hour rotation (based on which side of the earth is facing the sun)! 3) the sun rises and sets. Actually, instead the spot on earth where you are rotates to the morning!

A neat classroom activity:

Materials needed: apple, pencil, a large ball (ex: basketball), chart paper, and magic markers.

Demonstration: Place the large ball on a table. Tell students this represents the sun. Hold up the apple (stem facing upward), draw the equator around the middle of the apple with a magic marker. Tell students the apple represents the earth. Now poke the pencil through the apple from top to bottom and explain that the top where the stem of the apple is, is the area of the Northern Hemisphere. Ask students "If the earth is tilted on it's axis how should I tilt the (earth) apple?" When your apple (earth) is property tilted being sure to keep the pencil pointed in the same direction as you start to walk it (orbit) around the bigger ball (the sun). It is easier to keep the pencil facing the same wall. Do one full full orbit , then another and stop when the Northern Hemisphere is leaning toward the sun. Ask students "where is the Northern Hemisphere pointed?" Do you think the top of the apple (Northern Hemisphere) is warmer at this time of year?" If so why? Next, keep orbiting the apple until the Northern Hemisphere is pointed away from the sun (ball). Ask students "what do you think happens when the Northern Hemisphere points away from the sun?" "Is it colder?" Last have students think about the Southern Hemisphere ( the bottom part of the apple). Doing this experiment can be a way to provide a visual aid for teaching the reason for the seasons in the classroom!

The Phases of the Moon

We have all wondered what causes the moon to go through phases. The best way to understand this process is by looking at a moon-sun diagram. This can be accessed through using Google. The best way to describe the moon phases is to realize that exactly one half of the moon is always illuminated by the sun. This is perfectly logical; however, in order to understand this concept we should visualize this on a diagram. This can be accessed at http://www.moonconection.com/moon_phases . At certain times we see both the sunlit portion and the shadowed portion of the moon---and that creates the various moon phases we are all familiar with. The best explanation is that the lunar phases are created by changing angles (relative positions) of the earth, the moon and the sun, as the moon orbits the earth.
Moon phases can be simplified by understanding them in this order: new moon and full moon, first quarter and third quarter, and the phases in between. The new moon occurs when the moon is positioned between the earth and the sun. At this time the three objects are in approximate alignment. At full moon the earth, moon, and the sun are in approximate alignment, just as the new moon, but the moon is on the opposite side of the earth, so the sunlit part of the moon is facing us. The shadowed part is entirely hidden from view. The first quarter and third quarter moons (also called half-moons) occur when the moon is at a 90 degree angle with respect to the earth and the sun. This allows us to see exactly half of the moon illuminated and half of the shadowed part of the moon.
Other fun moon facts: After a new moon and the sunlit portion is increasing, but less than half this is called waxing crescent. After the first quarter the sunlit portion is still increasing, but now more than half this is called waxing gibbous. After the full moon light is decreasing, so this is called waning gibbous. Following the third quarter this is known as waning crescent. And then the cycle begins again!
Moon's Orbit: You may think it takes about one month for the phases of the moon to take place, but actually, it is exactly 29.5305882 days This is the time required for the moon to move to the same position as seen by an observer on earth. If you were to view the moon from outside our solar system (for example from the stars) the time required would be 27.3217 days roughly 2 days less. If you find this interesting then try to figure out why this is?