8th+Grade+Science

This is a great place for you to find/upload great activities, exercises, worksheets you create, and useful webpages!
= General files for 8th grade science: =

Curriculum:

FOSS Kit overview (look specifically at Investigations 1-4, and 6 - you will need to use aspects of these kits somewhere in the curriculum)

Great Link! (check out the sections I listed below and the Curriculum Corner): []
 * 1-D kinematics
 * Newton's Laws

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=** HERE IS A SAMPLE TEMPLATE WITH SOME RECOMMENDATIONS!--- **= TITLE: Give it a catchy, fun title **- and use a color!**

TOPIC INVOLVED:

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC.?:

REQUIRED MATERIALS:
 * Please list and materials needed (or even possible low-cost substitutions)

BRIEF DESCRIPTION:
 * Describe the activity in steps.
 * Make sure you are describing the activity, game, etc. so that it is reproducable **(which is the scientific way after all!).**
 * give an approximate time for the activity

ANY SPECIFIC RECOMMENDATIONS?:
 * mention anything you recommend based on your personal experience!

SOURCE:
 * Credit yourself for listing it! Write your name in this form: "First Last (site year)" **=> e.g. Joe Smith (Ransom 2003)**
 * As always, remember to credit any sources if you upload a worksheet or activity. Please do this right beneath your link.

If there is a relevant document, please upload it here (meaning, please "paste" the document below this line): Upload document, picture, etc. right here if you have one!

= Here are some useful activities, games, etc. that you might find helpful: =


 * TITLE: Constant-velocity cars **


 * TOPIC INVOLVED: Constant velocity, measuring distance/displacement, graphing **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: Activity **


 * REQUIRED MATERIALS: Constant-velocity cars, washers (or close substitute), measuring tape, stopwatch **


 * BRIEF DESCRIPTION: Divide students into groups of 3-4. Give each group a constant-velocity car, a measuring tape, and 8 (or a similar number) washers. Make sure it is clear that one person in each group is responsible for running/guiding the car, one for dropping washers, and one for measuring/coordinating measurement (it will likely be a job for more than one person) and that each participant's role is clear from the start. Have students copy down a chart in their lab notebooks with two columns, headed "Time (s)" and "Displacement (m)" Go to a large, open space. Groups will separate along a starting line. When you say "go," they will start their cars. Every 5 seconds, you will call out "5 seconds," "10 seconds," "15 seconds," etc. and students will put down washers where their car is when you call the time. After they have put down all of their washers, you will call "stop." Then, students must measure the displacement for each interval of 5 seconds and record the data in their lab notebooks. Also encourage them to record other, qualitative observations about the activity. When students have finished recording their data, lead a discussion about possible sources of error in the activity. The next day in class, have students create graphs of displacement-vs-time using the data collected the day before. After they have plotted their points, discuss how to draw a best-fit line. Try to get students to realize that the slope of the best-fit line has units m/s - the units of velocity. Given enough time and encouragement, students will be able to make the connection with velocity, and they will discover that the slope of an x-vs-t graph is the velocity of an object. **


 * ANY SPECIFIC RECOMMENDATIONS?: I would recommend doing this activity before the constant-velocity walking activity described below. Also, make sure to talk to the students about vectors before doing the activity; the constant -velocity cars tend not to travel in perfectly straight lines, so students will have to correct their paths periodically. Warn them about this.**


 * SOURCE: David Froomkin (Ransom 2011) & Paul Natland (mentor teacher 2010, 2011; graduate 1998) **

TITLE:** Constant-Velocity Motion Activity - Motion Diagram **

TOPIC INVOLVED: Constant velocity, graphing

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Activity

BRIEF DESCRIPTION:

__ Day 1 __
 * Students each crumple up 5-6 sheets of paper (give each student a different color of paper - eg. One gets red, one yellow, etc. – and reuse the paper for each class and let them know it in advance).
 * Have students line up and then face a direction so that they all will be walking parallel to each other. Have each student move at an ascending speed (meaning the first student walks at a very slow constant velocity – or you can have him/her crawl for effect if you want, or walk on knees – then have the student next to the first walk a little bit faster, then student 3 walks even faster, and so on and the last one is moving at the fastest constant speed – but don’t have them jog too fast).
 * You will definitely want to have the students practice this one or twice to make sure it works before they start taking “data”.


 * Have them all start walking at the same time and when you call out “3 seconds!” have them drop one of the 7 crumpled paper balls they are carrying with them, when you yell ”6 seconds!” they do the same thing again, and so on until they have dropped all of the paper they were carrying.
 * have the students look at the paper balls they have dropped. The balls, ideally, will be equally spaced if the students actually ran at a constant velocity. Ask them questions like "who did the best job moving at a constant velocity? How do you know?"
 * Then, use a long tape-measure to determine how far each ball is the one before it. Then, add the relevant distances to find how far each ball is from the line the students started from.
 * Give each student a "job". Have 2 measure the distance between balls, 2 data takers, etc.
 * Have each students graph his/her distance vs. time graph for homework, including a best fit line. Have them determine from the best-fit line how fast they were moving in meters/second (will need to have spoken about this in advance).

__ Day 2 (probably) __
 * Have students show they graphs they made for HW and show it to their neighbors to make sure everything was done correctly (they have a title, included unites, etc) before they put their results up on the board.
 * Put a big “distance vs. time” graph up on a whiteboard or on a piece of poster board that you can buy. Have them plot all of their points and draw best-fit lines for each student separately on the same graph (let other teachers know not to erase the board of the big graph in advance if you share a classroom).
 * Then you can have them compare the slopes and see what they can get from it. I would then ask them to create a “speed vs. time” graph and ask them how it would look for each student (probably having them predict in their seats first). You could also have them convert their speeds into miles/hour in their seats (or as **part** of their HW)

You can add more to this as you see fit as this day may be a bit shy of 45 min, depending on how you run it.

ANY SPECIFIC RECOMMENDATIONS?: Written above.

SOURCE: Paul Natland (mentor teacher 2010, graduate 1998)

**If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**

TITLE: "Walk it Out" Constant Velocity Activity

TOPIC INVOLVED: Constant velocity, graphing

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: activity/informal assessment

BRIEF DESCRIPTION:


 * students go outside with their science notebooks, you walk out a motion and they students first have to describe in words what your motion looked like (individually) and then sketch a graph (so not plotting points) of what the motion would look like on a “position vs. time” graph. Students will struggle with this conceptual activity which is why it is so important! But they also will have fun with it!
 * Be sure to have them write out a description of the motion first, then sketch a graph individually. Walk around to informally assess how each of them are doing on the graphs, but offer no big pointers.
 * Then, have them compare their graphs with their immediate neighbor, and have them draw another graph in their notebooks if they got it wrong.
 * Then have one group of two students present what they think the right answer is to the class, saying why and once you all have determined what the graph should look like, the students should quickly sketch the correct answer below the other graphs they have done incase their answer was not correct after the peer discussion. Be sure to let them know this is what you want them to do in advance, otherwise you will have more confusion as you go through the activity.
 * They could have as many as 3 different graphs drawn for each situation if they didn’t get it right on the first try.


 * Sample motions could be (and they should all be in a straight line):
 * walking at a constant velocity
 * walking at a faster constant velocity
 * you walk, stop for a few seconds, then keep walking in the same direction
 * you walk for a bit, then jog at a constant velocity in the same direction.
 * You walk forward then moonwalk backward at a slower, constant-speed


 * There are more you can do, but these are a few ideas. For homework, you can even have them come up with their own motion and have the students try to graph their motion in class the next day (though this can be tricky).

ANY SPECIFIC RECOMMENDATIONS?:
 * Do not have them cross out their prior graphs, but log their development up to the correct answer. Tell them this is useful when studying for an assessment because they will remember the graphs they struggled with more because more graphs will be drawn for that activity

SOURCE: Paul Natland (mentor teacher 2010, graduate 1998)

If there is a relevant document, please upload it here (meaning, please "paste" the document below this line): None

TITLE: Hands-On Acceleration

TOPIC INVOLVED: Physics, Acceleration

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Activity

BRIEF DESCRIPTION: Measure out two tracks for walking/running using tape. Make one constant velocity (equally spaced tape strips) then one for acceleration (tape strips at increasing distances). Have the kids walk/run through each and have them cross the strips every one second. The constant velocity track will have them walk the same distance each time, thus keeping them at the same pace, while the acceleration track will make them walk the jog then run to keep on pace, thus getting to learn acceleration thorugh "feeling it." then graph the experiment on a portable whiteboard while still in the area of the experiment so they can see the lines on the floor spaced out versus how the points on the graph become more spaced out.

ANY SPECIFIC RECOMMENDATIONS?: make sure the acceleration track is possible (actually runnable, meaing distances not too great)

SOURCE: Duncan Macdonald-Korth (Ransom 2010) and FOSS "Motion"

**If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**

TITLE: Fan Car vs. Constant Velocity Car

TOPIC INVOLVED: Physics, Constant Velocity vs. Acceleration

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Activity/Experiment

BRIEF DESCRIPTION: Go to an open space at least 120 feet long and bring a constant velocity toy car and a fan-powered or accelerating car. Have both cars start at the same time and have students mark their distances every 3-5 seconds for 4-6 intervals (12-30 seconds total). They will be able to see how at the very beginning the fan car is behind but then quickly catches up and accelerates past the constant velocity car, thus showing acceleration.

ANY SPECIFIC RECOMMENDATIONS?: Make the kids do everything and don't over-explain, let them deduce and understand in their own way what is happening. Only summarize at the end.

SOURCE: Duncan MacDonald-Korth (Ransom 2010) and Paul Natland (Mentor teacher 2010, graduate 1998)

If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):


 * TITLE: What am I doing? **


 * TOPIC INVOLVED: Expressing motion by graphing **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: Class and Homework Assignment **
 * REQUIRED MATERIALS: Paper and Pencil **

Students will be asked to copy the following graph down and write a creative story that describes what is being done in relativity to the graph. In addition for homework students will be asked to draw a position vs. time graph and sketch an activity that they do at home. For example: Walking my dog, having a line that represents leaving your house, walking around the block at a constant speed, your dog sees a cat and sprints the line gets steeper, your dog goes to the bathroom a line with no slope, and returning home, the line goes back to the x-axis.
 * BRIEF DESCRIPTION: **


 * ANY SPECIFIC RECOMMENDATIONS?: **


 * SOURCE: **** Carmen Barresi (Ransom 2010) & Paul Natland (Mentor Teacher 2010, graduate 1998) **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**

TITLE: Fun with Physics!

TOPIC INVOLVED: Review game for the first three weeks of instruction including: the scientific method, velocity and graphing, as well as some simple metric conversions.

This is a GAME

REQUIRED MATERIALS: Projector and internet access although you are able to download the game.
 * You only need a way to project the game and internet access to create the game and play the game if downloading it is not an option. SuperTeacherTools is a wonderful aid!

BRIEF DESCRIPTION:
 * Create the game based on what has already been discussed in class previously.
 * For example, my categories were all activities that we had previously done in class. The “How Does that Look” category was wonderful because we had lots of previous experience with that because we had done several activities like that in class.

ANY SPECIFIC RECOMMENDATIONS?:
 * Make sure to be consistent with the questions you are asking. Do not diverge too much from the general format you present questions to them in class.
 * HAVE FUN! Be creative!
 * Download the Jeopardy theme song if you decide to have a final Jeopardy which you may not have time to do depending on the class and difficulty level of the questions.

A link to mine is found below: []

Source: (Fadhumo “Eve” Ragge Ransom 2012)
 * TITLE: **
 * Accelerometer Activity **


 * TOPIC INVOLVED: **** Acceleration **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: Activity **


 * REQUIRED MATERIALS: **
 * Rulers or Pencils, Washers, Index Cards, Cut out Accelerometers, String, Tape **


 * BRIEF DESCRIPTION: **
 * Students will follow a set of procedures and build their own accelerometer. Students will be asked to define acceleration and make observations in regards to the position of their washer in relation to their movement. **


 * ANY SPECIFIC RECOMMENDATIONS?: **

http://sciencespot.net/Pages/classphys.html
 * SOURCE: **
 * Carmen Barresi (Ransom 2010) **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: Teaching Aristotle **


 * TOPIC INVOLVED: Showing how Aristotle was wrong **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: Activity **


 * REQUIRED MATERIALS: Students can use any props that they have or that the teacher can provide (books, objects) **

** Introduction to Aristotle (who was he? What did he do? Where was he from?) ** ** - Introduction to Aristotle’s Laws, explanation of what violent and natural motion is ** ** - Students will be separated into two groups and asked if possible disprove the following laws and show how it would be disproved by performing a skit and if **** unable to disprove explain why (groups must have a representation of Aristotle, an opponent of Aristotle, and the other members acting out how Aristotle’s theories were wrong): ** ** a. The speed at which an object falls is directly related to the mass of an object ** ** b. Motion continues so long as there is only an applied motion to an object. Removing the motion stops the object. **
 * BRIEF DESCRIPTION: **


 * ANY SPECIFIC RECOMMENDATIONS?: **


 * SOURCE: **
 * Carmen Barresi (Ransom 2010) & Paul Natland (Mentor Teacher 2010, graduate 1998) **


 * TITLE: Refuting Aristotle (similar to above activity) **


 * TOPIC INVOLVED: Motion, forces **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: Activity / lab **


 * REQUIRED MATERIALS: Students choose which materials they want to use **


 * BRIEF DESCRIPTION: State Aristotle's first law of motion, "Objects have a natural tendency toward rest" (meaning that objects in motion eventually stop moving because they 'desire' to come to a state of rest). Let students think about the statement. (They should already have been exposed to the concept of friction.) They will protest that objects come to rest because of friction. Ask them how they might test Aristotle's theory. After a discussion, students will realize that friction is affected by what kinds of surfaces are rubbing against one another, and so for example an object sliding on ice would take longer to stop than an object sliding on concrete. This disproves the theory. Point out how little time it took to refute it (maybe 5 minutes). Next, state Aristotle's second law of motion, "Heavier objects fall faster, in proportion to their mass." Emphasize the second clause ("in proportion to their mass"). Separate students into groups of about 3 and ask them to devise an experiment to test Aristotle's second law of motion. Tell them they must write a prediction and a complete procedure before they are allowed to do any experimenting. Check their procedures and then allow them to go outside. Preferably they can use a balcony, from which they can drop objects to the ground. If time permits, have students measure the mass of the objects they are dropping and measure the amount of time they take to fall precisely. When students have finished their experiments, go back inside. Ask them to analyze their data/observations and draw conclusions. Emphasize again that they are trying to discover whether there is an _inversely proportional relationship_ between objects' mass and the time it takes for them to fall. Students will find that there is nothing close to such a relationship, even if some students found that the heavier object fell slightly faster. Ask them what are some other factors which might affect how fast objects fall besides weight. Finally, explain that all objects have the same acceleration due to gravity. **


 * ANY SPECIFIC RECOMMENDATIONS?: If time permits, have a discussion about why people might have believed such a ridiculous theory for so long. Do not accept "people were stupid back then." It might be helpful to explain the Aristotelian/Ptolemaic view of the universe and to have students research the history around the experiments of Copernicus and Galileo which ultimately disproved Aristotle's theories. This discussion can also relate back to science vs. belief because the Catholic Church was endorsed the Aristotelian view of the universe and was the main reason why people believed in it. **


 * SOURCE: David Froomkin (Ransom 2011) **


 * TITLE: Constant Velocity Tubes **


 * TOPIC INVOLVED: Velocity/Speed and Graphing **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: Activity/Lab **
 * REQUIRED MATERIALS: Constant Velocity Tubes, Meter Sticks, Stopwatches, and Graph Paper. **


 * BRIEF DESCRIPTION: In pairs, students will be determining the speed of the bubble in the red, blue, and green tubes by calculating the slope of the best fit line of the position vs. time graph of each one of the tubes. Before the activity, s tudents will create a table in which the will record their data (a table for each tube). The table will include two columns: one to record time (intervals of 3 or 4 seconds; every 2 seconds if the bubble is really fast) and one to record distance (in cm). They should collect at least four points of data. For measuring the data, one student will be handling the tube while the other will keep an eye on time. The student with the tube will hold the tube in the vertical position, making sure the bubble is all the way to the top. The student keeping time will start the time as he/she tells the other student to flip the tube upside down. The student handling the tube will follow the bubble with his/her index finger until the time keeper tells him/her to stop. Then, the distance of the bubblefrom the starting point will be measured and recorded. This process will be repeated for each interval of time and with each of the three colored tubes. Likewise, students should record the amount of time it takes for the bubble to travel from one end to the other (for each tube). Once the data is obtained, students will plot their data and draw the best-fit line. From the best-fit line, they will determine the slope and, hence, the speed of the bubble. **


 * ANY SPECIFIC RECOMMENDATIONS?: If time runs out, the students may do the graphs for HW. Part of the following day may be used to discuss about how the steepnes of the slope of the graphs of each tube is related to the speed (the steeper the slope, the faster the bubble travels in the given tube). Finally, there are a total of 6 tubes (two of each color). Therefore, a total of 6 pairs of students may be formed. If this is the case, then the students can rotate every 10 minutes or so in order to get a chance to do all three tubes. **


 * SOURCE: Jorge L. Rodriguez (Ransom 2011) **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**

**TOPIC INVOLVED: ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">Newton’s First Law of Motion – Inertia ** <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">activity / lab ** <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">REQUIRED MATERIALS: ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">4 trays; hose or other water source; open space ** <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">BRIEF DESCRIPTION: ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will take trays filled with water and will run across the field and back, trying to make it back first while spilling no water. The instructor will time them, and whoever makes it back first with no/least water spilled will win. Students who are not running will make observations (and possibly record them in their lab notebooks – instructor’s discretion). All students will have a turn to participate in the activity. It should take about 20 min. ** <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">ANY SPECIFIC RECOMMENDATIONS?: ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">The activity should be followed by a discussion of observations, explicitly explaining the relevance of Newton’s First Law of Motion. This can be supplemented with Guided Practice with a proving behavior (such as the car demo activity) to gauge students’ understanding of inertia. The water tray activity can also be made more of a lab by having students make predictions in their lab notebooks in advance – however instructors should be cautious with this SO THAT STUDENTS ARE NOT WARNED IN ADVANCE about water spilling. Shallower trays work better for this activity, as water spilling is more visible. ** <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">SOURCE: ** **<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">Paul Natland (Mentor Teacher 2012, graduate 1998) & David Froomkin (Ransom 2011, 2012) **
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">TITLE: ****<span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 13px;">Running with Water (Trays) **


 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">TITLE: ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Penny Boats **
 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">TOPIC INVOLVED: ** ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Pressure, Buoyancy **
 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: ** ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Activity **
 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">REQUIRED MATERIALS: ** ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Aluminum foil, >250 pennies, bin filled with water **
 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">BRIEF DESCRIPTION: ** ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Have cut ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">out 5x5 in. squares of foil for each group of 3-4 students. Tell students that it is a competition where the goal is to create a boat that holds the most pennies before sinking. Tell students they must show you a drawn design before they can have the foil to begin constructing the boats. This way, they must think about relevant principles of pressure in advance of boat construction. After all groups have finished making their boats, move on to the competition. One boat at a time, add pennies until the boat sinks. Have students keep track of the number of pennies it takes to sink each boat; write the numbers on the board. **
 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">ANY SPECIFIC RECOMMENDATIONS?: ** ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Teacher should also create a boat to demonstrate the most effective design (a square, flat base with very low sides, maximizing surface area of the base to distribute pressure and increase buoyancy). **
 * <span style="color: #948a54; font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">SOURCE: ** ****<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 13px;">Paul Natland (Mentor Teacher 2012, graduate 1998) & David Froomkin (Ransom 2011, 2012) **


 * TITLE: **


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 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: **
 * REQUIRED MATERIALS: **


 * BRIEF DESCRIPTION: **


 * ANY SPECIFIC RECOMMENDATIONS?: **


 * SOURCE: **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: **


 * TOPIC INVOLVED: **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC?: **
 * REQUIRED MATERIALS: **


 * BRIEF DESCRIPTION: **


 * ANY SPECIFIC RECOMMENDATIONS?: **


 * SOURCE: **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">TITLE: ****<span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Genie In A Bottle **
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">TOPIC INVOLVED: ****<span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Pressure ****<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: **
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Demonstration ****<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">REQUIRED MATERIALS: **
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Standard Size Beaker
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Hard Boiled Eggs (Cooled and Peeled)
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Paper Towel
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Matches
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Fire Blanket
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Vegetable Oil (optional)
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">BRIEF DESCRIPTION: **
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Have students observe the setup. The egg will be fitted in the opening of the beaker with the large side in the air. The egg should seal the bottle.
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Ask scholars if the egg will be able to be put in the bottle with no direct force from you.
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Light a nice size piece of paper towel and put it in the beaker.
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Have students watch as the oxygen is consumed and the pressure inside the bottle drops, creating the pressure differential that pushes the egg in.
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Afterwards, have students write two sentences on why they feel the egg went in the bottle. They may struggle with this but have them do it anyway. It is important that they begin to think about why certain observable behavior occurs.
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Approximately 10 mins
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">ANY SPECIFIC RECOMMENDATIONS: **
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">You may want to put a little bit of vegetable oil around the beaker so as to facilitate the egg going all the way in. Sometimes it gets stuck midway.
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 13px;">SOURCE: **
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 13px;">Fadhumo Eve Ragge (Ransom 2012)