Ciência – Ano 4

níveis:

L 1ª à 4ª

M 5º e 8º

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Course Description — Students will study chemistry and physics through experimentation, demonstration, readings, videos and a variety of online activities. They will learn about the periodic table and many of the elements, studying their structure and use. Students will model the structure of atoms and molecules and will explore the states of matter, discovering the properties of solids, liquids and gases. They will create and observe different types of chemical reactions and experiment with acids and bases. Physics topics include: light, sound, aerodynamics, forces, the Three Laws of Motion, energy, heat, electricity, magnetism, simple machines and engineering. Students will learn but also apply their learning by building a roller coaster, bridge and dome as well as circuits and solar oven.

materiais:

  • suprimentos básicos
  • Ciência, Ano 4, Nível L
  • Ciência, Ano 4, Nível M
  • Considere a compra de óculos e luvas de borracha (luvas descartáveis ​​eles usam em hospitais). A coisa mais perigosa que vão utilizar produtos de limpeza domésticos, mas são produtos químicos e seria bom para ser protegido contra salpicos e derrames, bem como para construir um bom hábito.

Átomos, moléculas, motores a vapor, matéria, estados da matéria

Dia 1 (Materiais L e M: pequeno pedaço de folha de alumínio)

L *

  1. Tomar um pequeno pedaço de folha de alumínio. Rasgá-lo ao meio. Novamente. E de novo e de novo e de novo até que você não pode mais. Se você poderia manter rasgá-lo até que ele foi o menor pedaço de alumínio do mundo, que seria um átomo , um alumínio átomo . Tudo no mundo é composta de átomos. Diferentes tipos de átomos se reúnem em diferentes combinações chamadas moléculas de tornar-se tudo o que você vê no mundo.
  2. Dê uma olhada em como pequenos átomos . (Clique no NanoLab e Zoom. Vamos fazer mais neste site mais tarde. Se ele não está funcionando, você pode assistir a este vídeo . Obter permissão para vê-lo no YouTube.)
  3. Os átomos são tão pequenos que cinco milhões de milhões de átomos de hidrogénio que se encaixam na cabeça de um alfinete. Isso é 5,000,000,000,000 átomos.
  4. * Imprima Elements Lapbook (M está usando isso também) Você pode cortar H eo bolso de hidrogênio se você pode ter certeza de não perdê-los antes de amanhã.

M *

  1. Tomar um pequeno pedaço de folha de alumínio. Rasgá-lo ao meio. Novamente. E de novo e de novo e de novo até que você não pode mais. Se você poderia manter rasgá-lo até que ele foi o menor pedaço de alumínio do mundo, que seria um átomo , um alumínio átomo . Tudo no mundo é composta de átomos, ou átomos compõem a matéria que tudo é feito. Diferentes tipos de átomos se reúnem em diferentes combinações chamadas moléculas de tornar-se tudo o que você vê no mundo.
  2. Dê uma olhada em como pequenos átomos . (Mova o cursor para a direita e para a esquerda. Se ele não está funcionando, você pode assistir a este  vídeo . Obter permissão para vê-lo no YouTube.)
  3. Os átomos são tão pequenos que cinco milhões de milhões de átomos de hidrogénio que se encaixam na cabeça de um alfinete. Isso é 5,000,000,000,000 átomos.
  4. * Imprimir fora  Elementos Lapbook  (L é utilizando este também) Recorte H e bolso de hidrogénio. Coloque-o na página de metais alcalinos e colocá-lo em seu caderno.

Dia 2

L *

  1. *Here is a periodic table to look at or to print out in color with picture examples. (Print it out if you can and put it in your notebook.) This is called the periodic table of elements. Each box is one element. Everything in the world, including you, is made up of these elements. They are listed on this table in order of their weights. Number one is hydrogen. It is a gas. It is the lightest element.
  2. Read about hydrogen.
  3. Draw a picture or write about hydrogen inside booklet and place in pocket.

M

  1. Watch hydrogen video. (Here’s an alternative link if that isn’t working.)
  2. Fill in Hydrogen booklet. Need an idea of what to put inside about hydrogen? Read this.
  3. *Look at this example of a periodic table (or a list of all the atoms we know about). (You can print it if you like. It is in color.)

Day 3

L

  1. Do first mystery interactive about the disappearing city. Stop when it starts second mystery.
  2. What do you think happens to a city when the train goes through town? What do you think happens to a city if the train passes it by and doesn’t take people there?
    • (Answer: When a train came to a city, it brought more people. More people could live there and work there. If the train passed by your area, the city would get smaller and smaller because it wouldn’t be growing. People would leave to go where the work is, where the population  is growing.)
  3. Here’s a video on how steam engines work. Tell someone what makes a steam engine work.

M

  1. Watch video about how steam engines work.
  2. Watch this animation of steam engines.
  3. Explain how a steam engine works.

Day 4

L

  1. Draw a diagram of the inside of a steam engine. Color where the water is blue. Color where the steam is red. Include a firebox, boiler and steam box. If you don’t remember, go back to yesterday’s mystery railroad lesson.
  2. Se você quiser mais informações sobre um motor a vapor, você pode ler este artigo. Esta é uma explicação mais complicada. (Nota:. Há um monte de informações nessa página, mas lá ele menciona formas de carvão ao longo de milhões de anos eu não acredito que isso e você não tem que quer cientistas não concordam com a idade da Terra é. . Se você acredita que Deus criou a terra em seis dias, então você concorda com os cientistas que acreditam que a terra é apenas vários milhares de anos de idade.)

M

  1. Assistir e ler sobre motores a vapor.
  2. Desenhar um diagrama de como ele funciona e explicá-la a alguém.
  3. Copie esta frase sobre motores a vapor e dizer o que isso significa em suas próprias palavras.

dia 5

L *

  1. O que faz transformar água em vapor?  Jogar este jogo para aprender.
  2. Apenas sobre tudo que você vê neste mundo é um sólido , um líquido ou um gás .
  3. A água é um sólido, quando é gelo, um líquido quando ele é água, e um gás quando é vapor.
  4. * Imprima esta planilha em sólidos, líquidos e gases e preenchê-lo. Certifique-se de colocá-lo em seu notebook.
  5. Diga um pai ou um irmão mais velho que você acha que faz algo um sólido, um líquido ou um gás.

M *

  1. O que faz transformar água em vapor?  Jogar este jogo para aprender.
  2. * Imprima esta planilha em troca de água e preencha. Certifique-se de colocá-lo em seu notebook.
  3. Apenas sobre tudo neste mundo ou é um sólido, um líquido ou um gás. Estes são chamados “os estados da matéria.”
  4. Você acabou de aprender que, alterando a temperatura de um tipo de matéria que você pode mudar o seu estado. Por exemplo, aquecendo o gelo sólido que você transformá-lo em um líquido.

Sound, Molecules

Dia 6 * (Materiais para M: cabide de metal, pedaços de 2 pés de comprimento de linha – se você não tem um cabide de metal, usam algo metálico como uma colher)

  1. Bell realized that the sound carried better if he used a liquid with his thin metal wire. Conduct a sound experiment. Does sound travel better through a solid or a gas (the air)? Do Table Thunder, the second experiment. Try it a few times with different tables. If you can get what you need together, you could do any of the other experiments too. In your science notebook, describe your experiment and what your conclusion is. Your conclusion is your answer, does sound travel better through a solid or a gas? Think of a way to test if sound travels better through a liquid or a gas? Try it. What’s your result? Present your conclusions at the dinner table.

M *

  1. *Bell realized that the sound carried better if he used a liquid. Conduct a sound experiment. Does sound travel better through a solid or a gas (the air)? Do Hang In There. Try it a few times with different tables. If you can get what you need together, you could do any of the other experiments too. Print out the science experiment page and fill it out with your experiment details. I wrote the experiment question above. Experiment worksheet  Think of a way to test if sound travels better through a liquid or a gas? Try it. What’s your result? Present your conclusions from today’s experiments at the dinner table.

Day 7   (Materials for L : two cans and string and a nail and hammer to poke the hole — can use disposable cups and a thumbtack if you don’t have cans, might want to have a paper clip on hand)

L

  1. Make a play telephone.

M

  1. Read about how a telephone works.  Click on Next Page when you get to the bottom. And again on the next page. On this page, after you read, click on the image to see it animated. Just a reminder not to click on anything else on these pages. The advertisements are just to get your money. They will not improve your life 🙂 Have self-control and stay focused.
  2. Describe how Alexander Graham Bell’s telephone worked.

Day 8

L

  1. Cut out your O and oxygen pocket. Oxygen is part of what we breathe. We need oxygen for our bodies to work. It is another element in our world and is number 8 on the periodic table because one atom of oxygen has 8 protons in it. We’ll learn later about protons. Write or draw inside your oxygen card. And place in your pocket.
  2. Not everything in the world is hydrogen or oxygen or carbon or whatever else is on the periodic table. Those are the elements that other things are made from. When different atoms come together to make something new, they are called molecules. Probably the most famous molecule is H2O. Have you ever heard of it? It means two hydrogen atoms and one oxygen atom getting together. When they do, they make water! All water you see are H2O molecules. Here’s a picture of a water molecule.
  3. Draw a water molecule and label the three parts each either H or O. Label your picture and keep it in your science notebook.
  4. Build other molecules. Click on Nanolab and Build.

M

  1. Watch video on oxygen.
  2. Cut out your O and Oxygen pocket. Oxygen is part of what we breathe. We need oxygen for our bodies to work. It is another element in our world and is number 8 on the periodic table because one atom of oxygen has 8 protons in it. We’ll learn later about protons. Write or draw inside your oxygen card. And place in your pocket.
  3. Not everything in the world is hydrogen or oxygen or carbon or whatever else is on the periodic table. Those are the elements that other things are made from. When different atoms come together to make something new, they are called molecules. Probably the most famous molecule is H2O. Have you ever heard of it? It means two hydrogen atoms and one oxygen atom getting together. When they do, they make water! All water you see is made up of H2O molecules. Here’s a picture of a water molecule.

Day 9   (Materials for M: grape, microwave–there’s a video of the experiment if you can’t do it)

L

  1. Remember molecules? A water molecule is made up of two hydrogen atoms and one oxygen atom, H2O. When molecules heat up, they get really excited and move around a lot! That’s a gas. When molecules cool down enough, they barely move at all; that’s a solid.
  2. Read about  solids, liquids and gases. Click on next and read all four pages.
  3. Then you can do this game and online experiment. Make sure you answer all the questions! Tell someone what happened when you took the lids off. (You’ll know what I mean after you do the online experiment.)

M

  1. Remember molecules? A water molecule is made up of two hydrogen atoms and one oxygen atom, H2O. When molecules heat up, they get really excited and move around a lot! That’s a gas. When molecules cool down enough, they barely move at all; that’s a solid.
  2. Do this online activity on states of matter.
  3. Try this online quiz.
  4. If you have a grape and a microwave, then you can create plasma. Plasma is another state of matter. It’s what you get when you excite molecules even more than in a gaseous state. Slice a grape in half longways but leave a little skin so you can open it like a book. Open it and place it in the microwave. Turn the microwave on and be ready to turn it off. In 10-15 seconds you should see plasma shooting off the grape! Turn off your microwave after those 10-15 seconds. Don’t let the grape cook longer. If you don’t have a microwave, you can watch a video of the experiment.

Day 10   (Materials for L: bar of Ivory soap, microwave–there’s a video of the experiment to watch if you can’t do it)

L

  1. We’ve been learning about atoms, which make up the elements everything in our world is made up of. When atoms are combined, it is called a molecule. When molecules heat up, they get excited and move around a lot. This is what happens when water turns into water vapor (or steam). When molecules cool down, they slow down to mostly stopped. This is what happens when water turns into ice. Ice, water and steam are all H2O. They are all made of water molecules. It is the same matter. They are just each in a different state of matter.
  2. Watch the molecules get excited. Click on Nanolab and then Transform.
  3. Write in your science notebook each of the words in bold. As best you can write what you can about what each means.
  4. As a reward for writing those tough definitions, place an opened bar of Ivory soap in the microwave on a microwavable plate. Turn the microwave on for one minute. Watch what happens. You are exciting the water molecules that are inside the soap causing them to move around! If you don’t have a microwave, you can watch the video to see what happens. (Ivory is special because it floats when other bars of soap sink. That’s because it has a lot of air inside of it.)

M

  1. In your science notebook write the following words and their definitions: atom, molecule, matter, state of matter, liquid, gas, solid, periodic table.
  2. As a reward for your hard work writing great definitions, here’s a video of what fun chemistry can be.

Dia 11 (Materiais para M: depressor de lingueta, de borracha da banda de cerca de 3 por no quarto em 2, fichas, cartões de 3 pés de cadeia ou fio, tesouras, fita ou cola quente.).

o

  1. Outra maneira de se mover moléculas, para além de excitar-los aquecendo-os para cima, é para levá-los a vibrar. Quando há um som, move-se as moléculas no ar, causando-lhes a vibrar. Eles começam a colidir com outras moléculas e fazê-los vibrar muito e aqueles acidente nas moléculas ao lado deles para que eles começar a vibrar e isso é viagens como o som de um lugar para outro.
  2. Faça uma onda sonora. Amarrar uma corda forte para uma maçaneta e caminhar de volta até que a corda é reta ou tirar a ficha do seu aspirador na mão e esticar a corda. Mover seu braço para cima e para baixo e enviar ondas abaixo a corda ou cabo. É assim que o som viaja em ondas.
  3. Desenhar ondas sonoras em seu caderno.

M

  1. Leia sobre esta experiência , assista ao vídeo e experimentá-lo se você tem o que você precisa. (Ele vai pedir para o seu endereço de e-mail antes de você pode assistir o vídeo. Use um endereço de lixo eletrônico. Ela envia vídeos experimentais, mas ela envia lotes de anúncios também!)
  2. Escreva em seu caderno ciência que você aprendeu com a experiência. Por favor, coloque a data no topo da página.

Dia 12 (Materiais para M: balão)

o

  1. Explorar som em sua casa. O que torna o som? O que está sendo vibrado para fazer o som? Lembre-se que o som pode viajar através de um gás, um líquido ou um sólido. Quando você ouviu a pancada na mesa, foi as moléculas na mesa vibratória. Faça uma lista de suas observações às duas perguntas como você explora sua casa.

M

  1. Jogar com instrumentos diferentes para fazer sons diferentes. O que está sendo vibrado para fazer cada som? Você precisa arrastar os diferentes instrumentos na tela para reproduzi-los. Você também pode fazer a atividade de classificação de som.
  2. Leia este experimento .

dia 13

o

  1. Hoje criar som. Criar um som que vibra através de um sólido (estrondo algo). Criar um som que vibra através de um líquido (encher um copo com água e toque no vidro.) Criar um som que vibra no ar (soprar sobre a parte superior de uma garrafa, balançar algo rápido através do ar, ou enganar e só falar🙂
  2. Tente enchendo copos com água até alturas diferentes. O que dá um som mais alto? A uma com a menor quantidade de água, porque as moléculas podem vibrar para trás e para a frente através lo mais rápido. Se você tem uma garrafa que você pode explodir sobre a abertura para fazer um som, encher a garrafa com diferentes quantidades de água. Ela irá produzir um som mais alto se você tem mais água (porque há menos ar) e as moléculas podem vibrar e para trás através da menor quantidade de ar mais rápido, tornando o som mais alto.
  3. Registre em seu caderno ciência as diferentes maneiras que você vibrou moléculas para criar som. Por favor, escreva a data na página.
  4. Assista vibrações  causadas pelo som. Ir para 1 minuto. Esta é uma mistura de amido de milho e água em uma assadeira senta-se no topo de um alto-falante.

M

  1. Watch this video of sound experiments and then figure out some of your own special effects sounds. What sounds can you make with things around your house?

Day 14

L*

  1. Roll up as large a piece of paper as you can find into a cone shape. Leave a little opening at the end. Talk regular into the air and then through your cone. What’s the difference? Listen to someone talking regularly and then with the small opening of the cone to your ear. What’s the difference? Your cone is spreading out and collecting sound waves. Fill in your science experiment worksheet. Question: Can sound waves be amplified (made louder)?

M

  1. Read about the speed of sound and traveling faster than the speed of sound.
  2. Watch a video about breaking the sound barrier. Then listen to a plane breaking the sound barrier.

Day 15

L

  1. Read about the phonograph. Here’s a picture of an original.
  2. Draw a phonograph. What is being vibrated.
  3. If you have a record player at your house, observe it in action.
  4. Watch the Edison Phonograph  video. While records are flat, Edison’s played from grooves in a spinning cylinder.

M

  1. Read about the phonograph.
  2. If you have a record player at home, observe it in use. You can also watch the video. While records are flat, Edison’s played from grooves in a spinning cylinder.
  3. Draw a diagram of how a phonograph works.

Light

Day 16

L

  1. Let’s learn a little more about light and the light bulb. The light in the bulb basically is a fine wire, called a filament, that gives off light because it is heated up and gets hot. It’s actually atoms that are giving off light. Remember how they get excited when they heat up? The electricity travels into the bulb, heats up the atoms in the filament, causes them to jump around which gives off the light. To make the bulb shine as it does, it is filled with a gas to help it. The gas is called argon.
  2. Watch the video below on how a light bulb is made in a factory today.
  3. Then cut out argon and its pocket. Draw or write inside it and place it with your others.

M

  1. The light in a bulb basically is a fine wire, called a filament, that gives off light because it is heated up and gets hot. It’s actually atoms that are giving off light. Remember how they get excited when they heat up? The electricity travels into the bulb, heats up the atoms in the filament, causes them to jump around which gives off the light.
  2. Watch video on argon. Argon is the gas used in most light bulbs. Thomas Edison learned that leaving air in the bulb would cause the filament (the thin carbon wire inside) to burn up. He used a vacuum to take out the air. Now we remove the air and put in argon.
  3. Read about the group of noble gases.
  4. Cut out and fill in your argon piece.

Day 17*

L*

  1. Read these three pages (click on next page) about light.
  2. Do this activity about light.
  3. *Draw on this worksheet to show how light travels to an object and then reflects to our eyes.

M

  1. We see because light travels from the light source to an object, reflects off that object and hits our eye.
  2. Watch this video about how light travels.
  3. Try this quiz about light.
  4. (If you can’t answer the questions, go and read here.)

Day 18  (Materials for L: hand-held mirror or anything reflective; for M: coin, bowl)

L*

  1. You’ve learned that light travels in a straight line. You’ve also learned that you can change the direction that light travels by reflecting it.
  2. Take a hand-held mirror (or something else reflective–watches and rings might work) and find a light to reflect. Make a light dance around the ceiling by reflecting it off your mirror.
  3. Get a glass of water. Use a clear glass if you can so you can see inside well. Place a pencil or straw inside the cup. Does it look the pencil is bent? The light bends when it hits the surface of the water. It doesn’t stop the light like a wall does, but it bends it enough to send a bent reflection back to our eyes.
  4. *Write up an experiment worksheet. Question: Can light bend?

M*

  1. Watch this video about how light bends and slows.
  2. Then try this experiment on bending light. (If you don’t have blu tac, just pour the water carefully so you don’t disturb the coin. It won’t float!)
  3. *Write up an experiment worksheet. Question: Can light bend?

Day 19  (Materials for L and M: metal spoon)

L

  1. Get a metal spoon. Look at yourself in it. Turn it over. What do you observe? Remember, what you see is the light reflecting off of something. Because the top of the spoon is curved down the light bounces off and heads down, so we see our forehead at the bottom. The light that hits the bottom part is bounced up by the curve, so we see our chins at the top. On the other side we see ourselves stretched out. Why? In what direction does the light bounce?
  2. Draw a picture of light hitting a spoon from both sides. Where does the light bounce to?

M

  1. Read this page about reflection.
  2. Read this page about light refraction.
  3. Place a glass of water on the end of a white sheet of paper near a sunny window. Let the light shine through the water. What do you see on the paper?
  4. Light is made up of colors. The light waves of different colors travel at different speeds and so bend in different ways going through the water. The water demonstrates light refraction, the change in direction due to a change in speed. The water slows the light waves and causes them to bend.
  5. Play with this color mixer. Make sure you observe mixing all three at their highest levels. You can see how light is white, but it is really made up of many colors.

Day 20

L

  1. Por causa do que sabemos sobre como os nossos olhos vêem a luz e como nossos cérebros receber esses sinais, as pessoas desenvolveram muitas ilusões ópticas. Nós achamos que ver o que não vemos. Quero ver?
  2. Aqui está uma . As imagens na direita e à esquerda são os mesmos. Os blocos A e B são da mesma cor.
  3. Aqui é outra .
  4. Quero mais?

M *

  1. Leia sobre a estrutura de uma lâmpada .
  2. O “contato do pé elétrica” é o que conduz , ou carrega, a eletricidade para o bulbo. Jogar este jogo para experimentar com diferentes condutores e receptores.
  3. Jogar este jogo circuito elétrico .
  4. Escrever circuito, conduta e filamento em seu caderno ciência e escrever definições para as palavras.

EXTRA – se você quer e é capaz de … Como fazer um periscópio .

Átomos e moléculas

dia 21 

L *

  1. * Imprima uma página desta planilha em átomos .
  2. Ver o vídeo em átomos e moléculas . Tudo bem se você não entender tudo.
  3. Preencha os espaços em branco na planilha.
  4. Desenhe um átomo de hidrogênio na parte de trás da planilha. É o mais simples. É número 1 na tabela periódica de modo que tem um protão e um electrão. Ele não tem nenhum nêutrons. Desenhe um círculo para o núcleo e um sinal de + no interior do mesmo para o seu próton. Desenhar um círculo em torno de que para o seu elétron para viajar. Desenhe um sinal – para o seu elétron naquele círculo.

M *

  1. Assista este vídeo  e tomar notas de qualquer novo vocabulário. Quando você ouve uma nova palavra, anote-a nesta página notebooking . (Você só precisa de uma página.) Depois que o vídeo é feito de preenchimento em mais sobre cada palavra que você escreveu para baixo. Também escrever em suas notas a explicação de por que átomos se juntam. Vê-lo novamente se você não se lembra!
  2. * Imprima apenas uma página desta planilha em átomos . Lê-lo e preenchê-lo. Mantê-lo em seu caderno ciência.

Dia 22    (Materiais para L: sal, açúcar, lupa, 3 xícaras de açúcar, jar; Materiais para M: sal Epsom do copo de 1/2 – se você não tem isso, você pode usar um pequeno pedaço de papelão e  mesa sal e fazer esta experiência . Você pode comprar sal Epsom em uma loja de droga ou na seção de medicina de uma mercearia. é barato. Você pode guardar o resto para uma experiência mais tarde.)

o

  1. Vamos voltar e aprender um pouco mais sobre moléculas. Volte em seu caderno ciência e ler o que moléculas são se não tiver certeza. Moléculas têm formas diferentes. Tome um pouco de sal e açúcar e olhar e eles com uma lupa. Você vê as suas formas? Se você não tem uma lupa, aqui estão algumas fotos. sal   Açúcar
  2. With adult permission and help heat one cup of water on the stove and add three cups of sugar. Add a little at a time, stirring to dissolve. You are making a saturated solution — so full it can’t take in any more sugar. When it is all dissolved, pour it into a clean jar. Tie a string to the middle of a pencil. Tie a paper clip to the other end. Make sure the string is short enough so that the paper clip doesn’t touch the bottom of the jar. (You don’t want it to touch the sides either.) Lay the pencil across the top of the jar so that the paper clip and string hang in the liquid. Let it sit a few days and watch the sugar crystals grow. The sugar crystals are just sugar molecules attaching together.
  3. Write up your experiment. You can use this experiment worksheet to help you. Your question is, “What do sugar crystals look like?”
  4. Look at this picture of enormous crystals.

M

  1. In a small, deep container (small jam jar would work well) pour 1/2 cup of the hottest water that comes from your faucet. Stir in 1/2 cup of Epsom salt. Stir for one minute (there should be some Epsom salt crystals at the bottom still) and then place in the refrigerator. In three hours you should have crystals. (In case you can’t grow them, here’s a picture of Epsom salt crystals. You can click on it to see it bigger.) 
  2. Epsom salt is magnesium sulfate, MgSO4 That means that each molecule of magnesium sulfate is made up of one atom of magnesium, one atom of sulfur and 4 atoms of oxygen. The crystals are lots and lots of molecules joining together.
  3. Draw a picture of what a magnesium atom might look like. It is number 12 on the periodic table so it has 12 protons and electrons. Draw a nucleus with 12 + signs in it for the protons. Now draw a ring around it with two electrons (-) on it. That’s all the first level can hold. Now draw a second ring around that. The second level can hold 8 electrons, remember? Draw eight electrons on the second ring. That’s 10 electrons. Now draw a third ring around the atom. How many electrons should you draw on this one? It needs 12 and you’ve only drawn 10 so far. This last level or its valence shell needs 2 more drawn in, but it wants 18! That’s why it will bond with the other atoms.
  4. Look at this picture of enormous crystals.
  5. Have Epsom salt left over? Try this!  (You can save some for later as well, a tablespoon should do.)

Day 23

L

  1. The next element on the periodic table you will work on is helium. Helium is a gas. You may have heard of helium balloons. Those balloons that float away if you let go of them are filled with helium. They float because they are lighter than air. Remember the lighter the element, the earlier it is on the chart. Helium is number 2. So if helium floats, do you think hydrogen balloons float too? Of course! Hydrogen is lighter than helium. That’s why it is number 1 on the chart. So helium is number 2 on our periodic table. That means it has 2 protons in its nucleus, center. That means it also has 2 electrons flying around it.
  2. Cut out helium pieces. Write or draw inside about helium. You could also draw a helium atom inside.

M

  1. Read about helium. Page 1  Page 2
  2. Watch the video on helium. Helium is number 2 on the periodic table because it has 2 protons.
  3. Check out this site on helium. Use the different links on the right.
  4. Cut out the helium pieces. Write inside about helium. Draw a helium atom inside as well.
  5. Hélio pertence ao grupo de gases nobres. Cada elemento em um grupo tem o mesmo número de elétrons em sua camada de valência, com exceção de hélio, que tem apenas 2. Quantos elétrons que cada um tem em sua camada de valência? Use neon para descobrir isso. Quantos são em sua casca exterior? Primeira camada 2, segundo shell 8, certo? Agora verificá-lo com argônio, número 18. Será que funciona? Lembre-se de argônio? É o que é colocado em lâmpadas regulares.

Dia 24 *

o

  1. Desenhar uma imagem de seus cristais de açúcar. Você pode usar a parte de trás de sua planilha experimento. (Você pode comê-los se você tiver permissão).

M *

  1. * Preencher  este gráfico  de hélio. Sabemos que o número atômico é 2. Sabemos também que o número atômico é também o número de prótons. Preencha essa informação em seu gráfico. Gráficos tabela periódica nos dizer que sua massa atômica é 4,002602. Encha esse número. É número de massa é 4. Agora prótons são a carga positiva no núcleo. Tem que haver um custo mesmo negativo para equilibrá-lo para fora. Isso significa que o mesmo número de electrões (negativa) na forma de protões (positivo). Preencha o número de elétrons em seu gráfico. Agora, para encontrar os nêutrons tomar o número de massa e subtrair o número de prótons para ver o que sobrou. Portanto, neste caso 4-2 = 2. Existem 2 neutrões em um átomo de hélio. Preencha o número de nêutrons em seu gráfico.

Dia 25 * (Materiais para L: como muitos tostões como você pode encontrar-20 seria ótimo – ou qualquer moeda que você tem a maior parte, ou algo como damas iria trabalhar muito)

o

  1. Leve sua coleção de moedas (todos da mesma moeda) e colocá-las em uma mesa plana e empurrá-los juntos para que todos eles são a maneira comovente.
  2. Procure padrões. Você vê como eles se alinham? Você vê como eles cercam um ao outro na mesma forma, mesmo que você colocá-los juntos de forma aleatória?
  3. Faça um desenho de suas moedas todos juntos. Isso é semelhante a seus cristais. As moléculas formado um padrão quando cresceram em conjunto a forma de cristais, devido à estrutura de cada molécula. (Coloque a data de hoje na sua imagem.)

M *

  1. *Print out pages 1 and 2 of this worksheet. Fill in page one. Save page two. You can check your answers later by scrolling down, but there are errors. It should say atomic mass where it says, “symbol.” Also, the answers for W, Tungsten, are incorrect because the atomic mass is not 36 but 184.

Day 26  (Materials for L: cup of water, coins — or something small you can drop a lot of in water)

L

  1. We’ve looked a little at how molecules bond together. Let’s do an experiment to watch it in action.
  2. Fill a cup with water to the very top. Guess how many coins you’ll be able to drop in before it spills. Start dropping in coins (or something else). How many did you get in? What is holding the water in place is called surface tension. What’s happening is that the water molecules on top are attracted to the water molecules under them and cling to them.
  3. Write “surface tension” in your notebook and explain what it is.

M

  1. Fill in page two of the worksheet from day 25. Skip the “Lewis Structure.” Check your answers.

Day 27  (Materials for L: O or ball shaped cereal, milk, bowl, water, oil, dish detergent; Materials for M: paper clip or pin, wax paper or other water proof surface — some book covers, rain coat…, tablespoon or just a spoon)

L

  1. Want to watch molecules attract again? Get a bowl milk. Sprinkle in a hand full of O shaped cereal or ball-shaped cereal. Do they race towards each other and touch each other? This is a big picture of how molecules attract each other.
  2. Now let’s watch molecules repel or run away from each other. Pour a spoonful of water into a bowl. Add food coloring if you like. Add drops of oil to the water. What happens? The water seems to run away. What is happening is that the water molecules are attracted to the water molecules and the oil molecules are attracted to the oil molecules, so they stay separate. Add some dish detergent. What happens? The water and oil molecules are both attracted to the dish detergent molecules. That’s how grease gets off your dishes and into the water.
  3. Draw a picture of molecules attracting.

M*

  1. Drop water onto a water proof surface. What shape does it sit in? Water cohesion, or how water molecules are attracted to each other, is why the water beads up. Do you think it’s also why rain falls in drops? (picture of how water beads up)
  2. Fill a tablespoon with water. Fill the tablespoon so that the water seems to mound up over the top of the spoon. Why doesn’t the water spill over? Cohesion. The molecules on top are attracted to those underneath and hold onto each other. This creates surface tension.
  3. Fill a cup with water. Place a paper clip or pin on top of the water. It’s heavier than water, but it floats. Why? The cohesion builds up a strong surface tension. It holds the water in place and the paper clip on top.
  4. Read about water cohesion on the first page of this (don’t need to print unless you want to). (We did a different experiment than they did so don’t worry about the first paragraph.)
  5. *Print out this water cohesion notebooking page and write why a too full cup of water doesn’t spill. Make sure you start with an introduction sentence that says what you are going to write about. (Example: Did you ever wonder why you can fill a cup to the brim and it doesn’t spill?) Use all the words/phrases listed.

Day 28

L

  1. Read about carbon. It’s another element that makes up our world.
  2. Cut out your carbon pieces and write or draw about carbon.

M

  1. Watch this video on carbon.
  2. Read about carbon.
  3. Cut out your carbon pieces and write about carbon inside.

Day 29  (Materials L: container–empty 20oz. plastic bottle will work, 3% hydrogen peroxide, packet active yeast, liquid dish washing detergent, warm water, food coloring-optional, M:  balloon — mouth of balloon needs to fit over mouth of bottle, small bottle, baking soda 2 tablespoons, at least 1/2 cup of vinegar)

L

  1. We’ve talked about water molecules being attracted and repelled and getting exciting by heat and turning into steam, etc. But it’s not just water molecules that get excited or attract other molecules, etc.
  2. Let’s do an experiment that shows how the molecules are changing.
  3. What happens? Hydrogen Peroxide is H2O2. It changes to H2O and O, water and oxygen. The yeast makes the change happen more quickly. The dishwashing detergent mixes with it creating the foam.  (If you notice it says O2 and want to know why, highlight the answer: O, oxygen, never is alone as a single atom. Never. It will always pair up with something. So oxygen really only exists as O2 because it will always pair up. It will find always another O!)
  4. You just witnessed a chemical reaction, or a change in a chemical.
  5. Explain the chemical reaction in this experiment.
  6. Here’s the video of the experiment if you can’t do it.

M

    1. We’ve talked about water molecules bonding and being attracted and getting exciting by heat and turning into steam, etc. But all molecules do these things.
    2. If you have younger siblings, they’re doing this experiment today too. Put vinegar in a small bottle, like a drinking water bottle. Fill it up halfway or at least get a significant amount in there. If you just have a small balloon, you’ll need less. Put two tablespoons of baking soda into the balloon. A funnel would be an easy way to do that. Without spilling any baking soda into the bottle, stretch the balloon opening over the bottle opening and let the balloon hang down to one side. Ready? Take hold of the top of the balloon and hold it up so that all of the baking soda falls into the bottle.
    3. What happens? The molecules in the baking soda (NaHCO3) and the molecules in the vinegar (CH3COOH) react together. They atoms bond in different ways. Look at those molecules. They are more complicated than H2O, but it is the same idea. The atoms, the hydrogen, the oxygen, etc. find new ways to bond, or come together, once added with different types of molecules.
    4. Look at the baking soda molecule. The Na (sodium) gets separated. An H (hydrogen) from the vinegar joins with the H in the baking soda and steals an O (oxygen). That makes H2O, right? That leaves CO2.
    5. CO2 is carbon dioxide. That’s the gas that is filling your balloon and is also what’s making the fizzing and bubbling.
    6. This is called a chemical reaction, or simply a change in a chemical.
    7. Chemical reactions can be described by chemical equations. We’re not going to be working with these. I just want you to take a look at one for this experiment.
    8. Explain the chemical reaction in this experiment. Here are some notebooking pages to choose from if you like.

Day 30

L

  1. Let’s look at another chemical reaction. Fill a glass halfway with seltzer water. (If you don’t have what our family calls, “bubble water,” then just use regular water. The reaction just takes a bit longer. Add a drop of food coloring. Pour in bleach and watch the color disappear.
  2. The color disappears because the oxygen molecules in the bleach and the oxygen molecules in the water bond together.
  3. If you can’t do it yourself, watch the video.
  4. Watch this video of a neat chemical reaction. This is sulfuric acid being poured into sugar. The acid reacts with the sugar and takes all the H2O out of the sugar. That leaves only carbon!
  5. Write chemical reaction and a simple definition. Here are some notebooking pages you could choose from to use.

M

  1. Let’s look at another chemical reaction. Fill a glass halfway with seltzer water. (If you don’t have what our family calls, “bubble water,” then just use regular water. The reaction just takes a bit longer. Add a drop of food coloring. Pour in bleach and watch the color disappear.
  2. A cor desaparece porque as moléculas de oxigénio na água sanitária e as moléculas de oxigénio na ligação de água em conjunto.
  3. Se você não pode fazer a experiência, aqui está um vídeo .
  4. Adicione uma definição de uma reacção química.
  5. Assista a este vídeo de uma reação química pura. Este é o ácido sulfúrico sendo vertida em açúcar. O açúcar é C12H22O11. Você vê que H22 e O11 poderia fazer moléculas 11 de água (H2O)? O ácido reage com o açúcar fazendo com que os átomos de vínculo de uma maneira nova e o hidrogênio eo oxigênio se combinam para tornar a água (você vai vê-lo como fumaça no vídeo). Isso deixa apenas carbono! Você notará que o carbono negro no vídeo!

Aerodinâmica

dia 31

o

  1. Leia esta página em  vôo  e olhar para as imagens.
  2. Quais são os dois tipos de vôo?
  3. Como são aviões semelhantes e diferentes dos animais voar?

M

  1. Leia esta página em  vôo  e olhar para as imagens.
  2. Explicar os diferentes tipos de vôo.
  3. Como são aviões semelhantes e diferentes dos animais voar?
  4. Veja este vídeo do recorde mundial avião de papel arremesso. Ele começa a cair, mas, em seguida, sobe novamente. O que está acontecendo? Como é voar?

dia 32

L *

  1. Leia sobre os princípios do vôo . Clique em Next para continuar lendo. Pare quando você começa a “Como o ar se move.” Você pode X a barra no topo da página para fechá-lo e tornar a página mais fácil de ver.
  2. * Escrever sobre  esta página  e responda: “Qual é a aeronáutica?” (Resposta: Você pode palavra esta toda a maneira, mas aeronáutica é o vôo em torno da ciência. )

H (*)

  1. Leia sobre os princípios do vôo . Clique em Avançar. Pare quando você começa a “Como o ar se move.” Você pode X a barra no topo da página para fechá-lo e tornar a página mais fácil de ver.
  2. Tome notas na página aeronáutica.
  3. (*) Está aqui um página notebooking sem linhas se quiser.

Dia 33 * (Materiais para L: pedaço de corda, assim como 12 polegadas, e um canudo, você pode fazer substituições para estes)

L *

  1. Leia esta página sobre a forma como o ar se move . Pode X a barra no topo da página para fechá-lo e tornar a página mais fácil de ver.
  2. Leia esta página em propriedades .
  3. Leia esta página em forças em vôo .
  4. *Make a paper airplane. Put a little hole in the middle of it. Pull the string through the hole so that half is up and half is down. Tape it in place. Lay the straw along the middle of it. If it doesn’t stick out both ends, cut it in half and tape each half so that each sticks out one end. Cut out these labels, flight forces, and tape them onto the string and straw. Here’s a completed plane.
  5. Here’s a picture as to where the forces go. We are going to learn about each of these forces in flight.
  6. Hang your plane somewhere if you can.

M

  1. Read this page about how air moves. You can X the bar at the top of the page to close it and make the page easier to see.
  2. Read this page on forces in flight.
  3. Draw a diagram of the four forces which control an airplane. We’ll learn about each of these forces separately. This is an overview. (Okay, if you want, you can make a paper airplane like the elementary school kids are doing.)

Day 34  (Materials L: coin, bag of coins; Materials for M: 2 coins, ruler)

L

  1. The first force in flight we are going to look at is gravity. Now you are thinking, that’s not even on my airplane I made! It is, you called it weight. Gravity is what gives us weight. It is actually gravity pulling down on our mass that makes the scale go down showing how much we weigh.
  2. Your mass is how much matter you are made of. Gravity pulls on all mass with the same force. Gravity is always pulling everything at the same speed.
  3. Hold a small coin in the air. Let go. It fell right? Well, actually, gravity pulled it down to the earth.
  4. Now do the same with the bag of coins. Same thing?
  5. Now, your bag of coins should feel heavier than the one coin. Which will fall faster?
  6. Drop both at the same time.
  7. Did they hit the ground at the same time? Why? Because gravity is always pulling everything at the same speed.
  8. Now test a bunch of other things. Do you have a golf ball or tennis ball in the house? Try dropping other things together.
  9. Now, air can get in the way sometimes. Air pressure will push up on objects that are more spread out than others. Here is this experiment done on the moon where there is no air to get in the way. Watch the video (Now go tell someone all about it.)

M

  1. Watch this video.
  2. Describe what happened.
  3. Did you expect something dropped and something shot out to land at the same time?
  4. Do you want to try it?
  5. Place a coin on the edge of a table. Place your ruler half on / half off the table. Put a finger in the middle of it to hold it to the table. Place the other coin (same type of coin) on the edge of the part of the ruler that is hanging off the table. (Works best where you can hear the coins hitting the floor.)
  6. You are going to quickly hit the very end of the ruler that is hanging off the table. When you do that, you will be knocking it out from under the one coin so that it drops and you will be striking the other coin so that it flies off. Try it several times.

Day 35

L*

  1. Yesterday we learned that gravity makes all masses speed up at the same rate.
  2. Gravity doesn’t pull at everything in the same way though. The more mass, the more gravity pulls on it which is why we all weigh different amounts (even if we all fall at the same speed).
  3. Also, every object has a gravitational force. You have a gravitational force attracting everything to yourself! It’s such a tiny, itty, bitty force that it doesn’t really show up though. The earth, since it’s so big, has a big gravitational force which is what makes your ball fall down when you throw it and keeps you from floating away.
  4. Astronauts can float in space because they get too far away from the earth’s gravitational force. The don’t float right off the moon because it, like everything, has a gravitational force. The moon pulls things towards itself too. It’s big enough that it’s gravitational force the astronauts down and keeps them from floating away. BUT, it’s a lot small than earth so that its gravitational force isn’t as strong as earth’s. Watch this astronaut jump around showing that there is less gravity on the moon.
  5. For the next one skip to :45 and watch him jump two times. Does it seem like it’s in slow motion? He’s falling slowly because there is less gravity on the moon, less gravitational pull.
  6. Você está indo para preencher uma planilha que mostra o quanto você pesaria em cada planeta. Cada planeta é um tamanho diferente, por isso puxa para baixo em sua massa com uma quantidade diferente de força gravitacional. Escreva o seu peso sobre a terra na caixa e usar uma calculadora para multiplicar.
  7. * Imprima esta planilha e usar uma calculadora para preenchê-lo.
  8. Explicar a alguém por que você iria pesar menos em Vênus.

M *

  1. * Imprima uma página , lê-lo e preencher o gráfico.
  2. Aqui está um vídeo de um astronauta cair “em câmera lenta.”   Ele cai mais lentamente no espaço, porque a Lua é menor que a Terra, por isso tem menos de uma força gravitacional. Sua massa é a mesma, mas o seu peso (gravidade puxando sua massa) é diferente. Ele é puxado para a lua com menos força do que na terra. Uma vez que a força, a velocidade a que a gravidade puxa é menor. Faz parecer-nos como é em câmera lenta.
  3. Explicar a alguém por que você iria pesar menos em Vênus.
  4. Explique por escrito, como massa, peso e gravidade são conectados.  Massa / Peso Notebooking página .

Dia 36 (Materiais para G: palha, copo de água, materiais para M: copo de água, de cartão ou de índice de papelão ou de papel rígido)

o

  1. Aprendemos sobre a gravidade que puxa aviões para baixo. Agora vamos aprender sobre o oposto, elevador. É o que eleva os aviões.
  2. Passar por aulas de 2 e 3 . Use o botão de seta para movê-lo para a frente para saltar após a primeira lição (a menos que você está realmente interessado, em seguida, fazer isso também!)
    • Você não precisa clicar em todos os links lá. Mas eu quero que você clicar em “Try This Out” e “Teste sua compreensão” na Lição 2. Eles estão na página com o diagrama animado de uma asa, vento e pressão do ar.
  3. Levar uma tira de papel. Segurá-la até seus lábios. Soprar sobre ele. Soprar sob ele. Quando ela vai para cima ou para baixo? Por quê?
  4. Quando você joga um frisbee, o que é segurá-lo no ar?
  5. Será que a pressão do ar realmente manter as coisas? Enfiar uma palha em água e segure o dedo sobre a extremidade aberta. Pegue a palha para fora da água. É o ar segurando a água na palha? Sim! Isso é pressão do ar no trabalho e é muito forte.

M

  1. Leia esta lição no elevador .
  2. Você pode tentar algumas das atividades sugeridas. Pode ar realmente manter as coisas? Fazer o experimento abaixo.
  3. Experiência: encher um copo de 2/3 cheio de água e cobrir com um cartão de índice (ou papelão ou papel duro). Segure o cartão no lugar com segurança e virar o copo sobre. Retire sua mão. Os 14,7 libras por polegada quadrada de pressão de ar irá manter a água em seu lugar.
  4. Take a look at this lift explanation with animation. Click on “launch interactive.” Keep going until you get to “Drag.” What are the two ways described that create lift? (answer: One is that the air pressure is less above the wing so that the greater air pressure below the wing presses up. The other is that the curved wing directs air downward which creates an opposite flow upward, lifting up on the wings.)

Day 37 (Materials for L and M optional: balloon, 2 liter bottle — empty ; also M — ziplock bag-or other plastic bag you can seal super well)

L

  1. Watch the video below on air pressure.
  2. Try this experiment: stretch a balloon over the opening of an empty 2 liter bottle. Place the bottle in a pan or bowl of super hot water. The air inside the bottle will heat and expand creating more air pressure. It will press on the rubber of the balloon and expand it a little. Place the bottle in a pan or bowl of ice water and the balloon will deflate. The air in the bottle will cool down and the air pressure will lower and stop pressing on the balloon.

M

  1. Try this experiment. Blow a ziplock bag. Seal it almost all the way. Give it another big puff and seal it closed. Put it in the freezer. Check on it in 10-15 minutes. Did it deflate some? Why? Air expands when it is hot, increasing the pressure it’s putting on the bag. Air pressure is lower when the air is cooler.
  2. Fill out an experiment worksheet.
  3. Watch the video below on air pressure. (You can try it if you like.) Can you answer the questions?

Day 38  (Materials for M: 2 paint stirrers and two rubber bands, may be able to use popsicle sticks or even paper folded over and over on itself to make a stiff “stick”)

L*

  1. We’ve learned that lift is caused by creating high air pressure under the wings of the plane. The air lifts the plane up.
  2. A helicopter works in a similar way. The airplane drives forward pushing the air over and under the wings creating the change in pressure so it can lift off. A helicopter twirls its blades to move the air over them. They are also creating higher air pressure under its blades which causes the lift.
  3. *Make a motor rotor. Don’t worry about all the extras. Just use the template (page 6) to make the paper blades.
  4. Tell how lift is created with your motor rotor.

M

  1. Make a boomerang
  2. Tell how lift is created with your boomerang.
  3. Here is a youtube video with directions for an origami boomerang. Get permission before going to youtube.

Day 39 (Materials for L:  balloon, straw, fishing line or strong thread or something similar; Materials for M: paper towel tube, flexible straw, paper cup, aluminum foil)

L

    1. Take a straw and hold it in the air. Let go of it. It falls. Right? What needs to happen to make it fly (at least a little bit)? It needs thrust, a push in the right direction. 🙂
    2. Do this experiment and read through the steps, questions and answers. Do the extra experiments if you like.
    3. Here’s a video of the experiment.

M

  1. Today you will learn about thrust, the push that moves the plane forward.
  2. Read through part 1. You don’t have to try the experiments, but you can.
  3. Build an engine (part 2 of the booklet).

Day 40 

L

  1. Review the flight forces: liftthrustweightdrag.
  2. Describe to someone each force and what it does.

M

  1. Do the activity on flight forces.

Day 41 (Materials for L: Styrofoam tray, paper clips — buy the econo pack of meat for a bigger foam tray  — you need to trace and cut something about 10 inches long)

L

  1. Do you remember the four forces of flight? What are they?
  2. Build a glider.  Read and follow the directions. Answer the questions. Experiment. Find the proper weight and balance.

M

  1. Review flight forces.
  2. Build a glider.  Read and follow the directions. Answer the questions. Experiment!

Day 42

L

  1. Review flight forces. You are just going to use one page. On the first page of lesson 1 click on all four forces and read those pages. You can click on all the Test Your Understanding links.

M

  1. Go through lessons two through four. You can click on the links in there, but you don’t need to print anything out and do those activities. There is a flight simulator at the end of it, but it has to be downloaded, so talk to your parents about it if you are interested.

Day 43

L

  1. Go through lesson 2. You the arrow to move forward. On the first page there are four buttons to push. Push them all and read those pages. On the second page of the lesson there is a labeling activity that you should do, and you can click on the “this game” link. You DO NOT have to print the activity below that.

M

  1. Click on PlaneMath Enterprises. Click on the “students” links on the first two pages. Click on PlaneMath Enterprises. Click on training department. Complete the training.

dia 44

o

  1. Fazer um avião voar .

M

  1. Responda as perguntas o melhor que puder para voar ao redor do mundo.

dia 45

o

  1. Assista a curto filme Amelia Earhart .
  2. Leia sobre sódio .
  3. Cortar o seu pedaço de sódio e adicioná-lo com os seus outros.

M

  1. Assista ao curto vídeo sobre Amelia Earhart .
  2. Leia sobre sódio . Use este link também.
  3. Cortar o seu pedaço de sódio e adicioná-lo com os seus outros.
  4. Se você quiser, você pode assistir o vídeo de sódio .

Ácidos e Bases

Dia 46 (Materiais para L: bicarbonato de sódio – 1/2 xícara ou mais, você não tem que ter tudo isso, mas se você usá-los de qualquer maneira, agora pode ser um bom momento para tê-los na mão-ketchup, limão – ou suco de limão, tomate – ou suco de tomate, mostarda, suco de picles, laranja – ou suco de laranja)

L *

  1. Ok, nós olhamos para a reação química (ou mudança na química) que teve lugar quando combinado bicarbonato de sódio e vinagre. Vinagre reage com o bicarbonato de sódio, pois ele é um ácido .
  2. Vamos ver o que mais reage com bicarbonato de sódio. Reúna alguns suprimentos: ketchup, suco de tomate, mel, água, suco de limão, mostarda, suco de picles, suco de laranja, o que mais você quer tentar que você tem em casa)
  3. Contar quantas coisas você tem. Obter um copo para cada um.
  4. Ponha um pouco de bicarbonato de sódio em cada copo.
  5. Ponha um pouco de ketchup (ou qualquer outro) para o primeiro copo e coloque o frasco de ketchup por trás do copo para que você saiba o que você colocar esse copo.
  6. Observar a reacção.
  7. * Grave a reacção na sua folha, folha de teste de ácido.
  8. (Você pode querer perguntar a sua mãe se ela pode ajudá-lo a tornar o indicador de repolho vermelho hoje para estar pronto para amanhã. Veja a lição de amanhã.)

M

  1. Leia sobre reações químicas .
  2. Tome o questionário . Tudo bem se você receber algum errado. Leia sobre a resposta correta e tentar entender.
  3. Escrever uma outra definição de reação química no seu fichário com o anterior.
  4. (Você pode querer perguntar a sua mãe se ela pode ajudá-lo a tornar o indicador de repolho vermelho hoje para estar pronto para amanhã. Veja a lição de amanhã.)

Dia 47 * (Materiais para L: repolho vermelho / roxo, copos descartáveis; Materiais para M: / repolho roxo, filtros de café)

o

  1. Help a parent make red cabbage juice indicator.
  2. Try the experiment. Get your disposable cups. Put a small amount of several different types of liquids in there. Hydrogen peroxide, window cleaner, water, vinegar, try some drinks from the fridge, egg white, whatever else you want to try (with permission). Always be SUPER CAREFUL when using cleaners. They can use powerful and harmful chemicals. Wear goggles and rubber gloves if you have them.
  3. Put a little indicator into each cup.
  4. *Record the results. PH test sheet
  5. If you can’t do this at home, here’s a video of the experiment.

M

  1. Read about acids and bases.
  2. Take the quiz.
  3. Make ph testing strips.

Day 48  (Materials for M: disposable cups)

L*

  1. Watch the movie on acids and bases.
  2. *Fill in this worksheet, acids and bases.

M*

  1. Use your paper to test a series of liquids in your home: cleaners, drinks from the fridge, egg whites, sauces, whatever else you can think of (with permission). Use goggles and rubber gloves if you have them.
  2. Pour the different liquids into disposable cups. Place the liquid behind the cup or label it so you know what you are testing! (You could test things like sugar, cream of tartar, baking soda, just put a teaspoon in the cup.
  3. Dip the test paper into each one.
  4. *Observe the color change and record the result. PH test sheet
  5. If you can’t do this at home, here’s a video of a similar experiment.

Day 49

L

  1. Play at the juice bar.  Do the first challenge.
  2. Read about neon. You see neon in many lit up signs.
  3. Cut out your neon piece. Draw or write inside and add it with your others.

M

  1. Play at the juice bar. Do all three challenges.
  2. Read about neonread here too.
  3. Cut out your neon piece and fill it in and add with your others.

Day 50

L

  1. Do the second and third challenge at the juice bar.

M

  1. Watch the movie on acids and bases.
  2. *Fill in this worksheet, Acids and Bases.

Day 51  (Materials for L: hard-boiled egg, chicken bone–for tomorrow, vinegar–at least one cup, jar or container for vinegar)

L

  1. Watch this video on fireworks.
  2. Explain to someone how a firework works.
  3. Read this and do the experiment (Do part one — egg in vinegar.)

M

  1. You are going to keep reading about chemical reactions. I know this isn’t easy stuff. Take your time and get what you can from it.
  2. Take the quiz.
  3. Watch this video on fireworks.
  4. Do concentration, temperature and pressure contribute to the reaction? How?

Day 52  (Materials for L: diet coke or other carbonated drink, salt; Materials for M: liquid glue–you can halve the recipe, laundry detergent — this uses powdered, if you have liquid at home you can use it, just add more because it already has water in it)

L

  1. Pour a cup of soda. Place the cup on a tray or in a bathtub or sink. Add a lot of salt (1/4 at least), but you could try it with differing amounts. Observe.
  2. Read and watch the Diet Coke and Mentos experiment.
  3. These both work the same way. The salt and Mentos attract the CO2 (Carbon Dioxide–what makes the bubbles in a fizzy drink) and pulls it all out of the soda at once instead of little by little like it usually comes out.
  4. Take your egg out of the vinegar and put in the chicken bone.

M

  1. Here’s another page on chemical reactions.
  2. Take the quiz.
  3. Let’s combine reactants to make a new product!
  4. Do this experiment.
  5. If you can’t do it, here’s a video to watch.
  6. The experiment in this link was done with borax which is a type of laundry detergent. Listen to her explanation.

Day 53  (Materials for L: piece of liver, piece of potato, hydrogen peroxide — small amount, liquid dish soap; Materials for M: clean plastic 16 oz. soda bottle (best but not only size), one packet dry yeast, liquid dish washing soap, 1/2 c. hydrogen peroxide — can get it at a pharmacy, tray or do it somewhere it can overflow onto)

L

  1. Read this page and do the experiment.
  2. Explain to someone what is making the bubbles? (The oxygen being released is mixing with the soap. Have you ever made more bubbles in a bath tub by mixing in air? — in other words, by moving the water around really fast?)
  3. Chicken liver recipes
  4. Leve o seu osso de galinha para fora do vinagre e tentar colocá-lo em uma forma. Deixe-a secar e absorver o dióxido de carbono do ar que você respira para fora.

M

  1. Aqui está outra página em reações químicas .
  2. Encontrar alguém e agir para fora sendo o seu catalisador e inibidor .
  3. Fazer esta experiência . A levedura é o catalisador.
  4. Se você não pode fazê-lo, assistir a este vídeo .

Dia 54 *

L *

  1. Assista essas reações químicas legais.
  2. * Verifique em seu osso de galinha. Preencha esta planilha, atados Ossos .
  3. O que foi removido do osso de galinha?
  4. Agora você vê por que sua mãe quer que você beber leite 🙂

M

  1. Veja o quanto desta reações químicas planilha você pode preencher.
  2. Verifique as suas  respostas .
  3. Assista os dez melhores reações químicas.
    • Alguns dos vídeos estão em falta.

dia 55

o

  1. O magnésio é um metal e é encontrado na crosta da terra e na água do mar. Ele é usado na construção de aviões.
  2. Leia sobre magnésio .
  3. Cortar o seu pedaço de magnésio e preenchê-lo e adicioná-lo à sua coleção.

M

  1. Assista ao vídeo em magnésio .
  2. Leia sobre magnésio: aqui e aqui .
  3. Cortar o seu pedaço de magnésio e preenchê-lo e adicioná-lo à sua coleção.

Propriedades dos Líquidos

dia 56

o

  1. We’re going to go back and look at the different states of matter. Specifically we’re going to look first at solids.
  2. Read about solids.
  3. Take the quiz on solids.
  4. Play the game. You’ll use each material once in the game.

M

  1. We’re going to go back and look at the different states of matter. Specifically, we’re going to look first at solids.
  2. Read about solids.
  3. Play the game.  I think you are supposed to use each material once in the game.

Day 57*  (Materials for L: fizzy drink in a bottle, Materials for M: candle, glass, baking soda, vinegar)

L

  1. Read about solids, liquids and gases and look at the pictures of how the molecules (or particles) behave in each.
  2. Do this activity.

Speaking

  1. A soda or pop bottle has a solid, liquid and gas. Describe to someone the three states of matter in a bottle. What happens when you tip the bottle? What type of matter is affected? What happens when you open the bottle? What type of matter is affected? Take a bottle in front of an audience and answer these questions with a demonstration.

M*

  1. Today you’re going to read about gases.
  2. Take the quiz.
  3. *This experiment shows gas being produced and taking up space. Read and do the experiment and write it up. experiment worksheet

Day 58

L

  1. Now we are going to be looking at liquid. You have learned how liquid moves and fills containers and can’t really be compressed (or pushed down) much.
  2. We’re going to look at some specific things about liquid. The first is viscosity. (Click on the little speaker next to the word to hear it pronounced.)
  3. Viscosity is the measure of how a liquid flows. Actually, it measures how much it resists flowing. Liquids move right? You put them in a container and they spread out and fill it. If you poured water in a bowl, it would spread out quickly and fill the space. Water has low viscosity. Honey you got from the fridge and poured into a bowl has a high viscosity. It resists flowing. It moves slowly.
  4. Watch this video. Which end jar has the lowest viscosity, the one on the right or left? (answer: left)
  5. Design an experiment to test the viscosity of at least five different liquids. Based on your observations rate them from the lowest to highest viscosity. Here’s an experiment sheet to record on: experiment worksheet

M

  1. Today you are going to read about liquids.
  2. Take the quiz.
  3. Viscosity is the measure of how a liquid flows. Actually, it measures how much it resists flowing. Liquids move right? You put them in a container and they spread out and fill it. If you poured water in a bowl, it would spread out quickly and fill the space. Water has low viscosity. Honey you got from the fridge and poured into a bowl has a high viscosity. It resists flowing. It moves slowly.
  4. Watch this video. Which end jar has the lowest viscosity, the one on the right or left? (answer: left)

Day 59  (Materials for L: 1 c. cornstarch, 1/2 c. water)

L

  1. Do you remember yesterday’s big word?  Viscosity.
  2. A liquid’s viscosity can change. If you heat up honey, it would get less viscous and flow more quickly.
  3. Today you are going to change the viscosity of a liquid with force.
    • Combine 1/2 cup of cornstarch with 1/2 cup of water, slowly adding the waterin until it stirs like a stiff liquid but feels like a solid when tapped.
    • When you push on it, does its viscosity get lower or higher, does it flow more easily or not.
    • You can see it in the first minute of this video.

M

  1. Yesterday you were introduced to viscosity.
  2. Design an experiment similar to these to test the viscosity of different liquids. (My kids used a cookie sheet.) Record your experiment.  experiment worksheet
  3. Do you think temperature would affect the viscosity of a liquid? (Hint: consider honey cold and hot) Test your hypothesis, test a liquid at two different temperatures to see if its viscosity changes.

Day 60

L

  1. Read about aluminum.
  2. Look at aluminum.
  3. Find aluminum in your home. Ideas: aluminum foil, drinking cans, pots and pans, knitting needles, crochet hooks, light fixtures, hamster cages, camera tripod and the metal bands around your coffee pot
  4. Cut out and draw/write inside your aluminum piece.
  5. Add it with the others.

M

  1. Watch the video on aluminum.
  2. Cut out and write inside your aluminum piece.
  3. Add it with your others. It is in the Boron Group, Group 13.

Day 61  (Materials for L: slice of bread, water, cooking oil, dish detergent, jar or tall clear glass, three glasses; Materials for M: salt, 3 clear glasses, food coloring)

L

  1. Take a slice of bread (no crust). Squash it. Your slice of bread became denserwhen you squashed it. Density is the measure of how much something weighs for the space it takes up. Your bread didn’t change it’s weight, but it changed how much space it took up. It became denser. The bread was less dense to begin with.
  2. A rock is denser than water. It is heavier for the space it takes up than water is. So a rock sinks in water.
  3. We can compare the density of liquids by seeing if one sinks into the other.
  4. Experiment:
  • Set up three glasses.
  • Combine the three liquids two at a time. Make sure you know which liquid you put in first and second. Put the first liquid in. Then slowly put in the second.
  • Does the second sink through the first or sit on top?
  • If it sits on top, it is less dense. If it sinks, it is more dense.
  • Make a list of your liquids from the most dense to the least dense.
  • Now pour them all into the jar slowly, one at a time, the most dense first, the least dense last.
  • You can test another liquid and try and make a taller tower of liquids.
  • Get a tall glass or jar that you can see through or a skinny glass flower vase would work well. Put the most dense on the bottom, then the next and so on. If there is more than one clear liquid, color one with food coloring.
  • Here’s a video of an experiment like this.

M

  1. Take a slice of bread (no crust). Squash it. Your slice of bread became denserwhen you squashed it. Density is the measure of how much something weighs for the space it takes up. Your bread didn’t change it’s weight, but it changed how much space it took up. It became denser. The bread was less dense to begin with.
  2. A rock is denser than water. It is heavier for the space it takes up than water is. So a rock sinks in water.
  3. We can compare the density of liquids by seeing if one sinks into the other.
  4. The official formula for density is mass divided by volume. One gram of water takes up one mililiter. One divided by one is one. Water’s density is one.
  5. Gather three glasses you can see through. Fill one with hot water, one with cold water and one with salt water. Put a few drops of food coloring into each glass. Make observations. Which is the densest? Which is the least dense? How are density and viscosity related? Explain.
  6. Video if you need it.
  7. Do the first page of this density worksheet. You can use a calculator. Density = Mass (grams) / Volume  That means that means that Volume = Mass / Density    and also that   Mass = Density * Volume
  8. Density Worksheet Answers.

Day 62  (Materials for L: bowl of water, 10 things you can drop in that bowl of water; M: plastic bottle, eye dropper or pen cap and oil-based clay — maybe you could use a piece of crayon instead of clay?)

L*

  1. Play with this buoyancy explorer. You can click on the different choices under “Blocks.” Buoyancy is the ability something has to float. If something is buoyant, it can float. If you want to hear this word read to you, click on this and then the little speaker icon next to the word. 
  2. Something is buoyant, or can float, if it is less dense than water.
  3. *Try out things from your home. Fill a bowl with water and drop things in. Check off on your list if they are buoyant or not.

M

  1. Do the experiment.
  2. Read what is going on.
  3. You may be thinking, don’t people sink? Water’s density is 1. Salt water’s density is 1.025. The average human body’s density is 1.01. Can you see why people can float and sink?
  4. The experiment page talked about a “buoyancy compensator.” Buoyancy is just a word that means the capability to float.

Day 63  (Materials L and M: cups, food coloring–optional, paper towels; M can use books or something else instead of the blocks in the picture–just don’t spill!)

L

  1. Capillary action is water being drawn along a solid. It happens because the molecules of the liquid are attracted to the molecules of the solid and that pulls the liquid along.
  2. Read and do this experiment to see it in action.

M

  1. Capillary action is the movement of a liquid along the surface of a solid caused by the attraction of molecules of the liquid to the molecules of the solid. (from thefreedictionary.com)
  2. Read this and do the experiment to see it in action. Start at step 3.

Day 64

L*

  1. Draw pictures to define the terms we’ve learned – Properties of Water.

M*

  1. Define each of the terms – Properties of Water.

Day 65

L

  1. Read about silicon. The circuits in your computer are made from silicon.
  2. Look at silicon.
  3. Cut out your silicon piece and draw/write inside of it and include it with your others.

M

  1. Watch the video on silicon.
  2. Cut out your silicon piece and write about silicon inside. Add it to your others. Silicon is in the carbon family.

Science Fair

Day 66 – Day 70

L

  1. Choose a question to answer.
  2. Design an experiment to answer the question. You can use an existing experiment, but think of a way to expand it and try it with new things or in a new way.
  3. Do the experiment.
  4. Record the experiment.
  5. Present your experiment. You could make a video, a poster, a book or use this experiment book to write and draw in for your project.
  6. Upload your experiment. Take pictures of your project and put them on your computer. Email your pictures and description to me and I’ll add them to our Hall of Fame page. Write to me through the contact page and I’ll send you my email address. (By sending me pictures you are giving me permission to make a video out of your pictures and post it online.)
  7. Take a look at other kids’ experiments.
  8. Here are some experiment ideas based on what we’ve just been learning.

M

  1. Choose a question to answer.
  2. Design an experiment to answer the question. You can use an existing experiment, but think of a way to expand it and try it with new things or in a new way.
  3. Do the experiment.
  4. Record the experiment.
  5. Present your experiment. Make a video, poster, book…show others what you did. Include your question, your hypothesis, best guess as to what the answer will be, and a complete list of materials. Include as many detailed steps as possible for how you did it. Include as many observations as possible. Make a chart of any data you collected, measurements you took. Write a great paragraph explaining your conclusion.
  6. Upload your experiment. Take pictures of your project and put them on your computer. Email your pictures and description to me and I’ll add them to our Hall of Fame page. Write to me through the contact page and I’ll send you my email address. (By sending me pictures you are giving me permission to make a video out of your pictures and post it online.)
  7. Take a look at other kids’ experiments.
  8. Here are some experiment ideas based on what we’ve just been learning.

Chemical Reactions

Day 71  (Materials for L: vinegar 1 liter/.25 gallon, baking soda; M: baking soda, vinegar, if you can: Epsom salt, smelling salt, calcium chloride–see below)

L

  1. Here’s an experiment that is exothermic. What is that? It gives off heat. Chemical reactions create different products. Some reactions create energy, heat! Go to the link to see the experiment, Hot Ice, and to try it.
  2. Watch this exothermic reaction.
  3. Explain to a parent what exothermic means.

M*

  1. Exothermic/Endothermic — Exothermic reactions give off heat–the chemical reaction makes heat. Endothermic reactions lower the temperature of the product. You are going to combine different materials and test to see if the reaction is exothermic or endothermic.
  2. Print out this worksheet for one experiment.
  3. Print out this worksheet for the second experiment.  To make the baking soda solution combine 1/2 cup of water with 1 Tablespoon of baking soda. Calcium chloride — can be found as a laundry booster, road salt–check to make sure it is only calcium chloride, or as DampRid at a hardware store–if you use that, you need to increase your amount you use)
  4. If you have them, you can test epsom salt (magnesium sulfate) and smelling salts (ammonium carbonate). Remember chemicals are toxic. Use your goggles and gloves if you have them and be careful. Don’t smell the ammonium carbonate! If you can get nothing except vinegar and baking soda, then try that and regular table salt in water. Try something!
  5. Fill in/make charts of your observations.
  6. Write a paragraph stating your conclusions about what produces either an exothermic or endothermic reaction.
  7. Watch this exothermic reaction.

Day 72  (Materials for L: 1/2 c. milk and heavy cream and salt, 1/4 c. sugar, vanilla, 2 c. ice, qt. size ziplock bag, gallon size ziplock bag)

L

  1. An endothermic reaction is one where the temperature lowers.
  2. Try this yummy experiment.
  3. While you are eating, tell someone the difference between an endothermic and an exothermic reaction.

M

  1. Watch “How to Make Cotton Candy.”
  2. Write out the steps or draw a diagram of the process.

Day 73

L

  1. Read about chlorine.
  2. Cut out and fill in your chlorine piece.

M

  1. Watch the video on chlorine.
  2. Cut out and fill in your chlorine piece.
  3. Chlorine is part of the halogens or florine family

Day 74 (L: baking powder, ingredients for any quick bread if you like; M: yeast, ingredients for baking bread if you like)

L

  1. Do you remember what element the C is the symbol of? If not, go look on your periodic table .
  2. What does O stand for?
  3. O2 shows dioxide. “di” is latin for two.
  4. So what is CO2?  (answer: Carbon Dioxide)
  5. CO2 is the chemical compound released when you mixed baking soda and vinegar.
  6. Is CO2 a liquid, solid or gas?  (answer:  gas, it’s what’s making the bubbles when you combined baking soda and vinegar)
  7. Baking powder is an acid and a base together. (vinegar is an acid, baking soda is a base) You can make something similar by combining the base, baking soda, with the acid, cream of tartar.
  8. When you add any liquid to baking powder, it causes the acid and base to react, and CO2 is made.
  9. The gas bubbles get caught in the batter or dough you are making and fill it with gas. This filling is what we call rising.
  10. Put a spoonful of baking powder in a small amount of water and watch what happens.
  11. Bake some quick bread. Don’t stir too much or you will release all the gas!

M

  1. Read about yeast and bread making. Go ahead and “explore gluten.”
  2. Yeast releases CO2 (what’s that? carbon dioxide, the same thing we release when we breathe out).
  3. The gas gets trapped in the dough, filling it. We call it rising.
  4. If you want to make bread, here’s a recipe to follow. You don’t need to use a mixer. After step five, punch down the dough, divide it in half, and put it in the shape you want. Skip to step 8. After step two–after adding the warm liquid –stop and observe for awhile. Observe the CO2 being released.
  5. If you don’t want to make bread, mix together a packet or tablespoon of active dry yeast, 1 c. of very warm water and 2 tablespoons of sugar. Observe the release of CO2.

Day 75  (Materials for science: lemons M, potatoes L, tiny light bulb or small LED clock, galvanized nail — coated with zinc, copper pennies or nails or wire, at least 3 alligator clip wires — with clips on each end of a wire — FOOD WILL BE INEDIBLE AFTERWARDS)

L

  1. Make a battery. Read through all four pages first.
  2. Experiment with different things.
  3. Draw a diagram of anything you get to work.
  4. Watch a video of this experiment. If an ad pops up, click on “No thanks, just play the video.”

M

  1. Make a battery.
  2. Experiment with different things.
  3. Write an experiment report — experiment worksheet.
  4. Watch a video of this experiment. If an ad pops up, click on “No thanks, just play the video.”

Electricity

Day 76

L

  1. Play a science review game.

M

  1. Play this circuit game you played when you were learning about the light bulb.
  2. Can you make the fan spin? Click and drag to get a wire.

Day 77

L*

  1. *You are going to be completing this lapbook. Print it out.
  2. Look through it to see what you will be learning about. Look ahead to see what materials you will need.
  3. Here is an electricity website to look at to get you started learning about electricity.
  4. We will be doing more experiments after the lapbook is complete.

M*

  1. *You will be completing this lapbook. Print it out and read through it. You don’t have to do the last two pieces.
  2. Look ahead to see what materials you need. We will do more experiments after the lapbook is complete.
  3. Today explore “How Plants Work” and get a little understanding of where our electricity comes from.

Day 78

L

  1. Do your timeline piece today.
  2. Here’s some information you could include. You don’t have to use every bit of information!

M

  1. Do your timeline piece today.
  2. Here’s some timeline information. You don’t have to use every bit of information!
  3. There are also timeline dates and events included in the lapbook printout.

Day 79  (Materials for L: two alligator clips, 9 volt battery, mini light bulb — like from Christmas decorations)

L

  1. Conectar dois agrafos para uma bateria de 9 volt, uma para cada terminal (parte de fora). Ligue a outra extremidade de cada fio a uma pequena ampola. Este é um circuito fechado . Quando retirar um fio. Este é um circuito aberto .
  2. Jogar este jogo circuito .
  3. Faça a sua parte circuitos hoje.

M

  1. Utilize este site para aprender os conceitos básicos de circuitos .
  2. Leia esta página sobre séries e circuitos paralelos .
  3. Faça a sua parte circuitos hoje.

Dia 80 (Materiais para G: pente, tecido; H: balão, tecido)

o

  1. Faça isso experimento eletricidade estática .
  2. Veja o que está acontecendo com os elétrons .
  3. Será que os seus tipos de peça de eletricidade hoje.

M

  1. Faça a sua parte eletricidade estática hoje. (Faça o experimento.)
  2. Veja o que está acontecendo com os elétrons .
  3. Você pode tentar  construir um outro circuito , se quiser.

dia 81  

o

  1. Faça a sua famosa peça povo.
  2. Aqui está um site para obter informações.

M

  1. Faça a sua parte ímãs.
  2. Aqui está uma linha bússola e barra de ímã .
  3. Você pode adicionar em outras observações ímã. Jogar este jogo ímã para fazer mais algumas observações sobre ímãs !

dia 82

o

  1. Faça o eletricidade é peça chocante.
  2. Assista a este vídeo sobre a eletricidade estática . Aqui é a mesma lição que você pode ler .

M

  1. Faça a sua peça AC / DC.
  2. Dê uma olhada neste site . Certifique-se de rolar para a imagem animada e ver como a corrente alternada muda os pólos para que o rotor é atraído para o norte do que no sul e dessa forma continua girando.

dia 83

o

  1. Fazer a peça de segurança.
  2. Aqui está uma atividade para aprender sobre segurança elétrica em sua casa.

M

  1. Faça a sua parte tomada elétrica.
  2. Você pode ler sobre saídas GFCI nesta página.

dia 84

o

  1. Faça a sua parte vocabulário.
  2. Procurar definições para estas palavras: Fonte de Energia, Maestro, Electron, e Energia.

M

  1. Faça a sua parte vocabulário.
  2. Encontrar palavras de suas outras peças e preencher pelo menos cinco ampolas com a palavra e definição.

Day 85  (Materials for L: long iron nail, copper wire, 9 volt battery, paper clips, aluminum foil; M: 9 volt, copper wire, magnetic compass, metal thumbtacks, paper clips –it says lid of small cardboard box and block of wood but could be substituted–)

L

  1. Try and build this experiment. A dry cell is just a regular battery like A and 9 volt batteries. You can use aluminum foil for your switch.
  2. Do your experiment piece.
  3. Here’s a video of the experiment.

M

  1. Try and build this experiment.
  2. Do your experiment piece.
  3. Here’s a video related to this experiment.

Magnetism

Day 86

L*

  1. You created a magnet. Now let’s learn some more about magnets and magnetism. We think of magnets as being what’s on the refrigerator, but really magnets and electricity go together.
  2. Here’s a website to get information.
  3. Complete these magnet pieces: Attracted/Not Attracted, field strength, natural magnets.

M

  1. You saw in your last experiment how magnets and electricity go together. Now let’s learn more about magnetism.
  2. Here’s a website to get information.
  3. Today do the magnet vocabulary. You may search online for the definitions or use a dictionary.

Day 87

L

  1. Today you will do these magnet lapbook pieces: Attract or repel, atom domains, magnetic poles.
  2. Use the link and scroll down and look for the information needed.

M

  1. Today you will do the pieces: temporary magnets, electromagnets
  2. Use this site to find information.

Day 88

L

  1. Today you will do the alternating currents and simple motors pieces.
  2. Use this link scroll down to the animated picture and use that info and what’s a bit underneath it — AC means alternating current, the current alternate, goes back and forth causing the poles of the magnet to switch so the green side in the picture is pulled to the south then to the north to keep it spinning.

M

  1. Do the Grippers piece.
  2. I can’t find good information on this, but you can see what it is, using magnets for lifting. You can watch the video in the row of pictures.
  3. Below you can see robot grippers. How would making them magnetic help?
  4. The force is the strength of the magnet–the stronger the magnetic force, the more weight it could lift.
  5. “Industrial” use means in factories and things like that.
  6. Here are magnetic gripper videos.

Day 89

L

  1. Do the everyday magnets piece.
  2. What can you think of or what can you find your hour house?
  3. Here’s a link about where magnets are used in your home.
  4. Take a picture of your lapbook or put the whole thing in your portfolio.

M

  1. Do the earth’s magnetic field pieces (“magnets fan”).
  2. You can use these two pages to learn about the earth’s magnetic field: one  two.

Day 90  (Materials for L: 7-9 in. balloon, yard/meter stick, large spoon–tablespoon works; M: three of the same magnets, optional: aluminum cookie sheet)

L

  1. Read this page and try the experiment. The video on the page isn’t working, but here it is from youtube.
  2. Explain how electrons and magnets can work to make things rotate.

M

  1. Read this page and try the experiment. (The video is not working now. Can you design an experiment to answer the questions and observe what she’s talking about?)
  2. Explain what you learned.

Day 91

L

  1. Magnet activity
  2. Draw a picture that explains how magnets work.

M

  1. Magnet activity
  2. Draw a diagram of how magnetism works.
  3. If you want to explore electricity and magnetism more, go to this website.

Circuits

Day 92  (Materials: battery, mini light bulb, 3 alligator clip wires, aluminum foil, paper clip–plain metal; M+ motor, wires, batteries)

L

  1. Draw a circuit with a battery, a light bulb and two wires.  (If you need a circuit review, play this.) Make sure it is a closed circuit. Electricity has to flow. It can’t just travel from the battery to the light bulb; it has to be able to flow back through the battery.
  2. Now create the circuit.
  3. Now draw a circuit with a battery, a light bulb, a switch and three wires.
  4. Build the circuit. You can use aluminum foil  and paperclip for your switch. Fold a piece up into a small rectangle. Clip one end into one of the wires. Clip the paperclip into the other wire. What happens when you press down on the aluminum foil to touch it to the paperclip? It should turn on the light.
  5. If for some reason you can’t build circuits, you can do this little circuit course for the next few days. You can do it just for fun too.

M

  1. Draw a circuit with a source of electricity, a switch and at least two small things that use electricity like a mini light bulb and motor or small LED clock. Make sure the electricity will go all the way around the circuit. If you need a circuit review, play this game.
  2. Build the circuit. Does it work? If not, change it. Does it need more power?
  3. Draw a circuit with two electrical objects, two sources of power and two switches so that you can turn on and off each thing (like a lightbulb)
  4. Build the circuit.

Day 93

L*

  1. Build a simple circuit with one battery and one mini lightbulb (or something similar).
  2. Add in an extra wire on one side to make the wire on one side extra long.
  3. Gather materials from around the house: ideas…piece of clothing, key, spoon, pencil, paper, piece of cheese…)
  4. Try each one in between the two wires on the long side of the circuit.
  5. Fill out this experiment worksheet on which ones conduct or carry electricity.
  6. Water conducts electricity very well which is why you have to get out of a pool during a lightening storm and why you should never be in the bath when there is an electrical item plugged in near you.

M*

  1. Build a circuit.
  2. Add in an extra wire so you can test conductors. You are going to experiment like this game did.
  3. Gather up items to test. Get a variety. Try some foods.
  4. Test each one and record the results. Which ones conduct, carry, electricity?

Day 94

L

  1. Review how circuits work.
  2. What difference does changing the power source (here it’s a battery) make?
  3. Guess whether each item will be a conductor or not before you try it. Were you right?

M

  1. Read about series and parallel circuits.
  2. Draw a circuit of each kind. (Series: the electricity flows to one and then the other; Parallel: the electricity flows to both at the same time)
  3. Build them.
  4. Did they work?
  5. What’s the difference in power levels between the two circuits?

Day 95

L

  1. Watch this video on circuits and human conductors.
  2. Why not try and make a circuit with you in it!

M

  1. You decide what to do. You could…
  2. Build some more circuits.
  3. Play some circuit games.
  4. Try another experiment.

Day 96  (Materials for L: salt, pepper, cornstarch, flour, oil, juice/milk, a clear cup, spoon — just a small amount of each)

L*

  1. Today you are going to test for ability to dissolve or disappear into a liquid.
  2. Take a clear cup and fill it halfway with cold water.
  3. Take a regular spoon and fill it with one of your test items.
  4. Dump it into the water and stir.
  5. Did it disappear into the water? Did it dissolve?
  6. Mark it on your Does It Dissolve worksheet.
  7. We already know sugar dissolves in water because we stir it into our tea — hot and cold.

M

  1. Read through these Chemistry Review pages. (It’s okay if some of it is new.) Click on the right arrow. Watch the salt and sugar dissolving videos (put your mouse on the picture and a play button will appear.)
  2. Write down all the words that are a different color and their definitions. (Put your mouse on the words and a definition will pop up.)

Day 97   (salt, sugar, flour, cornstarch, small pot, spoon for stirring in pot, clear cup, spoon)

L*

  1. Today you are going to test to see if temperature effects the ability to dissolve.
  2. You already tested these items in cold water and saw them dissolve (except for sugar).
  3.  Heat up one cup of water on the stove.
  4. Stir in a spoonful of one of your test substances.
  5. Did it dissolve?
  6. Did it dissolve more easily or with more difficulty than when in cold water?
  7. Record your observations. Does it dissolve in hot water?
  8. Go ahead and mix sugar in cold water to compare the two.
  9. Write a sentence describing your conclusion about how temperature effects how things dissolve.

M

  1. Read through these Chemistry Review pages. Click on the right arrow.
  2. Write all the colored words and their definitions.

Day 98  (Materials for L: at least 1/2 cup of salt on hand, small pot, measuring spoons)

L

  1. Today we are going to find the solubility of salt. That means we’re going to see how much salt we can dissolve into a liquid before it just can’t hold anymore.
  2. Did salt dissolve better in hot or cold water?
  3. Put one cup of water in a small pot. Stir in salt one tablespoon at a time until it is dissolved. Keep track of how much you are putting in.
  4. When you can’t get any more dissolved, the water is saturated; it can’t hold any more.
  5. The salt water is called a saturated solution.
  6. What is the solubility of salt in water? It’s the amount of salt you put in. How much? Now…
  7. Heat up the salt water in the small pot.
  8. Add in more salt a teaspoon at a time and stir until dissolved. Keep track of how much you are putting in.
  9. Stop when there are a few grains of salt in there that just won’t dissolve.
  10. The quantity of salt you put in is its solubility in hot water. What is it?
  11. The water is now a supersaturated solution. It’s completely full and will be too full when it cools.
  12. Soak a piece of cardboard in your supersaturated solution. Set it on a plate in a sunny place to dry. What happens?
  13. What happened to the salt water in your pot when it cooled?
  14. Tell someone all about saturated solutions.

M

  1. Read through these Chemistry Review pages.
  2. Write all the colored words and their definitions.

Day 99

L

  1. Draw a picture of making a saturated solution with salt and water.
  2. Label the water with this word, solvent.
  3. Label the salt with this word, solute.
  4. The solute is what dissolves in the solvent to make a saturated solution.

M

  1. Read through these Chemistry Review pages.
  2. Write all the colored words and their definitions.

Day 100

L

  1. Do you know what is a solute and what is a solvent?
  2. Play this liquids vocabulary game. (alternate)
  3. Watch this video on a saturated solution.

M

  1. Read over your words and definitions.
  2. Play this definition game. (alternate)

Day 101  (Materials for M: balloon, strip of plastic from grocery store plastic bag)

L

  1. Play your vocabulary game. (alternate)

M

  1. Play the definition game. (alternate)
  2. We’re going to do some more chemistry review. Let’s go back and look at atoms again.  Remember they have neutrons and protons in the nucleus and electrons in the outer shells. The electrons have a negative charge and the protons have a positive charge–like magnets and electricity.
  3. Read through these pages and click on the numbers on the pictures to see the different images. Click on the “Start” and “Play” buttons. The one with the faucet should have a play button–you don’t need to download anything. Click on the arrows to turn the pages. Try rubbing the plastic bag between your fingers and the balloon on your hair and watch how you can see the electrons have moved causing the attraction.
  4. Draw or write explaining the attraction either between the water and balloon or the plastic and your fingers.

Day 102

L*

  1. We’re going to go back and look at atoms and molecules again.
  2. An atom is made up of three particles: protons +, electrons – and neutrons. The positively charged protons are attracted to the negatively charged electrons. The neutrons have no charge and are neutral. There is always the same number of electrons as protons in an element. The protons and neutrons are in the center of the atom, called the nucleus. The electrons spin around the nucleus in an orbit. Their opposite attraction (like magnets) keeps the atom together.
  3. Build atoms. You only have 5 minutes. Click on all the boxes to the right. Create different elements by adding protons, neutrons and electrons using the arrows on the left. Keep the number of the particles the same–same number of electrons and protons.
  4. *Label the drawing of an atom. Do you need a helping picture? Write the name of this atom — which has 2 electrons? What do you remember about atoms?

M

  1. Read these pages. All of the pictures with a science experiment are videos. There should be a play button.
  2. Draw a 2-D model of a sodium atom.

Day 103

L

  1. Atoms make up everything in our world. When atoms come together and bond or attach to each other. They make molecules. H2O is a water molecule made up of two hydrogen atoms and one oxygen atom.
  2. Build molecules. Click on nanolab and build.
  3. Click on home and now click on transform. Heat up the molecules to get them moving to turn the solid into a liquid and then a gas.

M

  1. Read these pages about covalent bonds. Click on all the numbers and start and play buttons and arrows.
  2. Draw two oxygen atoms bonded. Write the type of bond and describe what is happening in the picture.
  3. Oxygen basically never exists alone. It is always found bound to another oxygen atom.

Day 104  (Materials for M: two colors of gummy candy, toothpicks)

L

  1. Build water molecules with gummy candy and toothpicks. Two hydrogen (same color) and one oxygen (different color). Here’s a picture.
  2. Now make 4 more water molecules.
  3. Now attach them all together. The hydrogen needs to attach to the oxygen. Here’s a diagram–scroll down, 3rd picture from the bottom.
  4. This is how drops of water are formed and hold together.

M*

  1. Read these pages about ionic bonds. Click on the numbers and start and play buttons and arrows.
  2. *Print out these worksheets. Answer the questions. See below for the activities.
  3. Here is an image of sodium chloride.
  4. Use your candy to build a model like described. Use one color for positive and one color for negative.
  5. Here is an image of what you built.
  6. Answers to the worksheet. Check and make sure you understand.

Day 105

L

  1. Play this atoms game. Can you figure out the puzzle and connect two hydrogen atoms and the oxygen atom to make a water molecule?
  2. Play your vocabulary game. (alternate)
    .

M*

  1. Read about diagramming atoms.
  2. *Print and complete these worksheets.
  3. When you are finished, check your answers and make sure you understand.

Forces

Day 106

L

  1. Remember these words? thrust, lift, drag, weight  Thrust pushes the plane forward. Drag is the air pushing back on the plane. Lift is the air pushing up on the plane. Weight is gravity pulling down on the plane. When thrust is greater than drag, the plane moves forward. When lift is greater than weight, the plane goes up. When all these forces pushing on the plane in every direction are equal. The plane is still.
  2. Put your hands together. Push harder with your right hand. What happens? Push harder with your left hand. What happens? Push the same with both hands. What happens?
  3. Describe to someone or draw a picture about how when forces are equal on an object they stay the same but when one is larger the force moves the object.

M

  1. Remember these words? thrust, lift, drag, weight  Thrust pushes the plane forward. Drag is the air pushing back on the plane. Lift is the air pushing up on the plane. Weight is gravity pulling down on the plane. When thrust is greater than drag, the plane moves forward. When lift is greater than weight, the plane goes up. When all these forces pushing on the plane in every direction are equal. The plane is still.
  2. Put your hands together. Push harder with your right hand. What happens? Push harder with your left hand. What happens? Push the same with both hands. What happens?
  3. Play this little game. It involves weight, drag, thrust.

Day 107

L

  1. Play this game. Weight provides the thrust when you combine it with the hill. Drag is created by the parachute. How do the forces work together and against each other.
  2. After you play the game, tell someone how to make the car go farthest and how to make it go the shortest distance.
  3. Here’s a little reminder about gravity.

M*

  1. Play this cannonball game. You will consider weight (gravity pulling on an object’s mass), thrust (how fast it gets going), and drag (air resistance). Hit the target. Try two different masses (choose two different objects).
  2. Here’s another forces activity. How much force do you need to apply to go as fast as possible without getting too hot and having the warning lights flash. Turn on and off friction and air drag to see their effect on the force answer.
  3. *Read and fill in the first five pages of this forces worksheet. Print out the whole thing. You will finish it tomorrow. (from science-class.net)

Day 108

L*

  1. Learn about friction. What is friction?
  2. Take the quiz.

M

  1. Play this forces in action game.
  2. Read and fill in the last three pages of this forces worksheet.  The answer to number 1 is 4n right. You can do this. It’s a diagram of your two hands pushing against each other. Your left hand pushes and your right hand pushes more. Which way do your hands move? Do they move more when you push harder? Yes. That’s all these diagrams are showing.

Day 109

L*

  1. Fill in this worksheet on different things that cause frictionFriction helps us walk, but it makes moving heavy furniture across the room harder. List examples of friction and decide if it is helpful or not.
  2. Can you image a world without friction? What if you plopped yourself down on the couch and it slid across the room? What else would happen if there were no friction?

M

  1. Play this friction game.
  2. Write about how friction effects your life everyday. What would your world be like without friction?

Day 110

L

  1. Read about potassium. Read more about where to find it.
  2. Fill in your potassium mini book. (Eat a potato or banana 🙂

M

  1. Read about potassium.
  2. Watch the potassium video.
  3. Fill in your potassium mini book.

Laws of Motion

Day 111 (Materials for L: rubber band, pretty strong plastic spoon, balled up aluminum foil or mini marshmallows or something else little and light, 2 thumbtacks, base — small wood block or something firm and heavy)

L

  1. Read the first page on this site about Newton’s First Law of Motion.
  2. Watch the first video, then build a catapult to demonstrate this law. Get permission before you stick thumbtacks into something.
  3. If for some reason you can’t build that one, here’s an alternative catapult with a different supply list. (You have to get on their email list.)
  4. Watch the second video and explain how it demonstrates Newton’s First Law of Motion.

M

  1. Read about motion and forces. Take the quiz at the end of each lesson.
  2. Read about vectors.
  3. Write a word problem and solve it with vectors.

Day 112

L

  1. Read about Newton’s Second Law of Motion.
  2. Demonstrate this law. Find two things of unequal weight. Push them the same speed across the floor. Which one did you need a greater force to push? The heavier one because force equals the mass times acceleration. That means, the heavier the object is, the more work it will take to get it going.
  3. If you have chairs you can slide on a floor, push an empty chair and a chair with someone sitting in it. The one with the greater mass (the heavier one) will be harder to push.
  4. If you are really excited about this, figure out your acceleration by figuring out how many meters you go in 1 second. That’s your acceleration. Acceleration is measured in meters per second (m/s). Weigh the object you pushed. That’s the mass. Mass is measured in kilograms (kg). Use an online converter to figure out kilograms if you need to. Multiply the mass and acceleration (use a calculator) to find out the force you used. Force is measured in Newtons. Guess why they are called Newtons?

M*

  1. Read about Newton’s Three Laws of Motion.
  2. Write about Newton’s Three Laws of Motion. (Print 2 copies and save one for tomorrow.)
  3. Explain how does this video show the first law of motion.

Day 113

L

  1. Leia sobre Terceira Lei de Newton .
  2. Pense em uma maneira de demonstrar a Terceira Lei de Newton. Aqui está um exemplo , e um segundo . O vídeo a partir do dia 39 é também um exemplo. Explicar como cada exemplo mostra Terceira Lei de Newton.

M

  1. Pense em uma maneira de demonstrar cada uma das três leis. (Exemplo:. Quando alguém não está usando um cinto de segurança eo carro é parou de repente, essa pessoa vai seguir em frente, para a direita através do pára-brisa)
  2. Demonstrar cada um com objetos em sua casa. Escrever sobre cada demonstração em suas três leis do movimento de papel.

dia 114

L *

  1. Faça um Leis do livro Movimento .

M *

  1. Leia sobre velocidade .
  2. Preencha estas grades definição .

dia 115

o

  1. Leia sobre cálcio .
  2. Cortar e preencha o seu pedaço de cálcio para o seu lapbook.
  3. Jogar launchball .

M

  1. Leia sobre cálcio . Vai dizer-lhe o que a família a que pertence.
  2. Cortar e preencha o seu pedaço de cálcio.
  3. Jogar launchball .

dia 116

o

  1. Verifique se o seu livro sobre três leis do movimento de Newton está terminado.
  2. Tome o questionário . Você sabia as respostas? Você pode clicar no Respostas para ver se você estava certo.

M *

  1. Reveja as  três leis .
  2. Combinar as  leis para os exemplos . Imprimir página 3. Escrever em cada cartão que das três leis é um exemplo de. As respostas estão na página 2.

Day 117  (Materials for L:  balloon, spill proof bottle cap from sports drink, old CD, super glue/tape; Materials for M:  box like shoe box lid, about seven index cards, masking tape, 2 marbles–after you read the directions you can figure how to make due with other materials/types of balls if you need to)

L

  1. Build a hovercraft and demonstrate the three laws of motion.  (You can use tape instead of super glue. Just seal it all the way around. No air can escape.) Demonstrate to your parents and show them each of the three laws of motion in action.

M

  1. Build a marble maze and demonstrate the three laws of motion. Demonstrate to your parents and show them each of the three laws of motion in action.
  2. Here’s a really hard maze to make but only uses paper. Get permission before you choose this because it prints A LOT of pages.

Day 118

L

  1. Design a roller coaster. Then click on park map and try the other rides.

M

  1. Answer these forces questions.  Say your answer out loud before you read on after each question mark.

Day 119

L

  1. Puck Chuck!

M

  1. Read about momentum.
  2. Take the quiz.
  3. I failed at building one of these momentum machines, but if you want to try, here are the instructions.
  4. Puck Chuck!

Day 120

L

  1. Read about Iron.
  2. Cut out and fill in your lapbook piece.

M

  1. Read about iron.
  2. Watch a video about iron.
  3. Cut out and fill in your lapbook piece.

Simple Machines

Day 121* (Materials for M: long rubber band, “heavy load” in small bag, meter or yard stick, books, regular ruler)

L*

  1. There are seven simple machines. These machines help us do our work. The work these machines help us do is moving a mass over a distance. What is something in your house that is too heavy for you to lift? These machines would help you move that item.
  2. The first one you are going to learn about is the inclined plane.
  3. Watch this video about the inclined plane.
  4. Look at this picture. Explain how this inclined plane make the work of getting the cart up the hill easier?
  5. *Draw a picture of an inclined plane on this page.

M*

  1. Watch this experiment and try it at home.
  2. *Write up your experiment results. Experiment Worksheet
  3. Where are some inclined planes in your world? Here’s one example.
  4. *Draw a picture of an inclined plane or write examples of inclined planes on this graphic organizer.

Day 122

L

  1. The next simple machine we will learn about is the wedge.
  2. wedge is like an inclined plane. It is slanted and comes to a point. The difference is that an inclined plane stays where it is put. The wedge does the moving. It is used to split things apart. Can you find the wedges in these pictures?
  3. Watch these two short videos which each give an example of a wedge: one  two.
  4. Have your mother show you one of her big knives. Is it thin on the cutting edge and comes to a point? It’s to wedge into whatever you need to cut.
  5. Draw a picture of a wedge on your simple machines paper.

M

  1. The next simple machine we are going to learn about is the wedge.
  2. Scroll down and read the definition of wedge.
  3. wedge is like an inclined plane. It is slanted and comes to a point. The difference is that an inclined plane stays where it is put. The wedge does the moving. It is used to split things apart. How is a nail a wedge? Do you ever use your fingernail as a wedge?
  4. Where else can you find wedges in your world? You can find wedges in these pictures.
  5. Draw a wedge or list examples of wedges on your simple machines graphic organizer.

Day 123

L

  1. The next simple machine is the lever.
  2. Can you pick up another person as high as your head? You can with a lever. Watch the video to see how.
  3. Try pushing open a heavy door from the edge near the door knob and from the opposite edge. Which is easier? Why?
  4. Add a picture of a lever to your simple machines page.

M

  1. Watch this video about levers.
  2. Add levers onto your graphic organizer.

Day 124

L

  1. Today’s simple machine is the screw.
  2. Watch this video and explain how the screw is like an inclined plane and how it helps her move the water.
  3. Add screw to your graphic organizer.

M

  1. The next simple machine is the screw.
  2. Scroll down and read the definition of a screw.
  3. Turn an inclined plane into a screw.
  4. Examples of screws
  5. Add screw to your simple machines paper.
  6. Watch this video showing how a screw can help move things.

Day 125

L

  1. Read about nickle.
  2. Cut out and fill in your lapbook piece.

M

  1. Read about nickle.
  2. Watch a video about nickle.
  3. Cut out and fill in your lapbook piece.

Day 126  (Materials for L: straw, thin cardboard/card stock, brass fastener; Materials for M: 10 pencils, brick/heavy wood/big book)

L

  1. Today’s simple machine is the wheel and axle.
  2. Think of different wheels in your world. Wheels don’t just help carry things. Do you have a pizza cutter in your house?
  3. Another tool built like a pizza cutter (but without the sharp edge) is a surveyor’s wheel, measurement tool.
  4. Build a surveyor’s wheel. Cut a circle out of thin cardboard or card stock. Attach it to a straw with a brass fastener.
  5. Mark a spot on the circle. Put the spot on the edge of a piece of paper. Turn the wheel around one time. Measure how far it traveled.
  6. A real surveyor’s wheel would click each time it made one turn. If it traveled one meter each turn and clicked 25 times, then the surveyor would know that the distance was 25 meters. Why is that better than using a meter stick?
  7. The axle on your surveyor’s wheel was very small. It was the brass fastener.
  8. Watch this video demonstrating wheels and axles.
  9. Fill in the wheel and axle piece on your simple machines paper.

M

  1. Today’s simple machine is the wheel and axle.
  2. Look at how a doorknob works.
  3. Make a conveyor belt of pencils. The pencils are your wheels. Choose something heavy to push. (Because books are usually smooth, choose a really heavy one or a stack of a few.) How different is it pushing something heavy across a rug and pushing something across your pencil conveyor belt?
  4. How is your conveyor belt make your work (your work of pushing your heavy object) easier?
  5. If you take one of those pencils and poke it through two bottle caps, you have created an axle.
  6. Look at these examples of wheels and axles.
  7. Add wheel and axle to your simple machines graphic organizer.

Day 127  (Materials for L:  spool of thread, string, pencil)

L

  1. Today’s simple machine is the pulley.
  2. Watch this video on pulleys. It has some big words, but you will see how pulleys work.
  3. Make a pulley.
  4. Add a picture of a pulley to your simple machines paper.
  5. Ask a parent to put your simple machines paper in your portfolio.

M

  1. Watch this video on pulleys.
  2. See examples of pulleys.
  3. Make a pulley system. Here’s an example with a milk jug, rope and a broom, but you can do any way you like.
  4. Add pulleys to your simple machines graphic organizer.

Day 128

L

  1. We’re going to look at one more simple machine even though your paper is full. This is not always listed as a separate simple machine. It is a type of wheel. It’s the gear.
  2. Find a gear in your house to look at–a bike, an egg beater, a toy car…
  3. Gears have teeth the interlock . The big gear turns a smaller gear. You turn the big gear around once, and it turns the little wheel lots of times.
  4. Watch this video on gears.

M

  1. We’re going to look at one more simple machine even though your paper is full. This is not always listed as a separate simple machine. It’s a type of wheel. It’s the gear.
  2. Find a gear in your house to look at–a bike, an egg beater, a toy car…
  3. Gears have teeth the interlock . The big gear turns a smaller gear. You turn the big gear around once, and it turns the little wheel lots of times. Like the inclined plane, pulley and others, it spreads out your effort to do your work.
  4. Read about gears.

Day 129

L

  1. Watch this Bill Nye video on simple machines.
  2. Take the simple machine quiz. Click on the link at the bottom of the page.

M

  1. Take these simple machine quizzes.  Quiz 1  Quiz 2

Day 130

L

  1. Read about copper.
  2. Cut out and fill in your lapbook piece.

M

  1. Read about copper.
  2. Watch a video about copper.
  3. Cut out and fill in your lapbook piece.

Day 131

L

  1. Learn about machines.  First go to the house. Then stop by the tool shed.
  2. Login with easypeasy and allin1homeschool . This login is just for Easy Peasy students to do their assignments.

M

  1. First stop by the House to practice identifying simple machines.
  2. Learn about compound machines.
  3. Login with easypeasy and allin1homeschool . This login is just for Easy Peasy students to do their assignments.

Day 132

L

  1. Design a compound machine. Draw it. Describe what it does and how it works. Can you build it? Put your paper(s) into your binder when you are done.

M

  1. Design a compound machine. Draw it. Describe what it does and how it works. Can you build it? Put your paper(s) into your binder when you are done.

Day 133

L

  1. Design a device that puts a marble into a cup. It must use at least 10 steps. Here is an example.
  2. Here’s a really fancy example of this type of device.

M

  1. Design a device that puts a marble into a cup. It must use at least 10 steps. Here is an example.
  2. Here’s a really fancy example of this type of device.

Day 134

L

  1. Build Fantastic Contraptions.

M

  1. Build Fantastic Contraptions.

Day 135

L

  1. Read about zinc.
  2. Cut out and fill in your lapbook piece.

M

  1. Read about zinc.
  2. Watch a video about zinc.
  3. Cut out and fill in your lapbook piece.

Day 136

L/M

  1. We’re going to be engineers. Engineers design and build everything man-made in your world. They don’t just design airplanes and cars, but they design the cabinets in your kitchen. Here are a few design games to get you started.
  2. Design a cell phone. Login with easypeasy and allin1homeschool . This login is just for Easy Peasy students to do their assignments.
  3. Design a car.

Day 137

L/M

  1. Now let’s look at building big! First, let’s look at bridges. Read about different types of bridges.
  2. Play with different forces on the bridges.
  3. Online bridge challenge
  4. Look at how important it is to build your bridge right! Here’s a physics failure bridge!

Day 138

L/M

  1. Hoje vamos construir nossas próprias pontes.
  2. Você pode usar essas direções e disposição para construir uma ponte-pasta de arquivo . (Sob conteúdo baixar atividade de aprendizagem 1.)
  3. Você pode construir seu próprio de madeira balsa e cola de madeira ou qualquer outro material. (Não destrua a sua ponte depois que você está feito. Certifique-se de fazer a lição de amanhã antes de ser danificado.)
  4. Você deve tentar construir uma ponte física, mas você também pode tentar um no computador. Se você quiser, pedir a um pai para ir a este site para você e descarregue esta jogo de construção da ponte . (Os pais precisam descarregue esta, e não crianças. Certifique-se de desmarcar todos os programas extras que deseja fazer o download junto com construtor de pontes. A nossa família tem baixado isso e eu acredito que é seguro para download neste site.)

dia 139

L / M

  1. Testar a força de sua ponte. Criar e realizar um experimento para ver quanto peso ele vai realizar. Grave todas as suas observações e resultados. Escreve-se a sua experiência. planilha Experiment

dia 140

o

  1. Leia sobre prata .
  2. Cortar e preencha o seu pedaço lapbook.

M

  1. Leia sobre prata .
  2. Assista a um vídeo sobre a prata .
  3. Cortar e preencha o seu pedaço lapbook.

dia 141

L / M.

  1. Leia sobre cúpulas .
  2. Em seguida, tomar o desafio cúpula .
  3. Pare no laboratório de materiais .
  4. Reúna os materiais para a construção de uma cúpula no dia 142, sejam jornais ou gumdrops e palitos .

Dia 142 (Materials: ou jornais e fita ou gumdrops e palitos)

L / M construir uma cúpula. Usar tanto  jornais  ou  gumdrops e palitos.  Aqui está um vídeo do YouTube de uma cúpula de jornal ; obter permissão antes de assistir a um vídeo do youtube. Nota: As instruções sobre o vídeo do YouTube são um pouco fora. Ele deve ser 71 cm e 63 cm.

dia 143

L / M

  1. Leia sobre arranha-céus .
  2. Em seguida, tomar o desafio arranha-céus .
  3. Pare pelo laboratório de cargas.

Dia 144 (Materiais: clipes de papel e palhetas)

L / M Faça isso atividade palha e então construir um arranha-céu para fora palhas.

dia 145

o

  1. Leia sobre o iodo .
  2. Cortar e preencha o seu pedaço lapbook.

M

  1. Leia sobre o iodo .
  2. Assista a um vídeo sobre o iodo .
  3. Cortar e preencha o seu pedaço lapbook.

dia 146

  1. Leia sobre barragens .
  2. Tome o desafio barragem .
  3. Pare pelo laboratório formas .

dia 147

  1. Leia estas Hoover Dam fatos.
  2. Projete uma barragem. Onde é que vai ser? Quão grande ele precisa ser? Rotular a altura, largura e profundidade em seu diagrama.

dia 148

  1. Leia sobre túneis .
  2. Tome o desafio do túnel .
  3. Pare pelo laboratório forças .

dia 149

  1. Projetar um túnel. Onde é que vai ser? Quanto tempo é preciso para ser? Que tipo de forças irá realizá-lo?

dia 150

o

  1. Leia sobre ouro .
  2. Cortar e preencha o seu pedaço lapbook.

M

  1. Leia sobre ouro .
  2. Assista a um vídeo sobre o ouro .
  3. Cortar e preencha o seu pedaço lapbook.

Day 151 (Materials: At least two 6 foot (183 cm) sections of 1-1/2 in (about 4 cm) diameter foam pipe insulation, another option: toilet and paper towel rolls marble)

L

  1. Our last physics topic for this year is energy. Energy is what enables us to do our work. A roller coaster needs a certain amount of energy to do its work of pulling the weight of the cars from the beginning to the end.
  2. Build a roller coaster. Click through the tabs. Look at the pictures. Read the questions. Play around and make observations.
  3. Another option is a toilet paper roll marble run. Try to make your marble go up a little at some point.
  4. Tell your observations to your parents.
  5. Play this roller coaster game if you can’t build one.

M

  1. Our last physics topic for this year is energy. Energy is what enables us to do our work. A roller coaster needs a certain amount of energy to do its work of pulling the weight of the cars from the beginning to the end.
  2. Read about energy.
  3. Build a roller coaster. Click through the tabs. Look at the pictures. Read the questions. Play around and make observations.
  4. Another option is a toilet paper roll marble run. Try to make your marble go up a little at some point.
  5. Explain your observations to your parents.
  6. Play this roller coaster game if you can’t build one.

Day 152

L

  1. Desenhe um diagrama do seu (a) montanha-russa. Coloque os números em seu diagrama para mostrar onde a montanha-russa foi o mais rápido e mais lento. Escrever a 10 para o mais rápido e 1 para o mais lento. Marcar outros lugares com 5, etc.
  2. Como os locais de fast ajudar nos lugares lentas. Explicar a um pai como velocidade e como o seu elevado montanha-russa foi realizada como a sua montanha-russa trabalhou.

M

  1. Há energia potencial e energia cinética. No que você lê-lo foi explicado como energia armazenada e energia utilizada.
  2. Olhe para a imagem para o topo desta página e ler a legenda sobre a bola e flecha.
  3. A energia cinética é a energia de um objeto em movimento, o balanço bola ou o arrowing voando pelo ar.
  4. Há uma fórmula para descobrir a energia cinética de um objeto. Os físicos usam isso para descobrir se sua montanha-russa vai funcionar. A fórmula é a energia cinética é igual a metade da massa do objeto vezes sua velocidade ao quadrado. A equação parece gostaram. KE = 1/2 mv ^ 2 (.5 vezes a massa vezes acelerar os tempos de velocidade)
  5. Ir para esta página   e tentar problemas 1 e 2 na parte inferior. Você pode usar uma calculadora.

Dia 153 (Materiais para M: termômetro, marshmallow, vela)

o

  1. Energia vem nos lotes de diferentes formas. Uma forma é o calor.
  2. Veja este vídeo no calor e temperatura .
  3. Veja este vídeo em energia térmica .
  4. Coloque dois frascos de água no sol (ou óculos). Certifique-se de que eles têm a mesma temperatura da água neles. Se você tiver um termômetro, medir a temperatura da água e gravá-la.
  5. Enrole uma jarra em papel branco. Enrole uma jarra em papel preto.
  6. Em meia hora, sentir a água em cada frasco. Que é mais quente? (Meça a temperatura, se puder.)
  7. Onde é que o calor vem?
  8. Olhe para a foto abaixo. É de um quarto em minha casa. Por trás das cortinas são janelas que vão em todo o quarto. Na parte da manhã o sol vem para a direita nas janelas. Eu tenho uma cortina branca e uma cortina de cor escura. No verão eu tenho as cortinas para um lado e no inverno eu invertê-los com a outra do lado de fora ao lado da janela. Neste quadro a cortina branca está no exterior pela janela ea cortina colorido é no interior. Pense sobre o experimento. Por que eu iria colocar a cortina colorida do lado de fora pela janela? Em que época que eu iria colocar a cortina colorida pela janela. É verão ou inverno, quando esta foto foi tirada. Por quê? (responda: É verão. No inverno a cortina escura é do lado de fora pela janela para absorver o calor do sol e trazer esse calor para o quarto. No verão nós não queremos calor extra, por isso, colocar a cortina branca do lado de fora para refletir a luz e mantê-lo mais frio no interior. )

M

  1. Veja este vídeo no calor e temperatura .
  2. Medir a temperatura do ar de cerca de 10 cm. acima da vela.
  3. Acenda a vela e segure o marshmallow onde registrou a temperatura.
  4. Assistir e observar o marshmallow.
  5. Em seguida, registre a temperatura de novo no mesmo lugar.
  6. Quais foram as suas observações?
  7. Como o calor da chama efetuar o marshmallow sem tocá-lo?
  8. Explique suas observações.

dia 154

L / M

  1. Assistir a esses vídeos sobre radiação.  Calor Radiação    Spectrum calor
  2. O calor do sol entrou na água através de radiação .
  3. Desenhe um diagrama que mostra algo na terra aquecimento devido à radiação do sol.

dia 155

o

  1. Um fato interessante é a energia que a energia não pode ser criada. Toda a energia no universo existiu desde o início dos tempos. Nosso Sol produz energia suficiente a cada segundo para atender às necessidades de energia do mundo inteiro para 500.000 anos. E o nosso sol é pequeno comparado a outras estrelas exalando ainda mais energia. Pessoas acho que existem cerca de 100000000000000000000000 estrelas, os quais emitem energia. Essa é uma quantidade incrível de energia que tudo veio à existência em um instante!
  2. Leia sobre liderança
  3. Cortar e preencha o seu pedaço lapbook.

M

  1. Um fato interessante é a energia que a energia não pode ser criada. Toda a energia no universo existiu desde o início dos tempos. Nosso Sol produz energia suficiente a cada segundo para atender às necessidades de energia do mundo inteiro para 500.000 anos. E o nosso sol é pequeno comparado a outras estrelas exalando ainda mais energia. Pessoas acho que existem cerca de 100000000000000000000000 estrelas, os quais emitem energia. Essa é uma quantidade incrível de energia que tudo veio à existência em um instante!
  2. Leia sobre liderança .
  3. Assista a um vídeo sobre liderança .
  4. Cortar e preencha o seu pedaço lapbook.
dia 156
o
  1. Leia sobre a transferência de calor – calor movendo-se de uma coisa para outra.
  2. Como é que a transferência de calor? (resposta: a partir do objecto mais quente para o objeto mais frio )
  3. Faça um desenho de um cubo de gelo em um copo de água. Use as setas para mostrar que o calor está deixando a água e ir para o gelo. Isso é o que está fazendo o derretimento do gelo. A água esfria porque a sua energia térmica está saindo.
  4. Certifique-se de colocar a sua foto no seu fichário.
M
  1. Leia sobre o calor .
  2. Tome o questionário .
Dia 157 (Materiais para a ciência: corante alimentar – fazer um cubo de gelo coloridos para amanhã)
o
  1. Ontem você ler sobre  a condução , quando as transferências de calor de um objeto que está tocando outro objeto.
  2. Tente esta condução experiência. (Materiais: manteiga ou margarina, qualquer coisa pequena para furar nela; colher de pau, colher de plástico, metal colher-espátula, etc. apenas algo com uma alça)
M
  1. Leia sobre condução .
  2. Assista a este vídeo  exemplo de condução. Você pode experimentá-lo se você tiver permissão.
dia 158
 
o
  1. Leia sobre  convecção , uma outra maneira o calor é transferido.
  2. Rolar para baixo nesta página para olhar para o diagrama de movimento de convecção .
  3. Desenhar um diagrama de calor por convecção. (Você pode cortar e colar em setas coloridas, se quiser.)
M
  1. Leia sobre convecção .
  2. Tente esta experiência de convecção .
  3. O que está acontecendo? O líquido frio é mais denso e movendo-se através do líquido quente.
  4. Descreva como este é visto em correntes de ar de convecção.
dia 159
o
  1. Coloque em um show de ciência sobre o calor. Use seus diagramas para ensinar o público sobre os três tipos diferentes de transferência de calor. Interrogar o seu público para ver se eles aprenderam o que deveriam aprender.

M

  1. Rever os três tipos de transferência de calor .
  2. Coloque em uma demonstração científica. Ensine seu público sobre os três tipos diferentes de transferência de calor. Demonstrá-las com efeitos visuais ou agindo fora o que acontece. Seja criativo. Seja informativo. Interrogar o seu público mais tarde para ver se eles aprenderam o que deveriam aprender.
Dia 160 (Materiais para G:  um tamanho grande forno de caixa de pizza,  vários pés de folha de alumínio,  uma folha de papel de construção preto,  2 1/2 pé de plástico claro,  4 pés de fita adesiva,  2 pés de cadeia)
  1.  Cozinheiro de pizza usando o calor que irradia do sol.
M
  1. Leia sobre esta experiência,   cozinhar pizzas  usando o calor que irradia do sol. Ou fazer esta experiência ou criar seu próprio forno e cozinhar sua própria comida. (Cozinhar algo que você pode comer cru com segurança, como cachorro-quente, pizza, s’mores.)
dia 161
o
  1. O outro dia se o sol como energia para cozinhar. A terra está cheia da energia natural. As pessoas têm vindo a trabalhar para utilizar esta energia natural. Uma maneira que já existe há muito tempo é a roda de água. Ele usa o poder da água para fazer o trabalho. Em vez de queima de carvão para criar o vapor para transformar um ímã para criar eletricidade. Você pode usar a água de um rio para girar uma roda de água, que pode transformar um ímã para gerar eletricidade. Assista ao vídeo (pelo menos parte dele).
  2. Podemos também usar o poder das ondas e do vento. Aqui estão dois pequenos jogos para jogar apenas por diversão para ensinar-lhe sobre os diferentes tipos de recursos energéticos. Renovável significa que eles podem ser usados ​​novamente. O vento ea água nunca vão embora. meios não-renováveis ​​que se acostumar-se e se foram. O carvão é não-renovável.
M
  1. Assista a este vídeo sobre energia .
  2. Saiba mais sobre como a energia renovável é utilizada .
dia 162
  1. Será que esses elementos flashcards . Escolha mais opções. Escolha 20 perguntas e selecione todos os elementos que você conhece.
Dia 163 *
  1. * Imprima as primeiras  2 páginas de cartões de elemento 3 vezes cada . Jogar Go Fish . Você só precisa de 3 de cada um para obter um conjunto. Pedir o nome, o símbolo ou qualquer outra informação sobre o cartão para ajudá-lo a aprender mais sobre eles.
dia 164
  1. Escolha um elemento a partir desse conjunto de aprender mais sobre. Escolha um que você não sabe nada sobre.
  2. Você pode aprender mais sobre ele aqui  e aqui .
  3. Ensinar a sua família tudo sobre isso quando você está feito. Quem descobriu isso? Quando? Com o que se parece? Qual é o seu símbolo? Para que isso é usado? O que é interessante sobre isso?
dia 165
  1. Tome esta revisão questionário átomo .
  2. Fazer um jogo de perguntas para a radiação, convecção, condução, energia, engrenagem, roda e eixo, plano inclinado, parafuso, cunha, polia, alavanca
  3. Dê-lhe um título. Siga as direções. Use estas palavras por suas respostas. Use suas definições ou descrições para seus “perguntas.” Você não tem que escrever perguntas. Exemplo: necessário para fazer o trabalho * energia 
  4. SALVAR clicando no disco do computador pequena no canto inferior direito (a primeira imagem à esquerda). Esperar. Em seguida, abra a página da Web. Em seguida, salve o endereço da página web por bookmarking-lo. Essa é a única maneira que você vai encontrar o seu caminho de volta para ele.
  5. Jogar o seu jogo.
Dia 166 *
  1. Seu trabalho durante os últimos quinze dias de aula é fazer um projeto de ciências. Eu recomendo que você escolher um tema que você pode usar para seu projeto de história, bem como, e até mesmo Inglês. Dessa forma, você vai se tornar um especialista sobre o assunto. O Canal do Panamá é um tema sugerido. Você poderia construir um modelo de trabalho de um canal. Na página da história no dia 166 eu listei algumas outras idéias.
  2. Você vai aprender sobre a ciência ea história do seu tópico. Você vai fazer um projeto 3D para explicar ou demonstrar seu tópico. Se você quiser fazer um cartaz sobre isso, tem que conter elementos 3D. No Dia 180 você vai apresentar o seu projecto. Você vai mostrá-lo a sua família e / ou amigos e dizer-lhes tudo sobre ele, explicar tudo sobre ele e demonstrá-lo.
  3. Você também tem que realizar pelo menos um experimento relacionado com o seu tópico. Se você puder, fazer a experiência na frente do grupo. Se não for possível, explicar a experiência e resultados. Aqui está uma planilha experiência e  livro experiência  que você poderia usar.
  4. Hoje escolher um tema e fazer alguma pesquisa sobre o experimento que você poderia fazer.
Dia 167 *
  1. Faça alguma pesquisa e aprender sobre os aspectos científicos do seu tópico. Como funciona? Aqui estão Research Note Taker  folhas.
dia 168
  1. Continue a sua pesquisa. Se você pensa que está feito, vai explicar a um pai como a ciência do seu tópico funciona. Se você não pode, aprender um pouco mais.
dia 169
  1. Continue a sua pesquisa. Existe algum especialista na área que você pode enviar e-mail e fazer perguntas? Isso seria uma grande fonte de informação!
  2. Quando você está feito a sua investigação, decidir sobre o que experiência ou experiências que você vai fazer.
  3. Além disso, você precisa decidir como você está indo para apresentar o que aprendeu. Tem que ser em 3D! O que você pode construir para demonstrar o seu tema?
dia 170
  1. Continuar trabalhando em seu projeto. Sua tarefa tem quatro partes: pesquisa, projeto 3D, experimento (escrito), demonstração
Dia 171 *
  1. Continuar trabalhando em seu projeto. Imprima este final do projeto Ano  lista de verificação para certificar-se de que você está pensando sobre tudo o que precisa ser feito.
dia 172
  1. Continuar trabalhando em seu projeto. Use sua lista.
dia 173
  1. Continuar trabalhando em seu projeto. Use sua lista.
dia 174
  1. Continuar trabalhando em seu projeto. Use sua lista.
dia 175
  1. Continue trabalhando.
  2. Certifique-se de que você tem uma experiência. Você tem todas as coisas que você precisa para isso?
dia 176
  1. Continue trabalhando. Você deve terminar o seu projeto amanhã.
  2. Faça a sua experiência.
dia 177
  1. Terminar o seu projeto.
  2. Anote a sua experiência. Você pode usar a planilha ou reservar ou digitá-lo para cima. Ele precisa ser exibida com seu projeto. Torná-lo com bom aspecto!
dia 178
  1. Use a lista de verificação para certificar-se de que você fez tudo o que é suposto fazer. No dia 179 você vai escrever sua bibliografia. No dia 180 você vai apresentar.
  2. prática hoje o que você vai dizer para explicar seu projeto. Anotá-la se isso ajuda você. Pratique dizer isso em voz alta.
  3. Leia sobre esta  folha de pontuação  para apresentar um projeto. Você gostaria de marcar um 4 para cada categoria. O último é somente se você está trabalhando em conjunto com os irmãos.
dia 179
  1. Escreva sua  bibliografia .

dia 180

  1. Apresentar o seu projecto e demonstrar sua experiência.
  2. Tire fotos ou vídeos, enviá-los para mim! Vou publicá-las na página Hall of Fame.
  3. Aqui estão algumas inspiração Edisonian para continuar tentando e aprendendo coisas novas durante a sua pausa antes de começar Ano 1.

Parabéns ,  você está feito!