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  • Student Work - What if....? Project
    Find out what some TEAMS students did with their Fast Plants Shared by Jennifer Elida Municipal Schools Shared by Lynde Elida Municipal Schools I d be happy to share any What If experiments you may have done in your classroom You can fax your information to me Gary Widdison TEAMS Fast Plants FAX 562 922 6486 Electricity Weather Chemistry Earth Processes Festival Heat Fast Plants Email Gary Home Contact Us

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/student/what_if.html (2016-02-17)
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  • gary's journal update
    I hope you will check out my journal entries as I share them from time to time and compare them with your own Take some time to share your own observations here as well You can share your observations and ideas in the discussion group Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 10 Day 11 Day 12 Day 13 Day

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/journal/journal.html (2016-02-17)
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  • Heat Kit Information
    30 students Qty Unit Description 20 20 20 20 25 1 40 20 10 20 20 20 1 3 3 20 each each each each each each each each each each each each box each box each Flask 125 ml glass Rubber stopper one hole Plastic tube 30 cm to fit rubber stoper seal Test tube tongs Balloons 6 Bi metal strip Thermometer Celsius or both Celsius Fahrenheit Graduated cylinder

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/program/kit.html (2016-02-17)
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  • Water Balloon in the Jar
    into the jar assign a student to hold the jar so that it is not accidentally pushed off of the table Heating the air within the jar should only be accomplished with a small piece of burning paper Under no circumstances should the jar be held over a flame or placed on a hot plate If heated in this manner the jar will expand and contract unevenly and could shatter into glass shards Students will often suggest heating the jar as a data generating experiment In this case the teacher should provide the data without heating the jar with the flame Explain that the suggested activity is not safe but would in theory provide similar results to dropping a burning paper into the jar Leading the Activity Show the materials and ask for a few student volunteers to try to get the balloon into the jar Have one student be assigned to hold the jar as students push the water balloon in the jar may move around on the table and could accidently fall and break If the students are unsuccessful ask them to consider why the balloon will not go easily into the bottle even though it is flexible enough to change its shape the jar is already full of air and the air is in the way If students are successful ask them to discuss what made them successful they may have pushed the balloon away from the edge of the opening allowing the air in the jar to escape Discuss ways of getting the balloon into the jar a small hole near the bottom of the jar for example would allow the air to escape Perform the demonstration encouraging students to make careful observations in sequence Observation frames can be cut out and used to sequence observations

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/balloon/waterbal.html (2016-02-17)
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  • Color and Heat
    predictions Have the class work in small groups to design and carry out investigations of color and heat Discuss the observations and ideas from each group as a class following the hands on exploration Discuss review student experiences with radiant heat energy Some suggested discussion questions include What color of clothing might help to keep a person warm in cooler weather Why What experience have you had with clothing colors and heat Which is hotter on a summy day the blocktop or a white sidewalk Why Some survival blankets are silver colored Why might this be Contact a local search and rescue team or a sporting goods store and ask Procedure Discuss how the data will be collected and the role of each group of students Allow time for each group to decide what colors to investigate and how to proceed with the investigation Have the students record initial temperatures and place the thermometers into the boxers Be sure to identify the boxes so that data can be compared accurately Leave the boxes in a sunny location for five or ten minutes Ask the students to predict which box will have the highest reading on the thermometer Discuss what data

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/color/color.html (2016-02-17)
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  • But It Feels Colder...
    location so that they will come to room temperature Place two of the materials side by side on a desk or table and place your palms down on each one and compare how hot or cold they feel Use a thermometer to check the temperature of each material Try two new materials and eventually order all of the materials you have gathered according to how warm or cool they feel Leading the Activity Explorations Questions and Sharing Which of the materials feels the coolest warmest After sitting in the same spot in your classroom all of the materials should be the same temperature even if one or more of them feel cooler than others Do you believe that the materials are all the same temperature Back to top Background Some materials conduct heat more efficiently than others Metals are great conductors of heat and absorb heat from your hand easily while other materials conduct heat from your hand more slowly The nerve endings in your palm sense the removal of heat from your hand as it cools and perceive that the material is cooler even though it is the same temperature The materials appear to be different temperatures because they

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/colder/colder.html (2016-02-17)
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  • Soda Pop Clouds
    have a partner shine a flashlight into the neck of the bottle as you open it this may help you observe the condensation in the bottle Leading the Activity Explorations Questions and Sharing How cold does the bottle need to be in order for the cloud to form Try a bottle that is cool to the touch but not cold How about a bottle that is at room temperature Which works better a pop off cap or a twist off cap Why do you think that is How about a sealed bottle of some other beverage Try a non carbonated beverage and see what happens Can you explain your observations using carbonated and non carbonated beverages Does the beverage need to be carbonated Why or why not Back to top Background What s going on Pressure and temperature are directly related Changing the pressure in a system alters the temperature If the pressure is released the temperature will drop and the opposite is true for increasing the pressure This works both ways Changing the temperature adding or removing heat changes the pressure in the system When the top of the bottle is removed the pressure in the bottle drops very

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/sodapop/sodapop.html (2016-02-17)
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  • Flask Fountain
    into the flask Encourage the students to observe and discuss the inquiry problem Try the activity for yourself Do the Sequence Activity First download the Flash Web Player Install the Player on your hard drive in your browser plug in folder Do the Flask Fountain sequence activity After successfully completing the sequencing activity discuss your theories and or questions with Gary and the others who are doing this inquiry Communicating

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/heatshock/flask.html (2016-02-17)
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