Developed by: Michele M. Kroll, M.S. 4-H Youth Development Specialist krollm@missouri.edu 573-346-2644 October 2011

A hands-on exploration in 4-H SET-Ready Projects!

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4-H SET activities can enhance any 4-H event, activity or club model! This guide provides a fast, fun and effective way to provide SET hands-on experiences! We have used these activities at camp, afterschool clubs, and project leader trainings to name just a few. 4-H Science, Engineering an Technology (SET) activities and projects combine non-formal education with hands-on, inquiry-based learning in a positive youth development context to engage youth in improving their SET knowledge, skills and abilities.

In inquiry-based learning, youth build understanding through active exploration and questioning. Youth are not given the answers but seek answers to the questions. This requires the facilitators who lead these activities to engage youth in the learning process. Youth are given a chance to explore and observe vs. just getting an answer.

University of Missouri Extension does not discriminate on the basis of race, color, national origin, sex, sexual orientation, religion, age, disability or status as a Vietnam era veteran in employment or programs.

Project Objectives:

1. Science is for all youth. 2. Learning science is an active

process. 3. SET science activities

increase science literacy. 4. Youth will adopt and use new

methods of approaching problems through a 4-H SET experience.

5. Youth will learn science concepts through inquiry-based learning approaches.

Experiential Learning Model:

Each activity follows this model and provides volunteers with for-mulated questions for 4-H mem-bers to achieve and apply the identified skills that are learned.

ISU Extension

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Activities: Page Concept: Surface Tension and Gasses Bubble*ology 4-5 Boo Bubbles 6-7 Dry Ice Investigations 8 Baby Bottle Challenge 9-10

Concept: Polymers Blizzard in a Bucket 11 Water Wizardry 12 Dissecting Diapers 13

Concept: All About Air Growing Peeps 14 Are You Hot or Not? 15

Cloverology Poster 16 References and Supply Information: 17

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Bubble*ology! Concept: Surface Tension

Suggested Age: 9-12

Background Information for the Facilitator The purpose of this activity is to introduce the concept of surface tension using bubbles. Kids of all ages love to play with bubbles. Bubbles have some unique properties that can teach youth real life science by just playing and experimenting with them. Bubbles form because of the surface tension of water. The soap film in the bubble actually weakens the surface tension of the water. Dirt and oil are a bubbles worst enemy. That’s why bubbles pop if they touch your skin. Removing the dirt and oil by placing a cotton glove on your hand will provide protection against the natural oils and dirt, thus providing a longer lasting bubble. Concepts and Terms surface tension: is a force within the surface layer of a liquid (water) that causes the layer

to behave as an elastic sheet. It is the effect that allows insects (such as the water strider) to walk on water.

4-H SET Abilities

Activity Time: 45 minutes Group Size: Split youth into small groups of 3-4. Materials: Vinyl table cloth for each station (1 per small group) One clear plastic container for each station Bubble solution Bubble toys (straws, cheese graters, apple slicer, funnel, rope– use ordinary items) Square Bubble Maker (Steve Spangler Science) Set up: 1. Place a vinyl tablecloth on each area for easier clean-up. 2. Gather bubble toys for each group. 3. Fill the plastic container with bubble solution for each group. Place on table. 4. Split youth into small groups. Opening Questions What causes bubbles to pop? Is it possible to make a square bubble? Experiencing Allow each group to play with all the bubble toys to see the properties of bubbles and what

shapes they can create with the bubbles. After 15 minutes ask each group if they can use the toys in front of them to create a square

bubble. After 15 minutes discuss what solutions they came up with. What was the result? Introduce and demonstrate the square bubble maker. How does it work?

Observe Construct and Test

Design Solutions Compare/Contrast

Interpret/Analyze/Reason Problem Solve

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*Bubbles enclose the maximum volume of air with the minimum amount of bubble solution. That is why bubbles are always round. The square bubble device will create a much smaller minimum surface making it possible to create a cube-shaped bubble.—Steve Spangler Science

Sharing, Processing and Generalizing Ask youth to observe what is happening with the bubbles. Ask youth to compare their thoughts and observations. What shapes are the bubbles? Why are they all round no matter what shape the toy is? When are the bubbles popping? What causes a bubble to pop? What ideas do you have to prevent a bubble from popping? Can you make the surface tension stronger? Concept and Term Introduction The facilitator needs to ensure that the concept of surface tension has been introduced or discovered by the youth. The goal is to have the youth develop SET concepts through exploration and define concepts using their own words. Applying Could you build a structure that would allow you to make a triangle shaped bubble? What would you need to design longer lasting bubbles with a strong surface tension? Reference: Steve Spangler Science

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Boo Bubbles! Concepts: Surface Tension and Gasses

Suggested Age: 9-12, 13-16

Background Information for the Facilitator The purpose of this activity is to introduce the topic of surface tension and gasses using dry ice. Dry ice is something most kids have seen as a special effect but have never really gotten to see it, touch it or explore how it works and what it’s used for. By using dry ice with bubble solution, surface tension and carbon dioxide can be seen in action so that the concepts are visual to the learner. Dry Ice is frozen carbon dioxide, a normal part of our earth's atmosphere. It is the gas that we exhale during breathing and the gas that plants use in photosynthesis. It is also the same gas commonly added to water to make soda water. Dry Ice is particularly useful for freezing, and keeping things frozen because of its very cold temperature: -110°F or -78°C. Dry Ice is widely used because it is simple to freeze and easy to handle using insulated gloves. Dry Ice changes directly from a solid to a gas -sublimation- in normal atmospheric conditions without going through a wet liquid stage. Therefore it gets the name "dry ice."

Safety for handling dry ice: Plan to pick up the dry ice as close to the time as you are needing it. Place it in a Styrofoam or cooler. If transporting for longer than 15 min. make sure there is fresh air. Handle dry ice with leather gloves– an oven mitt or towel will work also. Don’t store it in a completely air tight container because the carbon dioxide can cause the container to expand and possibly explode! Make sure you are in a ventilated room when using dry ice. Treat dry ice burns the same as regular heat burns. Disposal: Unwrap and leave it at room temperature in a well ventilated area. It will go from solid state into gas.

Concepts and Terms gasses: a fluid as hydrogen or air that has no fixed shape and tends to expand without limit dry ice: carbon dioxide in it’s solid state– frozen carbon dioxide carbon dioxide: a heavy, odorless, colorless gas formed during respiration (breathing and

diffusion) surface tension: is a force within the surface layer of a liquid (water) that causes the layer

to behave as an elastic sheet. It is the effect that allows insects (such as the water strider) to walk on water.

4-H SET Abilities

Activity Time: 60 minutes Group Size: 10 Materials: Dry ice Warm water Bubble solution Plastic cup Cotton gloves Bubble generator* (Steve Spangler Science)

Observe Test

Question Hypothesize

Interpret/Analyze/Reason Troubleshoot

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Set up: 1. Order dry ice at local grocery store before activity is scheduled. 2. Mix warm water with dry ice in bubble generator. 3. Pour bubble solution in plastic cup. 4. Put cotton glove on your non– dominant hand. Opening Questions What is dry ice? What temperature is dry ice? Can you fill a bubble with fog? Can you bounce a fog filled bubble? Experiencing Demonstrate how to use the bubble generator and make a few bubbles. Then let each youth try making the “boo bubbles”! Have a few youth try making bubbles without the glove so they observe what happens. Dip the rubber tubing in the bubble solution. Squeeze the tube to make the bubble while at the same time covering the jar with the lid. Place bubble on the glove. Bounce bubbles in the palm of your hand. Pop the bubble. Sharing, Processing and Generalizing What happens to the bubbles? Why do the bubbles pop with “smoke”? Do the bubbles bounce? What sizes of bubbles are formed? Concept and Term Introduction Page 8 introduces the phase changes of matter as solids, liquids and gas. Dry ice investigations are great fun and provide a lot of scientific inquiry before doing boo bubbles. Applying Design your own bubble generator with a shop vac hose or other equipment found in the house. How does it work and what differences do you observe in the bubbles? Reference: Steve Spangler Science

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What is dry ice? Frozen Carbon Dioxide in solid form. -110 degrees F below 0 *Thermometer Template Dry ice can cause skin and tissue to freeze to death if picked up without a thick glove

or tongs– it feels like a severe burn. Substances can be: Solid– mass, volume, shape ice dry ice Liquid- mass, volume, change shape water Gas- mass, no volume, no shape steam gas Comparing Water Ice and Dry Ice: Put a piece of ice in a clear cup and dry ice in another clear cup. Why do you think they call it dry ice? What do you think will happen when they melt? Screaming Spoon: Metal transfers heat to the surface of dry ice. As more gas is created the metal is pushed up and pushed down by the pressure drop making it vibrate with a “noise” Use a spoon and quarter to see what happens same concept in woodwind instruments with reeds Bubbling Water: Add warm water to a beaker or glass. Add dry ice with glove or tongs. Immediately the dry ice will turn into carbon dioxide gas and water vapor, making a

really cool cloud of fog. You can add food coloring for a color effect. Add a glow stick for an eerie effect. Now add three drops of dishwashing soap. The soap in the water traps the carbon

dioxide and water vapor in the form of a bubble. The bubbles will explode with a burst of “smoke” as they crawl over the edge.

Carbonated Apple Juice: Fill a pitcher with apple juice. Add dry ice with gloves or tongs. While the mixture is bubbling the apple juice is being carbonated by the dry ice.

Carbon dioxide gas is mixing with the juice to make a “sparkling” drink. Wait until the dry ice is completely gone before serving the apple juice. Crystal Ball: Use a clear plastic bowl with a smooth rim. Fill it half full with warm water. Transfer dry ice with tongs or gloves. Use enough dry ice that a good amount of fog

is produced. Cut a strip of cloth from an old t-shirt and dip it into bubble solution or dish soap. Take the strip of cloth from the solution and carefully pull the strip across the rim

creating a soap film. It will create one big crystal bubble and then will pop in a cloud of smoke! Reference: Steve Spangler Science

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Baby Bottle Challenge Concepts: Surface Tension and Gasses

Suggested Age: 9-12

Background Information for the Facilitator The purpose of this activity is to introduce the topic of gasses. Since carbon dioxide is being produced the baby bottle nipple will expand as it fills with gas. Concepts and Terms gasses: a fluid as hydrogen or air that has no fixed shape and tends to expand without limit carbon dioxide: a heavy, odorless, colorless gas formed during respiration (breathing and

diffusion) 4-H SET Abilities

Activity Time: 20 minutes Group Size: 20 Materials: Plastic Baby Bottle Nipple with no hole– can be ordered from Steve Spangler Science Two Alka-SeltzerTM tablets Plastic Cup 2 White Sodas in cans Set up: Always use safety glasses when conducting experiments Shake a can of soda. Pour another can of soda into a glass so that participants can see the bubbles attaching

themselves to the sides of the cup. That is what happens in the can. The carbon dioxide bubbles grip the surface where there are imperfections.

The bubbles attach themselves to the imperfections of the can or cup. To send the bubbles to the top to release the gas simply tap on the side of the can all the

way around. Open the shaken can! No spray! Opening Questions What will happen when I shake this can of soda and open it? What would cause the soda to shoot out of the can? What happens if you tap the can on the top and open it after the can is shaken? What happens if you tap the can on the sides and open it after the can is shaken? What will happen when the lid is put on the baby bottle? (Most will answer that the water

will squirt out the top)!

Observe

Question

Hypothesize

Next Page

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Experiencing Always use safety glasses when conducting experiments Fill the baby bottle with water. Drop both tablets into the water. Quickly put the lid on the bottle. Shake the bottle. Sharing, Processing and Generalizing What are the bubbles on the side of the bottle? Why do the bubbles form on the side instead of the bottom or top? What caused the baby bottle nipple to expand? Concept and Term Introduction Page 8 introduces the phase changes of matter as solids, liquids and gas. This will help explain the concept of gas in this lesson. Applying What other substances could we use to make the baby bottle nipple expand? What works the best? Why? (Try different types of soda’s and diet, ginger ale) Reference: Steve Spangler Science

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Blizzard in a Bucket Concept: Polymers

Suggested Age: 9-12

Background Information for the Facilitator

The purpose of this activity is to introduce the concept of polymers. Some polymers occur naturally like rubber and aloe plants, and some are manmade (synthetic). Polymers are dense, strong and flexible.

Some examples are: plastic bottles, Styrofoam, latex paint and chewing gum. Characteristics of polymers:

Polymers can be stretchable, durable, strong and flexible

Polymers are not hard, rigid, or brittle- (brick, glass, metals)

Concepts and Terms polymer: a chemical compound formed from long chains of the same molecule group, repeating over

and over.

Physical reaction: a reaction where the substance does not change. (like ice, when it melts it’s still water)

Chemical reaction: a new substance is formed and energy is given off or absorbed.

4-H SET Abilities

Activity Time: 45 minutes Group Size: Split youth into small groups of 3-4.

Materials: One bowl per group

Insta-Snow (Order from Steve Spangler Science)- do not order knock off products

Water

Measuring spoons and cups

Set up: 1. Place a bowl, measuring spoon and cup at each group station.

2. Measure one teaspoon of snow to 2 ounces of water. It will expand 100 times its original volume.

3. Use a plastic tablecloth if possible for easier clean-up. Insta-Snow is a superabsorbent polymer found in baby diapers. The polymer absorbs water when it comes in contact with the polymer. The polymer

chains have an elastic quality but can only stretch and absorb so much water. Insta-Snow is a physical reaction. If the water evaporates the powder dries out and returns to it’s previous state and can be

used again. Think of it as millions of tiny sponges.

Opening Questions

What is a polymer? What kind of polymer is insta-snow? (synthetic)

What do polymers do?

What are the characteristics of polymers?

Experiencing: Sharing, Processing and Generalizing

What will happen to the insta-snow polymers when we add water?

Why does it expand?

Why does the insta-snow feel cold? (process of evaporation causes the snow to feel cold)

What other uses might insta-snow have?

Applying

What are some examples of polymers we use and see in our everyday lives? (car bumpers, garbage bags, water bottles, plastic dishes, utensils, chewing gum)

What job and careers are related to using polymers?

Reference: Steve Spangler Science

Observe Measure

Follow Directions Compare/Contrast

Interpret/Analyze/Reason Question

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Water Wizardry Concept: Polymers

Suggested Age: 9-12, 13-15

Background Information for the Facilitator

The purpose of this activity is to introduce the concept of polymers. Some polymers occur naturally like rubber and aloe plants, and some are manmade (synthetic). Polymers are dense, strong and flexible.

Some examples are: plastic bottles, Styrofoam, latex paint and chewing gum. Characteristics of polymers:

Polymers can be stretchable, durable, strong and flexible

Polymers are not hard, rigid, or brittle- (brick, glass, metals)

Concepts and Terms polymer: a chemical compound formed from long chains of the same molecule group, repeating over

and over.

Physical reaction: a reaction where the substance does not change. (like ice, when it melts it’s still water)

Chemical reaction: a new substance is formed and energy is given off or absorbed.

4-H SET Abilities

Activity Time: 45 minutes Group Size: Split youth into small groups of 4.

Materials: Water

Plastic Ziploc bag– one per participant

Jelly marbles (contains color fizzing tablets) Steve Spangler Science

Cups

Droppers for adding color

Plant seeds

Set up:

1. Each participant gets one snack size bag filled with about 24 jelly marbles. 2. Fill each bag with warm water and seal the bag. In about 4 hours the jelly marbles will have grown to

their maximum capacity. 3. At each group provide a ziplock bag with jelly marbles that have already been “grown.”

4. Prepare the fizzing tablets for red, blue and yellow primary colors. 5. Each group will add some red to the bottom of the bag, yellow to the middle of the bag and blue to

the top of the bag.

6. Seal the bag and watch what happens– colors should begin to mix and make a rainbow. 7. Add some plant seeds to each individual bag for kids to take home. The seeds should spout as long as

the marbles are kept moist. Plants can grow with jelly marbles! Opening Questions

What is a polymer? What kind of polymer is superabsorbent? (synthetic)

What do polymers do?

What are the characteristics of polymers?

Experiencing: Sharing, Processing and Generalizing

What happens when water is added to the polymer? It expands 300 x it’s original size

Why did this happen? Polymer absorbs liquid

Is it a physical or chemical reaction? Physical

What happens if the superabsorbent polymer is left out in the open? It will shrink back to it’s original size

Can it be reused again? yes

Applying How can superabsorbent polymers improve our environment? What uses might they have?

Reference: Steve Spangler Science

Observe Measure

Follow Directions Compare/Contrast

Interpret/Analyze/Reason Question

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Dissecting Diapers Concept: Polymers

Suggested Age: 9-12, 13-15

Background Information for the Facilitator

The purpose of this activity is to introduce the concept of polymers. Refer to Blizzard in a bucket for poly-mer characteristics, concepts and terms. The superabsorbent diaper polymer absorbs water by osmosis. It

is a movement of water molecules through a semi-permeable membrane. When the polymer comes in contact with water, the water molecules flow from the outside of the polymer to the inside, causing it to

swell. Sodium polyacrylate (polymer substance) can absorb up to 500 times its weight in water.

Concepts and Terms

polymer: a chemical compound formed from long chains of the same molecule group, repeating over

and over. Physical reaction: a reaction where the substance does not change. (like ice, when it melts it’s still water)

Chemical reaction: a new substance is formed and energy is given off or absorbed.

4-H SET Abilities

Activity Time: 45 minutes

Group Size: Split youth into small groups of 3-4. Materials per team:

Water Gel (Order from Steve Spangler) or Hydrosorb (garden stores)

Plastic cup, plastic bowl

2 diapers per team (different brands)

Scissors

Gallon size plastic bag

Measuring Cup/spoons

Water

Set up:

1. Give each team the materials listed above.

2. Have one person in each team measure 1 teaspoon of water gel in a plastic cup. 3. Pour 6 ounces of water in the cup. What happened? Turn the cup upside down to test absorbency.

4. Instruct teams to cut into one diaper and remove the cotton-like material in the diaper lining. Place the material in the gallon bag. Shake the cotton loose so that the polymer falls out (a powdery substance).

Add 4 ounces of water and see what happens. (Powder should gel).

5. Pour 1 cup of water slowly into the second diaper. Hold over a bowl to catch any water that leaks. Keep pouring water 1 cup at a time slowly.

6. When the diaper can’t hold anymore, have the team record how many cups of water the diaper held. (Some can hold up to 6 cups of water).

Opening Questions What is a superabsorbent polymer?

How does it work?

Experiencing: Sharing, Processing and Generalizing

Which diaper performed the best?

What is the secret ingredient to baby diapers?

What will happen if you add salt to the superabsorbent gel in the cup? (It will turn back into liquid)

Applying What are some uses for superabsorbent polymers besides diapers? How could they improve our environ-

ment? (Can refer to Water Wizardry Lesson)

Reference: Steve Spangler Science

Observe Measure

Follow Directions Compare/Contrast

Interpret/Analyze/Reason Question

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Growing Peeps Concept: Air Pressure

Suggested Age: 9-12

Background Information for the Facilitator

The purpose of this activity is to introduce the concept of air pressure. The Pump Cap is like a bicycle pump that forces molecules of air into the bottle. The increased pressure pushes on the marshmallows.

Since marshmallows are pockets of air, the increased pressure compacts the molecules and the marshmallows shrivel up.

Concepts and Terms

Air pressure: the pressure exerted by the atmosphere pressing down on the objects around it.

4-H SET Abilities

Activity Time: 20 minutes Group Size: Split youth into small groups of 3-4.

Materials: One bottle per group

One pump cap per group (order from Steve Spangler)

Mini marshmallows and peeps

Set up:

1. Place a bottle, pump cap and mini marshmallows at each station. 2. Fill the bottle about half full with marshmallows and screw on the pressurizing pump cap.

3. Begin pumping to increase the pressure within the bottle. Do not pump more than 40 times!

Safety Tip*-Use only plastic soda bottles that are in good condition for this experiment. Wear safety glasses just in case something breaks. Too much pressure will result in the breakage of the pump. Do not pump more than 40 (pumps) into the 16 oz bottle. Apply only enough pressure to allow you to see the shrinking effects. Never leave a soda bottle in the pressurized state. After observing the effects of compression, always release the pressure.

Opening Questions

What happens to the marshmallows when the pump cap is used?

What does air pressure do in this experiment?

Experiencing: Sharing, Processing and Generalizing

What happens to the marshmallows when air pressure is added to the bottle?

Do they expand or shrink? Why?

What happens when the pump cap is unscrewed?

What are the effects of atmospheric pressure?

Try a peep and see what happens!

Applying

Why is a submarine a cylindrical shape? Air is distributed evenly over the surface to withstand the

force. Cylindrical and spherical containers can withstand pressure much better than flat-sided vessels. What would happen to a marshmallow in space? (space is a vacuum)

What would happen to our lungs in space?

Reference: Steve Spangler Science

Observe Test

Question Hypothesize

Interpret/Analyze/Reason Troubleshoot

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Are You Hot or Not? Concept: Air Pressure and Energy Transfer

Suggested Age: 9-12, 13-15

Background Information for the Facilitator

The purpose of this activity is to introduce the concept of air pressure and energy transfer. Air pressure is all around us. It is the amount of force or pressure the atmosphere is pressing down on the

objects around it. If there is high pressure the force is pressing down harder than if it were a low pressure. The heat from your hand holding the bottom of the bubbler warms the liquid (ethyl alcohol) so it

starts to vaporize and then expand. The pressure pushes it to the top of the bubbler through the tube that goes from the bottom. When all the liquid has reached the top it starts bubbling. When you let go, the

liquid cools and returns to the bottom. People have varying degrees of heat causing the hand bubbler to

bubble faster for some and slower for others.

Concepts and Terms Air pressure: the pressure exerted by the atmosphere pressing down on the objects around it.

Energy transfer: the flowing of heat energy from a high temperature object to a low temperature

object.

4-H SET Abilities

Activity Time: 20 minutes

Group Size: Split youth into small groups of 3-4.

Materials:

One hand bubbler per group (order online at amazon.com)

Stop watch

Paper/pencil

Set up: 1. Place a hand bubbler, stop watch, paper and pencil with each

group. 2. Explain to participants that the hand bubbler is fragile and not

to squeeze hard. If it breaks do not rub eyes– the alcohol will burn them.

3. Demonstrate how to use the hand bubbler.

Opening Questions

What is air pressure?

How does energy transfer affect the hand bubbler?

Experiencing: Sharing, Processing and Generalizing Each participant will hold the hand bubbler. A recorder at the table will record how long it takes for

the hand bubbler to bubble for each person in the group.

Who had the hottest temperature? Who had the coldest temperature?

Who was hot or not?

What is energy transfer?

How does the hand bubbler work?

Applying How does air pressure affect the weather?

Reference: Steve Spangler Science

Observe Chart Results

Follow Directions Compare/Contrast

Interpret/Analyze/Reason Question

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References 4-H SET Activity Guide for Quick 4-H SET Activities. December 2009, University of California. (PDF)

Bubble*ology. 1986, Lawrence Hall of Science. University of California at Berkeley.

Dry Ice Investigations. 1999, Lawrence Hall of Science. University of California at Berkeley.

Experiential Learning Model. Curriculum Development for Issues Programming. A National Handbook for

Extension Youth Development Professionals, Cooperative State Research, Education and Extension

Service, 1992, U.S. Department of Agriculture. P. 27-28.

Targeting Lifeskills Model. Hendricks, Patricia A., November 1998, Iowa State University. P.5

Websites: www.dryiceinfo.com www.stevespanglerscience.com (order from website for all supplies needed, video’s of experiments)

www.4-h.org mo4h.missouri.edu

www.reachoutmichigan.org/funexperiments

www.wordcentral.com http://www.ces.ncsu.edu– Cloverology poster graphic

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Notes: