fonterra science roadshow resource book 2013

2 ©2013TheNationalScience-TechnologyRoadshowTrust

STUDENTSÕÕ LanguageÕfront-loadingÕ

puzzlesÕlinkedÕtoÕRoadshowÕThemesÕÕpp 3–8 (Answers on p 31)

ÕÕ ‘Pressure’ÕunitÕÕpp 15–25

STUDENTSÕÕ ViewÕShows,ÕseeÕp 30

ÕÕ InteractÕwithÕExhibits,ÕseeÕpp 28–29

STUDENTSÕÕ Post-visitÕscienceÕ

investigationsÕlinkedÕtoÕRoadshowÕThemesÕpp 9–14

ÕÕ ‘Pressure’ÕunitÕÕpp 15–25

TEACHER ÕÕ SchoolÕJournalsÕrelevantÕ

toÕRoadshowÕThemesÕandÕShowsÕÕpp 28–30

TEACHER ÕÕ Post-visitÕinvestigationsÕpp 9–14 (AnswersÕonÕp 31)

ÕÕ ContinueÕ‘Pressure’ÕunitÕpp 15–25

TEACHER ÕÕ Organisation

ÕÕ Encouragement

ÕÕ Safety

ÕÕ Discipline

TEACHER ÕÕ MakingÕtheÕmostÕ...Õp 26

ÕÕ HintsÕp 27

ÕÕ InitiateÕ‘Pressure’ÕunitÕrelatingÕtoÕBalloonsÕandÕBernoulliÕShowÕÕpp 15–25

ÕÕ ExhibitsÕandÕShowsÕforÕ2013Õpp 28–30

Further support

AFTER your visit

DURING your visit

BEFORE your visit

IntroductionCONTENTS

We have produced this comprehensive resource of activities to better enable teachers to plan and incorporate ‘The Fonterra Science Roadshow visit’ into student learning programmes. The over-riding objective is to enhance learning outcomes for students. GUIDE / CONTENTS

Resource Book prepared by Peter E. Smith (Education Manager, National Science-Technology Roadshow Trust)

Teacher’s guide

A big thank you to our sponsor FonterraFonterra’ssupportenablesustosustainandextendtheprogramme’sreachtoover47,000studentsayearandtobringnewandexcitingexperiences.TheFonterraScienceRoadshowisagoodfitforFonterra,reflectingtheirpassionforscience,technologyandinnovation.Fonterrainvestsaround$100millioninR&Deveryyearandmentorsmoreuniversitystudentsintotheirlabsthananyoneelse.

Electricity and Magnetism

Numeracy and literacyManynumeracyandliteracyopportunitiesexistwithintheFonterraScienceRoadshowprogramme,bothduringthevisitexperienceandwithinthisResourceBook.Inparticular,shows,scienceexperimentsandactivities,challenges,interactiveexhibitsandtheUnitofWorkfoundinthisResourceBookareallcontextualframeworkswithinwhichtheteachercanpresentintegratedprogrammes.

Nature of ScienceWehaveincorporatedmanyimplicitandexplicateNatureofSciencestrandcomponentsbothwithinour80minuteFonterraScienceRoadshowvisitexperience(exhibitsandshows)andwithinthisResourceBook.

ADULT HELPERSÕÕ Encourage

ÕÕ Assist

ADULT HELPERSÕÕ Hints p27

TEACHER(S) ÕÕ ProfessionalÕ

DevelopmentÕinÕScience,Õe.g.ÕSirÕPaulÕCallaghanÕScienceÕAcademyÕwww.scienceacademy.co.nz

SCHOOL ÕÕ AssistanceÕwithÕScienceÕ

UnitÕplanningÕandÕdelivery,Õe.g.ÕPlanÕinÕÕaÕBoxÕÕwww.roadshow.org/content/otherProgrammes/index.php

©2013TheNationalScience-TechnologyRoadshowTrust 3

Did you know:Fonterra’sresearchanddevelopment(R&D)headquartersistheFonterraResearchCentre,whichhasoperatedcontinuouslyinPalmerstonNorthforover85years.

Secrets of electricity and magnetismElectricity and Magnetism SCIENCE VOCABULARY PUZZLE

Canyoudecodethissecretmessageusingthealphabetboxbelow?Hint:Eachletterofthealphabetintheboxhastwolettersaspartofitscode,thefirstletterisfromalongthetopofthegridandthesecondletterisfromalongtheside,e.g.p=zi.

Secret message:

Electricity and magnetism are related because when ....

k l b z n pa a b c d e fe g h i j k li m n o p q ro s t u v w xu y z

Alphabet box

na pe na ba lo pi be ba be lo ku pa pe bi no ko

e

lo le pi bi bo ke le ka no be pi na ka

,

ki ka ke li na lo be ba pa be na pe za be ko

ba pi na ka lo na za

.

Now,unscramblethislistofsecretwordsaboutelectricityandmagnetism:babilizabobalobipi,babopipinalilo,nobepina,labopela.

Finally,usethealphabetboxtomakesecretcodesforthesewordsaboutelectricityandmagnetism:switch,fuse,battery,lamp,meter,power.


Fitness wins!Human performanceSCIENCE VOCABULARY PUZZLE

Findyourwaytothecentreofthemazebyfillingintheanswerstotheclues.Everyanswerusesthelastletterofthepreviouswordasitsfirstletter,sothewordsformachain.Thecircledlettersarethestartandfinishlettersofwords.Oncecomplete,thenumberedsquaresarecluesforspellingouttwomysterywordsthatdescribewhatyougainwhenyoubecomephysicallyfit.Oneletterclueisgiven.

o r mr g

ds

yn a s

n ta l

ns h

16

4

12

6

2

8 9

7

15

10

1

14

11

13

3

5

Clues• Webreathethisin.• Thesepassmessagestoourbrain.• Musclebuilderstraintobuild________.• Pumpsbloodaroundourbody.• Withexercisewebuildmusclet....n....g.• Wherewemightgotoexercise.• Whenapersonhaslargemusclestheyaresaid

tobem........r.• Breathinginandout.• Apopularwintersportplayedmainlybyfemales.• Usedtocollectoxygenfromtheair.• Inathletics,averyfasterrunner.• Apopularwintersportplayedmainlybymales.• Anactivitythatimprovesflexibility,breathcontrol

andposture.• Thesecarrybloodawayfromtheheart.• Sprintersneedthis.Thesameasvelocity.• Araceinvolvingtwoevents,suchasrunning

andcycling.• Apersonskilledinninjutsu.• Thesportofcompetingintrackandfieldevents.

Mystery words: When you become fit, you gain... and

1 2 3 4 5 6 7 8

d109 11 12 13 14 15 16

Start here

Did you know:Fonterra’sEdendalemilkdrierED4intheSouthIslandproducesatonneofwholemilkpowdereverytwominutes.


Feeding levels crosswordLife and environment

Usethecluestocompletethecrosswordonfeedinglevels(trophiclevels).

SCIENCE VOCABULARY PUZZLE

Now,listyouranswersunderthecorrectheadingsbelow:

Parasites Omnivores

Carnivores

Herbivores

Producers/Plants

Scavengers/decomposers

16

14

10 11

7

12

1

6

4

9

2

15

5

8

3

13

Across

1. Grows on stale bread.6. Comical bird that feeds on plants, insects and frogs in swampy areas of NZ.8. This tree grows from an acorn.9. A plant-sucking insect pest.11. A top New Zealand bird predator.14. This bird snatches fish with its long sharp beak.15. One of the staple foods of humans. Used to make flour.16. The main food of our pasture animals.

Down

2. These suck the blood of cattle.3. A top predator of the seas.4. The top omnivore.5. These 'lice' feed on rotting wood.7. An extinct New Zealand native herbivore.10. These suck the blood of dogs and cats.11. Decomposers that cause wood to rot.12. A farmland herbivore.13. This omnivore pest feeds on insects, small reptiles, seeds and plants.

P

A

C

N

Across

1. Growsonstalebread.6. Comicalbirdthatfeedsonplants,

insectsandfrogsinswampyareasofNZ.8. Thistreegrowsfromanacorn.9. Aplant-suckinginsectpest.11. AtopNewZealandbirdpredator.14. Thisbirdsnatchesfishwithitslong

sharpbeak.15. Oneofthestaplefoodsofhumans.

Usedtomakeflour.16. Themainfoodofourpastureanimals.

Down

2. Thesesuckthebloodofcattle.3. Atoppredatoroftheseas.4. Thetopomnivore5. These‘lice’feedonrottingwood.7. AnextinctNewZealandnativeherbivore.10. Thesesuckthebloodofdogsandcats.11. Decomposersthatcausewoodtorot.12. Afarmlandherbivore13. Thisomnivorepestfeedsoninsects,

smallreptiles,seedsandplants.


10

14

16

2

17

T

8

19

7

12

15

4

E

13

11

9

18

G

5

E

3

6

1

Across

6. 7. 9. 10. 11. 12. 14. 15. 16. 18. 19.

Down

1. 2. 3. 4. 5. 8. 9. 13. 15. 17.

L

Materials puzzleMaterialsSCIENCE VOCABULARY PUZZLE

1.Everything around us is made of ___________.

2.The least dense state of matter is a __________.

Statements about materials

mixture,metallic,dissolving,matter,elements,liquid,states,properties,solid,air,compounds,atoms,volume,products,gas,melting,reaction,metal,density,thaw,ice,water,particles.

Fillinthegridbelowwiththewordsfromthelist.Somelettersaregivenasclues.Therewillbetwowordsleftoverfromthelist.Usethemtocompletethetwostatementsaboutmaterials.

Did you know:Fonterraiscommittedtobothenergyefficiencyandwaterefficiency.Fonterra’sDenningtonSiteinAustraliahasimplementedaclosedloopcoolingwatersystemforitsrefrigerationcompressors.Theupgradesavesasmuchas240megalitresofborewaterayear,whichisequivalentto96Olympicsizeswimmingpools.

Word list


Move it!Movement

Fillinthemissinglettersinthewordsaboutmovement.Usethecodenumbersfromtheseletterstosolvethemysteryparagraphatthebottomofthepageandfindoutsomethingimportantaboutmovement.Someofthemysterylettersaregivenandthefirstwordhasbeendoneforyou.

1. Velocityisanothernamefors p e e d.

2. Gettingfasteriscalled l tn.

3. Anotherwordformovementism n.

4. Asteadyspeedisthesameasas aspeed.

5. Acarthatisthasbalancedforcesonit.

6. ‘Howfar’isthesamethingasi t.

7. Anothernameforapushorapullisar.

8. Completethesaying:‘Fasterthanaspeedingb t‘.

9. Somethingthatisstoppedis tiy.

10.Somethingthatisnotconstantisch i g.


Did you know:Bonesneedabalanceofnutritionandexercise.Inpeopleover50,osteoporosisaffectsonein3womenandonein5men.

Mystery paragraph

16 46 9 15 49

4 8 14 30 30 13 6 20 12 2

23 19 41 44

33 27 7 42 21 43

54 52 46 51 40 10

58 39 17 26 31 47

11 56 18 48

3 1 55 5 40

45 32 25 59 24 34 53

36 37 61 22 35

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61

b j

u u w w


Energy connectionsPrecious energy

Usingaruler,drawstraightlinestolinkthepictureswiththeircorrectclues.Makesureyoujointhedotscarefully.Circletheletterthateachlinepassesthrough.Writetheselettersintheirnumberedspacebelowtofindtheanswer.Number6isdoneforyouandthefirstletterisgiven.


The best forms of energy for the world to use for our future are ..... Your answer:

solarenergyisfromthe......

R B1 2 3 4 5 6 7 8

hotairrising

createelectricityfromthesun’senergy

energyfromthewind

solarcooking

hydroelectric

hydrolakenearMtCook

useelectricityandpetrol

1.

2.

3.

4.

5.

6.

7.

8.

E

N

E

W

A

B

L

E

What is the opposite of the above answer?

I

M

U

Y

V

Z

O

A D

S

P

R


Challenge 3Can you create a theremin?Can you use your basic ‘pencil line circuit’ to create a theremin — a simple musical instrument. (You may need to find out what these are first.)

Can you control other devices?Find ways to use your pencil line to control other devices, e.g. making an LED brighter or dimmer or a small motor run faster or slower.

Challenge 2Create and solve a mazeUsing the pencil grade and line width that create the loudest buzzer sound, create a ‘pencil line maze’ similar to this one.

Can the buzzer circuit be used to solve the maze? How? (Note, the lines are the maze, not the ‘paths’.)

Challenge 1The best conductorCan you find a way to show which pencil’s graphite line is the best conductor? You could try HB, 2B, 4B and 6B grades (or whatever you have available).

The best line width for conductionExperiment to find the best line width to create the loudest sound from the buzzer.

Maze solverElectricity and Magnetism CHALLENGE

Key School Journal References:Electric map Article61992Pt04No.1Pgs24-25BONALLACK,John; Electric map Article1998PtCNNo.3Pgs30-32BONALLACK,John;Power Article42011PtL2Aug10-15TAYLOR,Alex.

Setting the sceneYou can make a simple buzzer circuit as follows:

When you touch the two wires A and B, the buzzer sounds loudly.

Now, draw a solid line on the paper using the 4B pencil. Go over it several times.

Now, instead of touching the two wires together, place them at X and Y on the black pencil line. Keep holding them against the line, but move them closer together. The buzzer should sound louder and louder. This is because the line is only a fair conductor (you are able to vary its resistance by moving the wires along the line, so you have created a ‘variable resistor’).

Forming a thick line with a 4B pencil.

Learning intentions Electricity and Magnetism: Can you use a simple electrical circuit to solve a maze?

Nature of Science: Observations, systematic investigations, fair tests, measuring.

STARTFINISH

buzzer

9 v battery

touch wires A and B together to make buzzer go

wire

A

B

X

Y


Challenge 3Are all your fingers ‘independent’?Find a way to show if all your fingers work fully independently of each other.

Extensions(1) Are grasping muscles weaker or stronger than the muscles that open your hand? Investigate.

(2) Conduct other investigations into how the hand works. Start each investigation with a good question.

Challenge 2Careful observationsCan you find a way of locating the exact muscle that (1) bends and (2) straightens each of your fingers? Describe what you did and what you found.

Challenge 1Working your hand hardOpen and close your hands as fast as you can. Repeat this for a minute. What part or parts of your hand or arm are the most tired? Mark the areas on these outlines.

Finger musclesHuman performanceCHALLENGE

Key School Journal References:Goosebumps and butterfliesArticle42010Pt01No.410-16SILK-MARTELLI,Denise;Mighty muscles Article52011Pt01No.226-31GIBBISON,Sue.

Setting the sceneTwo important sets of muscles that help our hands open and close are not actually found in our hands.

In this investigation you will use different ways of finding where these muscles are found and how they work.

Learning intentions Human body: Find out what muscles open and close your hand.

Nature of Science: Observations, investigations, comparisons.

Upper side Lower side


Did you know:FonterrahasoneofthemostdiverseworkforcesofanyNewZealand-basedcompanyintermsofskillsets,culturesandgeographies.Almost36percentofFonterra’s16,800employeesworkoverseasinmorethan50countriesaroundtheworld.

Making fossils Life and environment

Learning intentions Living World: Investigatehowfossilsarecreated.

Nature of Science:observations,inferences,modelbuilding.

What to do1. RollsomePlay-Dohsoitisflatandabout1cmthick.

2. PressashellintothePlay-Dohtomakeanimpression.

3. Gentlypulltheshelloutsoyoudon’talterthedetailoftheimpression.Experimentwithwaystomakethemostdetailedandcompleteimpression(seethe‘Whatyouwillneed’listtotheleftforclues).

4. Squeezewhiteschoolglueintooneofthebestimpressions,fillingitup.

5. Trydifferentwaysofcolouringthegluetocreateamorerealistically-colouredfossilandpouryourcolouredglueintootherimpressionsyouhavemade.

6. Findwaysofremovinganybubblesintheglue.

7. Allowthegluetodryovernight,thengentlypullthe‘gluefossil’fromthePlay-Dohmould.Cleaninwater.

8. Useacrylicpaintstoshadeandadddetailtoyourfossil.

Questions1. Inreallife,whatdoestheprocessofpressingtheshellintothePlay-Doh

represent?

2. Howdidyouproducethebestqualityimpression?

3. Howdidyoucolouryourfossil?

4. Duringthisactivity,youhaveactuallycreatedtwotypesoffossils.Whatarethey?InreallifewhatwouldthePlay-Dohrepresentandhowwouldtherealfossilshavebeenformed?

5. Arethecoloursoffossilsthesameastheoriginalanimalsorplantstheywereformedfrom?Explain.

ExtensionFindoutaboutandtrialotherwaysofcastingfossilsinmouldstoproducemorerealisticfossil‘models’.

PRACTICAL ACTIVITY

Key ‘Building Science Concepts’ references: Book41 Fossils: Digging up the past.

Two cast ‘fossils’ and four poor moulds that were not used.

Key School Journal References:Bird landArticle2008PtCNNo.128-14LOWE,Sarah; Buried treasure Article2008PtCNNo.122-7OWEN,Dylan;Finding an ammonite Article71981Pt04No.1Pgs8-14STEVENS,Graeme;A fossilised forestArticle41978Pt01No.5Pgs12-13RICHARDS,Grace;FossilsArticle41993Pt02No.4Pgs20-21CROOK,Gillian/SHANNON,Gillian;Mary Anning: Fossil HunterArticle62012PtL3Sep8-17DOBSON,Barbara;On the dinosaur trailArticle72011Pt04No.18-13GIBBISON,Sue;Rock docArticle31999PtJJNo.21Pgs8-13ANDERSON,K.E.;What are fossils?Article41978Pt01No.1Pg7CROOK,Gillian/SHANNON,Gillian.

shell used to create moulds

fossils being cast, one white and one coloured toothpick

poor mould that was not used

Play-Doh


Challenge 3How much energy?Does more radiant energy fall on a given area during the early morning or at midday? Extend your investigation to find out. Communicate your findings. Frame good questions and investigate these ideas further.

Extensions(1) How much energy falls on a given area of the Earth at different times of the year? Develop a method to investigate this.

(2) Research into what causes winter and how the tilt of the Earth is involved.

(3) Find out how solar energy is used to generate electricity.

Challenge 2Area of lightHow big is the area within the ring-shaped shadow? Hint: Use the graph paper to find this.

Challenge 1Creating a clean ring-shaped shadowThe shadows of your fingers will probably be a nuisance in your investigations. Can you find a way to keep your tube in place without having to hold onto it? Whatever method you use should create as small a shadow as possible.

Energy from the sunPrecious energyCHALLENGE

Key School Journal References:Make way for the Solar Kiwi Article504No.31994SOMERSET,David;Power alternatives ArticleCNNo.32010MEYER,AnnaandDICKSON,Andrew;Power for Pukapuka ArticleCNNo.12000GOODWIN,Maureen.

Setting the sceneSunlight is important for plant growth and for generating electricity from solar energy.

In this investigation we can ‘collect’ light from the sun using a toilet roll tube. Sit one end of it on the ground and point the other end towards the sun. Warning: Never look straight at the sun!

Position the roll till you create the smallest possible ring-shaped shadow on the ground.

This tells you the tube must now be pointing straight towards the sun.

smallest possible ring-shaped shadow

Learning intentions Energy: Find when more radiant energy hits the earth — morning or midday.

Nature of Science: Observations, quantitative investigations, fair tests.

Key ‘Building Science Concepts’ references: Book9 Shadows: Effects of the absence of light. Book29Solar Energy: Sun Power on Earth. Book20Our star, the sun: Life and time in a solar system. Book29Solar energy: Sun power on Earth. Book36 Heat on the move: Transferring heat through temperature difference.Book54:Windmills and waterwheels: Harnessing the energy of wind and water.

toilet paper tube

sun’s rays

ground


New Zealand coinsMaterials

Learning intentionsMaterial World:InvestigatephysicalpropertiesofNewZealand’scoinsandfindhowthesepropertiesareusefulineverydaylife.

Nature of Science:observations,measurements,comparisons,gatheringevidence,linkingsciencetoeverydaylife.

What to do1. Workinpairs.Haveone

personclosetheireyesandholdouttheirhand.Howmanycoinscantheycorrectlyidentifybysimplyholdingthecoinintheirhand(nofingertipsallowed)?

2. Repeat1)above,butallowthepersontousetheirfingertipsandfingernailstotestthecoins.

3. Carefullystudythecoinstofindwaysinwhichtheylookdifferent.

4. Useyourrulertomeasuredifferentdimensionsofthecoins.

5. Useamagnettofindwhichcoinsareattracted.

6. Doa‘rubbing’ofeachcoinandlabelallthedifferentpropertiesyouhavediscovered.

Questions1. Howarethecoinsdifferenta)inweight,b)insize,c)totouch?

2. Whatpartsofyourhandsaremosteffectiveinfindingthedifferenceinthetouchofeachcoin?Howwouldthissensebeusefultoablindperson?

3. Listthewaysthecoinslookdifferent.

4. Howarethecoinsdifferentintheirmeasurements?

5. Whichcoinsareattractedtoamagnet?Searchtheinternettofindoutwhatmetaltheycontainthatmakesthemmagnetic.

6. Listwaysthatthedifferentphysicalpropertiesofcoinsareuseful.

ExtensionFindoutabouthowcoin-operatedslotmachineswork.

PRACTICAL ACTIVITY

Key ‘Building Science Concepts’ references: Book13 Aluminium: Extracting and using the metal.Book32Introducing metals: The properties and uses of common metals. Book33 Working with metals: The origins and applications of common metals.

Coin rubbing using a pencil.

Identifying a coin by simply holding it in the hand.


PūrerehuaMovement

Learning intentionsMaterial World:Buildaworkingpūrerehuaandinvestigatehowitworks.

Nature of Science:observations,explorationsandinvestigations,measurements,fairtesting,beingsystematic,linkingsciencelearningtoeverydaylife.

What to doBuild a basic pūrerehua

Tie50cmofstringtotheruler,usingtheholeintheruler(seepicturetotheleft).Gooutsidewellawayfromotherpeopleandspinthepūrerehuaaroundyourhead.Tryspinningitinbothahorizontalcircleandaverticalcircle.

Investigate how a pūrerehua works

Carefullyobserveotherpeopleusingtheirpūrerehuaandtrytofigureouthowitworks.Trytoexplaintheseobservations:a)itmakesabuzzingsoundb)ittakesafewspinsbeforeitstartsmakingitsbuzzingsound,c)itrepeatedlybuzzes—stops—buzzes,andd)itappearstoriseandfallasitrotatesaroundyourhead.(Also,seehintsintheboxtotheleft.)

Write-upInaparagraph,useyourfindingstodescribehowapūrerehuaworksbyexplainingthereasonforeachoftheobservationsa)tod)above.Inwhatwaysisitsimilartosomemusicalinstruments?

ExtensionResearchintowhichcultureshistoricallyusedthepūrerehua(orbullroarer)andwhy.

PRACTICAL ACTIVITY

Key School Journal Reference: Make a pūrerehua Article42001Pt01No.1Pgs11-13KAA,Oho.

50 cm of string attached to a small plastic ruler that has different coloured tape stuck to both sides.

Using a pūrerehua.

Hints: 1)Alwaysrecordyourfindingsanddomanyrepeatstoconfirmthem.2)Timehowlongittakesbeforebuzzingbegins,thenchangethestringlengthandrepeat.3)Usetapetocoloureachsideoftherulerdifferentlysoyoucanseewhichwayitisspinning.4)Suddenlystopthepūrerehuatoseewhichwayitunravels.Doesitalwaysunravelinthesamedirection?


SCIENCE UNIT PLAN Pressure unit

Pressure — Te Pēhanga

Topic: Pressure(Or,asub-topicofaunitonForces.)

Contexts: Pressure;Forces.

Science Concepts Key Competencies• Pressureisforcedividedbyarea.• Gaspressureisduetocollisionofparticles.• Avacuumoccurswhennogasparticlesarepresent.Some

particlesarepresentinapartialvacuum.Vacuumsaretheresultofunbalancedpressuresandthesecancollapsevessels.

• TheBernoulliEffectstatesthatthefasteragasorliquidismoving,theloweritspressure.

• Gasescanbecompressedwhereasliquidscompressverylittle.• Ifanenclosedvesselisheated,thepressureinsideincreases.

Similarly,increasedpressuregeneratesheat.

ThinkingStudentswillusecreative,criticalandmetacognitiveprocessestomakesenseofinformationandexperiencesgainedduringthisunit.Theywillcontributetodiscussionwiththeteacherandpeersandthinkaboutandreflectontheirexperiencesinordertoshifttheirideasclosertothescientificideas.

ValuesInnovation, Inquiry & CuriosityThesevalueswillbepromotedthroughbothteacherandstudentdiscussionandquestioning.Theinvestigationsplannedgiveopportunityforstudentstomaketheirownchoicesandsettingconceptsinarelevantcontextwillpromotestudents’curiosityaboutscienceconceptsintheireveydaylives.

Achievement Aims ICT ResourcesContextualPhysicalWorld:Investigatepressureusingeverydayexamples.

Nature of ScienceInvestigatinginscienceCommunicatinginscienceParticipatingandcontributing

YouTubedemonstrationsasoutlinedinspecificactivities.

SchoolJournalsandBuildingScienceConceptsbooksasoutlinedforgivenactivities.Resourcesasoutlinedwitheachactivity.

Achievement Objectives The 5 EsContextualLevel 3 Physical World: Explore,describeandrepresentpatternsandtrendsforeverydayexamplesofphysicalphenomena,suchasmovement,forces,electricityandmagnetism,light,soundwaves,andheat.

Nature of ScienceLevel 3 Investigating in Science:Buildonpriorexperiences,workingtogethertoshareandexaminetheirownandothers’knowledge.Askquestions,findevidence,exploresimplemodels,andcarryoutappropriateinvestigationstodevelopsimpleexplanations.Level 3 Communicating in science:Begintousearangeofscientificsymbols,conventions,andvocabulary.Level 3 Participating and contributing:Usetheirscientificknowledgewhenconsideringissuesofconcerntothem.

Followbestpracticebypresentingthescienceunitusingthe5Esinstructionalmodel.Usethe5Esatboththemacrolevel(thewholeunit)andatthemicrolevel(forindividualactivitiesandinvestigations).Insummary(andseetheweblinkhttp://www.miamisci.org/ph/lpintro5e.htmlformoredetail):Engage—ignitethestudents’interestandenthusiasm.Explore—givestudenttimetoplay,explore,makemistakesandaskquestions.Explain—teacherandstudentsbuildanunderstandingoftheconcepts.Elaborate—studentsexpandontheconceptstheyhavelearned,attempttoanswerquestionsandlinkideastotherealworld.Evaluate—anon-goingdiagnosticprocesswheretheteacherandstudentsclarifywhattheyhavelearnedandwhatneedsfurtherwork.

Answers for pages 19–23Cartesian diverp19:1)Thediversinks.2)Thediverrises.3)Itbecomessmaller.4)Whenthebottleissqueezed,thewaterpressureinsidethebottleincreases,andthisistransferredupintothediver,reducingthesizeofthebubble.Thismakesthediverlessbuoyant,anditsinks.5)Byapplyingsteadypressuretothesidesofthebottle.

Egg in a bottlep20:1)Nothing.2)Nothing.3)Theeggwentintothebottle.4)Somethingtodowiththeburningprocess.5)Theburningpapergeneratedheatthatcausedtheairinsidethebottletoexpand,forcingsomeairout.Theeggwasthenusedtoblockthebottleopening.Oncetheburningstopped,theinsideairbegantocoolandcontract,reducingthepressureontheinside.Thehigher(normal)atmosphericpressureontheoutsidepushedtheeggintothebottle.(Note,thereisnosuchforceas‘suction’.)6)Byblowingintothebottle,theairpressurewasincreasedabovenormalatmosphericpressureandthisforcedtheeggout.7)Answerswillvary.8)Avacuumcleaneralsocreatesanareaoflowerinsidepressureresultinginairatnormal(higher)atmosphericpressureflowinginwards.

Bernoulli Ballsp21:1a,b&c)Towardseachother.2)Sidewaystowardsthestreamofair.3)Thefasteragasorliquidflows,thelowerthepressure(Bernoulli’sprinciple).When

blowingbetweentheballs,theregionbetweenthemisthusatlowerpressurethanthesurroundingnormalairpressure.Thisimbalanceforcestheballsinwards.4)Windowsblowoutwardsinhighwinds;airmovementoveranaeroplanewingcauseslift.

Egg dropp22:Challenge 1.Theeggwillusuallybreakwhendroppedfromlessthan10cm.Challenges 2 & 3.Ideasmightinclude:placingtheegginsideacleanzip-topbagtosaveitforeatingifitbreaks;partiallyinflatingthezip-topbagsandsecuringtheeggbetweenthem;makingaparachutetoslowthedescentoftheegg;creatinga‘mattress’fortheeggtolandon;paintingordecoratingtheegg,airbags,etc.

Water rocketp22:Challenge 1.Releasetherocketalongsideatallchimneyorflagpoletoobtainrelativemeasurements;or,useaprotractormountedonatable(alwaysthesamedistancefromthelaunchpad)tomeasuretherelativeangleabovethehorizonthattherocketreaches.Challenge 2.Answerswillvary,butusuallyaroundonethirdwaterandahighpressuresettingworkswell.Challenge 3.Toassistflight:Addfinsandaweightatthefrontend.Also,decoratetomaketherocketlookrealistic,‘cool’or‘angry’.


Specific Learning Intentions Learning Activities1.Understandthatpressureisforceappliedoveragivenarea.Thatis,pressureequalsforcedividedbyarea.

Vocabulary:area,balloon,barometer,dense,expand,force,inflate,pressure,propel.

Rocket balloons — ignition activityIntroducetheunitbydemonstrating,thenplayingwithrocketballoons.Blowthemupbydifferingamounts,sotheyareunderdifferingamountsofpressure.Whichonesgofarthest?Whichendoftheballoonexpandsfirst?Propelarocketballoonacrosstheroomalongatautstring(tapeastrawtothefrontendoftheballoonandthreadthestringthroughit).

Balloon popDemonstratetryingtopopaballoonwiththebluntendofapencil,thenrepeat(usingthesameforce)withasharpnail.Whichoneinvolvedthegreaterpressure?Why?[Thenail,becausethesameforcewasappliedoverasmallerarea.]Discussothersituationswherepressureisimportant.Examples:1)youcanmakeaholeinawallwithadrawingpin,butnotwiththetipofyourfinger.2)Stilettoheelssinkintosoftgrass,butflatshoesdon’t.3)Youcancutwiththesharpedgeofaknife,butnotthebroad,flatside.Havethestudentscomeupwiththeirownideas.

Egg breakWearingarubberglove,attempttobreakaraweggbysqueezingitinonehand.Also,trybreakingitbysqueezingonbothendsusingthefingersofonehand.Itwillrarelybreak!Now,breakitontheedgeofabowl.Whydiditbreaksoeasily?(Theforcewasappliedoveraverysmallarea,sothepressurewashuge!Whereelsedoyouseesomethingsimilar?(Example:Whenastonebreaksacarwindscreen.)

Cartesian diverBuildaCartesiandiver.Bysqueezing(pressurising)thebottle,theairbubbleinsidethediverisforcedintoasmallerspace,makingitmoredense,sothediversinks.Release,andthediverrisesupwards.[Cartesian diver activity sheet]

Weather barometerOnafineday,readandrecordthevalueonaweatherbarometer.Comparethiswithastormyorrainyday.Whenistheairpressurehighestandlowest?Howisabarometerusefultoafarmerandtopeoplewithotherjobs?Checktheweatherforecasttofindoutwhen‘highs’and‘lows’arearrivingandwhatthismeans.[Theorynotestitled’Whatispressure?’and‘Pressureinaclosedvessel’.]Fonterra Science Roadshow visit: The 2013 Balloons and Bernoulli show is all about pressure.

2.Understandthatavacuumisaregionofloweredpressure.Suctionandsimilarvacuum-relatedideasaresimplytheresultofunbalancedpressures.

Vocabulary:aluminium,partial,suction,syringe,vacuum.

Vacuums and expansionPlaceafreshmarshmallowsweetinsidealargeplasticsyringe.Pushtheplunderupto(butnotagainst)thesweet,placeyourfingerovertheendofthesyringe,thenpulltheplungeroutwardstocreateapartialvacuum.Whathappenstothemarshmallow?Doesitchangesize(yes,itgrowslarger).Why?(Becausethereisairtrappedinsidethesweetthatisatnormalairpressure,butthepressuresurroundingitdroppedwhentheplungerwaspulledoutwards.So,thenowgreaterpressureinsidethemarshmallowcausesittoexpand.)Repeatwithabarelyinflatedballoonwiththeendtiedoff.Itexpandswhenyoupullontheplunger.Exploreotherobjects.Research‘thebends’(decompressionsickness)thatcanaffectscubadivers.

Vacuum packingPlacesmallobjectsinsidecleanplasticbags,thensuckouttheairfromthebag(youcoulduseastrawforthis).Tieofftheopening.Whydoesthishappen?Whatpressuresareinvolvedinsideandoutsidethebag?Howelsemightyousuckouttheair?Test.Wheredoweusethisineverydaylife?Why?

Balloon in a flask — demonstrationBoilsomewaterinalaboratoryflask.Useglovesandsafetyglasses.Removetheflaskfromtheheatandquicklylowerthebodyofaballoonintotheflaskandstretchtheneckouttosealthetopoftheflask.Seediagram.Warning: Extreme care required to avoid scalding. Work in a sink.Predictwhatwillhappenastheflaskcools.Discusswherethepressureislowestandhighest.Whydoestheballoonexpandinsidetheflask?(Steamoccupiedthespaceinsidetheflask.Whenitcooleditcondensedbacktowater,resultinginreducedpressureinsidetheflask—sotheairpressureontheoutsideforcedtheballoonintotheflask.)

Aluminium can crushWatchordemonstratealuminiumcansbeingcrushedbyairpressure.SeeYouTubelinkhttp://www.youtube.com/watch?v=vcsxB5dKJMg.Viewthecrushingofa200litre(44gallon)drumatYouTubelink:http://www.youtube.com/watch?v=a1TeQORDjok.

Egg in a bottle Performtheclassic‘eggsuckedintoabottle’activity,theninvestigatevariationsonthisidea.[Egg in a bottle activity sheet] Howdoesthisrelatetothewayavacuumcleanerworks?[Theorynotestitled’Vacuums’.]

flask

boiling water

balloon

Specific learning intentions and activitiesPRESSURE UNIT PLAN Pressure unit


Specific Learning Intentions Learning Activities3.Whenafluid’s(gasorliquid)speedincreases,itspressuredecreases.ThisistheBernoulliEffect.

Vocabulary:Bernoulli,polystyrene.

Bernoulli ballsUsepolystyreneballstoinvestigatetheBernoulliEffect.[Bernoulli balls activity sheet]

‘Suction’ effects of high windsBlowhardacrossthetopofanA4sheetofpaperwhileholdingitbetweenyourfingers(seediagramtoleft).Whydoesitliftintotheair?(Answer:Thereislowerpressureabovethepaper(becauseofthefastmovingair).Thenormalairpressurebelowthepaperpushesthepaperupwards.Developfurtherquestionsforinvestigation.Whereisthisrelevantinreallife?Research.(Answer:Inhighwinds,windowsblowoutwards(notinwards)androofsblowoff(notinwards).Similarly,ashowercurtainwillmovetowardsyouwhenthewateristurnedon,duetomovingwaterandair.)

FlightFindoutabouttheshapeofanaeroplane’swingandhowitworks.(Answer:Theaerofoilshapeforcesairflowingacrossittomovefasteroverthetopsurface.Thisreducesthepressurehereandthehigherpressureunderneaththewingforcesthewingandplaneupwards.)[Theorynotestitled’Bernoullieffect’.]

4.Airandothergasescanbecompressed,whileliquidsareverydifficulttocompress.

Vocabulary:Compress,hydraulicliquid,pneumatic.

Air versus water in a syringePlaceyourfingerovertheendofasyringeandpresstheplunger.Cantheairbesquasheddownintoasmallerspace,thatis,willitcompress?(Yes,itis‘elastic’becauseithasspacesbetweentheparticles,andforexample,thisiswhyweputairincarandbicycletyres.)Fillthesyringewithwaterandrepeat.Canliquidsbecompressed?(Verylittle.)Findoutaboutpneumaticsandhydraulicsandwheretheseareusedinreallife.

Save the eggUsetheideathatairiscompressibletosavetheraweggfromdestruction.[Egg drop challenge sheet]Relatetoairbagsusedtoimprovecarsafety.[Theorynotestitled’Gasescanbecompressed’.]

5.Heatinganenclosedvesselfullofagascausesincreasedpressure.Similarly,increasingthepressureincreasesthetemperature.

Vocabulary:nozzle.

Expanding gasesSealadrinkingstrawintotheendofanempty1.5Lsoftdrinkbottle.Heattheairinsidethebottlebypouringhotwateroverthebottleandshowhowtheairexpandsbybubblingitthroughastrawintoacontainerofwater.Makecomparisonsby:usingcoldwater,usingasmallerbottle,etc.

Hot bicycle pumpShowhowcompressinggasesproducesheat.Placeyourthumbovertheendofabicyclepumpandvigorouslypushthehandleinandoutseveraltimes.Whathappensnearthenozzlewheretheairescapespastyourthumb?(Itgetshot,becausecompressingagascausesheattobeproduced.)[Theorynotestitled’Pressureandheat’.]

6.Highpressurecausesexpansionoffluids(gasesandliquids).Pressurecancausemovementandhighpressurescanbe‘explosive’.

Vocabulary:hovercraft,jack,launch,rocket.

Air jackMakeanairjackbyfixingadrinkingstrawinthemouthofaplasticbagusingarubberband.Blowthroughthestrawtoinflatethebag.Now,startingwithitempty,positionthebagontheedgeofadesk,thenplaceaload,suchasabook,ontopofthebag.Blowthroughthestrawtoliftthebookintotheair.Experimentbyliftingotherobjectsandbymakingthejackmoreelaborate,e.g.usecardboardtobuildsidesandaplatformlikealift.

Balloon hovercraftBuildaballoonhovercraftusingasportsdrinkbottletopgluedtothecentreofanoldCDdisc.Inflateaballoonandattachittothebottletop,releaseandpushthehovercraftacrossasmoothtable.Seeweblink:http://www.youtube.com/watch?v=pzvqVch__T8.Experimentwithdifferentdesigns.

Air rocketBuildanairrocketandexperimentwithdifferentdesigns.Squashthesidesofthebottle(seediagramtoleft)toejectthepaperrocket(atoothpickwithacapmadefroma70mmdiameterhalfcircleofpaperandtoppedwithblutack,seeright).

Water rocket — finaleBuildwaterrocketsoutof1.5Lsoftdrinkbottles.Addfins.Launchthemusingawaterrocketlauncherdevice(obtainfromCrescendoinAuckland,websitehttp://www.crescendo.co.nz,productnumberPBSR09).Experimenttoachievethegreatestdistanceorheightbymodifyingthepressure,amountofwater,typeorshapeofbottle,fins,etc.[Water rocket challenge sheet]

blowA4 paper

hold here

and hold here

pour hot water over bottle

air-filled plastic bottle

drinking straw

water

hot glue

toothpick

paper cap

blu tackrocket

drinking straw hot glue

air rocket launcher

slot rocket into straw

Air rocket set-up.


VacuumsAvacuumoccurswhentherearenoparticlesinsideavessel(andapartialvacuumiswhentherearefewparticles).Thismeansthereisnoorlittlepressureontheinside,whilethereisusuallynormalairpressureontheoutside.

Whenthepressuresareunbalancedlikethis,thevesselislikelytocollapse.[Studentsillustratethisfromactivitiestheyhavetried.]

Bernoulli effectThefasteragasorliquidismoving,thelowerthepressureiswithinit.Examples:1)Whenwatergoesthroughahosenozzle,itspeedsup,butitspressurefalls.2)Whenairflowsoverthetopofanaeroplanewing,itgoesfasterthanbeneathit.Thislowersthepressureontop.Thehigherpressureonthelowersurfacethusliftstheplaneintotheair.

[StudentsillustrateotherexamplesoftheBernoullieffect.]

Gases can be compressedBecausethereisspacebetweengasparticles,gasesinsideavesselcanbecompressed(orsquashed).However,liquidshavelittlespacebetweentheirparticles,sotheyaredifficulttocompress.[Studentsillustratetheirownexample(s).]

Pressure and heat Whenthetemperatureinsideavesselfilledwithagasorliquidincreases,thepressurealsoincreases.[Studentsgivetheirownexample.]

Thisisbecausetheparticlesaremovingfasterandhavingmoreviolentcollisions.Likewise,ifavesselissquashed,thepressureandtemperatureinsideitincreases.

What is pressure?Pressureisforceappliedoveranarea,thatis,forcedividedbyarea.(Remember,aforceisa‘push’ora‘pull’.)

Examples.

1. Ifawomanstandsonsoftgrassinflatshoes,shedoesn’tsinkin.Thesamewomanwearinghighheelshoeswillsinkintothegrassbecausethesamedownwardforceonher(duetogravity)isbeingappliedoveraverysmallarea(creatingmuchgreaterpressure).Allherweightisconcentratedintoaverysmallarea.[Studentsdrawtheirownlabelledpicturetoshowthis.]

2. Ifyouaresandingwoodtoprepareitforpaintingyou‘digdeeper’—duetothehigherpressureyouapply—whenpushingdownonasmallpieceofsandpaperthanifyouusealargerpiece(say,combinedwithasandingblock).[Studentsdrawtheirownlabelledpicturetoshowthis.]

3. Afingercanbepressedagainstawallwithoutmakingadent;however,thesamefingerpushingadrawingpincaneasilymakeahole.[Studentsdrawtheirownlabelledpicturetoshowthis.]

Examples of pressure we investigated

[Studentsillustrateexamples.]

Pressure in a closed vesselPressureduetoagasinsideavesseliscausedbythegasparticleshittingtheinsidewallsofthecontainer.Themoreparticlesforcedintothevessel,themorecollisions(whichcreategreaterforceoveragivenarea=greaterpressure).

Theory notes — PressureSCIENCE UNIT PLAN Pressure unit

same area

large force small force

same area

High pressure Low pressure

Particles of a gas (or a liquid) move randomly. When they collide with the inside walls of the vessel, they create pressure (shown here by the black arrows).

partial vacuum

normal air pressure on outside

container collapses due to unbalanced pressures

BEFORE AFTER

faster moving air

slower moving air

lower pressure

higher pressure

AEROPLANE WING IN CROSS SECTION


Pressure unit ACTIVITY SHEET

Learning intentionsPhysical World:Investigatehowpressureaffectsthebuoyancyofanobject.

Nature of Science:buildingthings,observations,investigations,evidence,deductions,linkingsciencetoeverydaylife.

What to do1. Cutthelast2cmoffthestemof

thepipetteanddiscard.

2. Threadanutontothestemofthepipette.Itshouldbeatightfit.Thisisyour‘diver’.

3. Filltheplasticbottlewithwateralmosttothetop.

4. Insertthediverintothebottle.Theideaisthatitshouldbarelyfloat,sosuckupsomewaterintothepipettebulb,oraddanextranutifnecessary.

5. Topupthebottlesoitisfullandscrewthelidontightly.

6. Squeezethebottleandobservewhathappenstothediver.

7. Releasethepressureandobservewhathappens.

8. Watchcarefullywhathappenstotheairbubbleinsidethediverasyousqueezethebottle.

9. Drawthreehorizontallinesonthesideofthebottle—oneat8cm,thenextat12cmandthethirdat16cmbelowthetop.

10.Challengeyourselftomakethediverstayexactlylevelwiththetoplinedrawnonthebottle,theninturn,levelwitheachoftheotherlines.

Questions1. Whathappenswhenyousqueezethebottle?

2. Whathappenswhenyoureleasethepressure?

3. Whathappenstothesizeoftheairbubbleinsidethediverwhenyousqueezethebottle?

4. Useevidencefromtheabovethreeanswerstoexplainwhythediversinks.

5. Howdidyoukeepthediverlevelwiththelinesonthebottle?

ExtensionResearchtofindouthowascubadiverusesabuoyancyvesttorisetothesurfaceofthewater.

Cartesian diver

A Cartesian diver made from a disposable plastic pipette with the narrow end cut off.

Key School Journal References: Diving with Dad Article1995PtSLNo.1Pgs2-16HART,John. First dive Article51997Pt03No.1Pgs25-27HART,John.

small nut threaded onto the shaft so it is tight

A Cartesian diver set-up, containing a ‘diver’. The bottle is full of water (with no air at all in the top). Note the marks on the side of the bottle.

diver showing an air bubble in the top.


Egg in a bottlePressure unitACTIVITY SHEET

Learning intentionsPhysical World:Investigatetheeffectsofunbalancedpressures.

Nature of Science:observations,investigations,fairtests,comparisons,deductions,thinkinglikeascientist,linkingsciencetoeverydaylife.

What to do1. Smearsomecookingoilaroundtherimofthebottle.

2. Placetheeggontopofthebottleopening.Whathappens?

3. Removetheegganddropasmallpieceofpaperinsidethebottle,thenreplacetheeggonthetop.Whathappens?

4. Finally,removetheegg,lightthepaperandtossitintothebottle.Whentheflameisalmostout,placetheeggonthetop.Whathappens?

5. Thinkaboutwhyascientistmightperformthethreesteps2–4above.

6. Iftheeggisstillwhole,removeitbyturningthebottleupsidedownandblowinghardintothebottle.Theeggwillbeejected.Washtheeggandrefrigerateforeatinglater.

Questions1. Whathappenedwhenyoujustplacedtheeggontopofthebottle?

2. Whathappenedwhenyoudroppedthepaperintothebottlefirst,beforetheeggwasplacedonthetop?

3. Whathappenedwhenyoudroppedtheburningpaperintothebottlethenplacedtheeggontop?

4. Thinklikeascientist.Whatcausedtheeggtogointothebottle—gravity,thepaper,orsomethingtodowiththeburningprocess?

5. Explainwhytheeggwentintothebottle.Writeaboutwhattheburningdidtotheair,whathappenedtotheairwhentheflamewentoutandthepressuresinsideandoutsidethebottle.

6. Explainwhy theeggcameoutofthebottlewhenyoublewintoit.

7. Drawalabelleddiagramofyourexperiment.

8. Researchintohowavacuumcleanerworks.Howisitsimilartothisexperiment?

ExtensionTrythesame‘trick’,exceptreplacetheeggwithapartially-filledwaterballoonofthesamesize.

Hard boiled egg on top of a wide-mouthed bottle.


Pressure unit ACTIVITY SHEET

Questions1. Whatdirectiondotheballsfirstmovewhen:a)youblowbetweenthem,

b)whenyouusethestrawtoblowbetweenthem,andc)whenyoublowupwardsbetweenthem?

2. Whatdirectiondoesthesingleballfirstmovewhenyoublowalongitsoutsidesurface?

3. UsingBernoulli’sprinciple(whichyoumayneedtoresearchfirst),explainwhytheballsmovethewaytheydo.

4. WheredoyouseetheBernoulliprincipleactinginreallife?

ExtensionExperimentwithbalancingapolystyreneball(about5cmindiameter)ontheairjetproducedbyahairdryer.Howdoesthiswork?

Bernoulli ballsLearning intentionsPhysical World:Investigatetheeffectsofmovingaironpressure.

Nature of Science:observations,investigations,comparisons,deductions,linkingsciencetoeverydaylife.

What to do1. Tie30cmofcottontoa

drawingpinandpushthepinintoapolystyreneball.Repeatfortheotherball.

2. Hangtheballs4cmapartfromashelforsimilar.Theyshouldhangatthesamelevel.Foreachofthefollowingtests,makesuretheballsarestillbeforeyoustart.Firstmakeaprediction,thenperformthetest.

3. Fromabout30cmaway,blowbetweentheballs.Observethedirectiontheyfirstmove.Isittowardsorawayfromeachother?

4. Repeatusingthestraw.

5. Bendthestrawandblowairup betweentheballs.Observethedirectiontheyfirstmove.Isittowardsorawayfromeachother?

6. Observewhatdirectionaballmoveswhenyouuseyourbreath(orthestraw)toblowalongtheoutsideedgeofaball.

Did you know:Aglassofmilkcontainsaquarterofourdailycalciumneeds.

polystyrene ball

cotton

BLOW

drawing pin

4 cm


Challenge 3Build your device and use any special methods you have decided upon to drop your egg from the same measured height as everyone else. Explain how pressure is involved in your design. Your teacher will judge the competition.

Extensions(1) What other materials could you introduce to ensure a better result?

(2) Find out about airbags used for safety in cars. How do they work and how quickly do they trigger?

Challenge 2Brainstorm and designUse Edward de Bono’s ‘Six thinking hats’ and while you work in your team, record your ideas under appropriate headings. Design a method of protecting your egg so when it hits the ground it doesn’t break. The egg will be dropped from at least 3 metres. These are the requirements: 1) The egg should not be damaged in the fall. (However, it if is, you must be able to save the egg’s contents for future, hygienic cooking purposes.) 2) The method or structure you use should have style and ‘look good’. 3) The less materials you use, the better. 4) The more times the egg survives a fall, the better. The winner will be judged on all three of the above.

Challenge 1How high before it breaks?As a class exercise: Find how high an egg needs to be dropped before it breaks. Drop it into a clean metal bowl so the egg can be taken home and eaten (not wasted). Record your measurements.

This shows how fragile an egg really is!

Egg dropPressure unitCHALLENGE

Setting the sceneImagine your egg is a person, who needs to be protected during a car accident. How could you prevent them from potential harm?

In this investigation you will use your imagination, creativity and understanding of pressure and air, to build a device that will protect your egg during a collision. The collision will be the result of being dropped from several metres onto hard ground!

Learning intentions Pressure: Use the compressible nature of air to reduce damage to an object.

Nature of Science: Creativity, design, measurement, experimentation, comparisons.

Oh, oh, oh! Ahhhhhhhhh!


Challenge 3Other additions and competition finaleAdd other features to your rocket that might assist its flight and test them. For the finale, decide on your best rocket design and launch plan and compete against the other groups for the ‘Top Rocket Award’. Later, present what you did and your findings to the rest of the class.

Extension: Horizontal flight Build a rocket and launch system that propels your rocket the greatest distance horizontally.

Challenge 2Best water volume and pressure settingPerform tests to find the volume of water that gives the highest launch of your rocket. You will also need to find the best pressure setting (adjusted by turning the nut above the rubber seal on the launch pad). What is your best combination of the two settings? Record these for future use.

Decide on how you might record and communicate your findings to the rest of the class later.

Challenge 1How high does the rocket go?Find a way of measuring how high your rocket goes. For example, this could be measured in metres, using angles or compared alongside a tall structure. Test the method so you are consistent with your measurements.

Water rocketPressure unit CHALLENGE

Key School Journal Reference:Bottles into rockets Article 5 2003 Pt 03 No. 2 Pgs 12-15 EAGLE, Rex.

Setting the sceneA water rocket can be made from a plastic soft drink bottle. It uses compressed air to push water backwards through the bottle opening, thus propelling the bottle forwards. A launch pad and foot pump are used to pressurise, then release the bottle.

Water rocket set-up.

Learning intentions Pressure: Investigate to find the best design and launch method for a water rocket.

Nature of Science: Observations, building things, creativity, measurements, systematic investigations, fair tests.

foot pump

water rocket

rocket launch pad

water in bottle


Pre- and post-unit assessmentASSESSMENT Pressure unit

Onewayofpre-andpost-testingtheknowledgeofstudentsontheunitofworkPressure,istouse‘mindmapping’.Youcanmeasurestudentknowledgebycountingthenumberofwordstheyuseintheirmapthatcorrespondwiththelistofkeywordswesupplytotheright,orcreateyourownlist.StudentsdrawamindmaponPressure beforetheybegintheunit,thenagainaftertheyhavecompletedtheunit.Thescoresarecompared.

The students will needAnA4sheetofpaper.(Thenextpagecanbephotocopied.)Colouredpens,pencils,felts.

Drawing and assessing a mind mapInstructions to students Writetheword‘Pressure’inthecentreofthepage,thenwriteasmanywordsasyoucanaboutthisidea.Arrangetheseinrelatedgroupsanduselinestoconnecttheminameaningfulway,branchingoutfromthecentre.Whenyouhavewrittenasmanyrelevantwordsasyoucan,drawcolourfulthumbnailpicturesandsymbolsalongsidethemthatalsohelptoexplainyourideas.

Assessing the mind mapGiveonemarkforeachword(orvariationoftheword,e.g.expand,expands,expansion)thestudenthaswrittenthatisalsointhekeywordlist.Ifinsteadofakeyword,thestudenthasdrawnasymbolorpicturethatclearlyrepresentsoneofthekeywords,alsogiveamark.(Youcouldgiveabonusmarkforeachrelevantwordtheyusethatisnotinthekeywordlist.)Studentswilloftengivesituationalexamples(e.g.tyrepressure)ratherthanprinciples(e.g.airpressure).Youwillneedtodeterminehowyouwillhandlethesedistinctionsifatall.

Sample mind mapThisisastudent’smindmap‘pre-test’onPressure.Ticksaregiventoshowhowmarksareallocated.Thisstudent’spre-testscorewas7.

Example keyword list

AerofoilAeroplaneAirAirjackAreaAtmosphereAtmosphericpressureBalancedforcesBalloonBarometerBernoulliBarometerCartesiandiverCollapseCompressContractCrushDenseExpandFlight,FlyForceHighsHovercraftHydraulicInflateLiftLiquidsLowsParticlesPneumaticPropelPumpRocketSolidsSuctionThebendsUnbalancedforcesVacuumVacuumcleanerVacuumpackVolumeWingPlus extra words at teacher’s discretion.

Pressure

✔

✔

✔

✔

✔✔

✔


Mind map on PressureASSESSMENTPressure unit — student sheet

Pressure

Name Date

YearlevelSchool


AvisittotheFonterraScienceRoadshowisn’tonlyforyourstudents.Wehopeyouwillalsoseeitasagreatopportunityforyourownprofessionaldevelopment.

The Fonterra Science Roadshow aims to• Generateenjoymentandenthusiasmforscienceandtechnologythatcanenhance

yourclassroomprogramme.• Increasestudents’knowledgeandskillsoverarangeoftopicsfromthe

NewZealandcurriculum.• Provideexperiencesinscience,technologyandinnovationthatarenotgenerally

availableintheclassroom.

Research tells us that• Thebenefitsfromaneducationalvisitaregreatestwhenthevisitformsanintegral

partoftheclassroomprogramme.• Thebestlearningoutcomesforstudentsareachievedwhentheyarewellprepared.• Students’learningisenhancedbyopportunitiesforhands-onexperience.• Thequantityandqualityofstudents’interactionswithpeersandadultshavea

significanteffectonpromotingstudents’learning.• Groupworkthatincludesdiscussionhelpsstudentstoconsolidatetheirlearning.• Numeracyandliteracyareimportantsoweaimtoincorporatetheselearning

areaswithintheprogramme.

What happens during your visit?• YouwillbemetoutsidebyamemberoftheFonterraScienceRoadshowteam.

(Ifatallpossiblepleaseleaveschoolbagsatschooloronthebus.)• Yoursessionbeginswithoneofthefifteen-minuteshows(seedetailsp30).

Duringthistimeallstudentswillbeseatedonthefloorofthehall,possiblyjoininganothergroup.

• Studentswillhaveapproximatelyfortyminutestointeractwiththeexhibitssetupinthehall.(Seeexhibitdetailsonpages28and29.)

• Staffwilladvisestudentswhentheirexhibittimeisover.• Studentswillreturntotheshowareaforthesecondfifteen-minuteshow.Your

groupmaybejoinedbystudentsfromanothergroupforthisshow.• Staffwilldirectyourstudentstoleavethehallattheendofthesecondshow.

Your role as a teacher• Moveamongstyourstudents.Interactwiththemandhelpthemtoengagewith

theexhibitsandtalkwithothers.Emphasisethattheyshouldtryandunderstandwhattheexhibitsareshowing.

• Remindadulthelpersthattheexplorationanddiscussionprocessismoreimportantforstudents’learningthangettingthe‘right’answer(seenextpage).

• Pleaserememberthatclassroomteachersremainresponsiblefortheirstudents’behaviouratalltimes.

Theme emphasis• Priortoyourvisit,youmaywishtodivideyourclassintosixgroupscorresponding

tothesixexhibitThemes.Eachgroupisresponsibleforreportingtheirunderstandingof3–4exhibits(selectedfromtheirTheme)backinclass.Suggestedideasforreportingback:1.exhibitname,2.whatitlookedlike,3.whatitdidand4.whatscienceideaitdemonstrated.

• Additionalideas:studentstakepenandpaperforrecordingtheirselectedexhibits;usedigitalcameraorvideocameratorecordselectedexhibitsforreviewbackinclass;doaprojectorinquiry-basedinvestigationonthesciencebehindoneormoreoftheexhibits.

Making the most of learning opportunitiesTeacher’s guide

Support for the New Zealand CurriculumThe Fonterra Science Roadshow experience supports the New Zealand Curriculum at four levels, with respect to Principles, Values, Key Competencies and Specific Learning Intentions. The first three are outlined below, while Learning Intentions are covered within the Unit of Work found later in this book.

PrinciplesThe Fonterra Science Roadshow experience embodies: Inclusion: by recognising and affirming learning needs of all, through an array of sensory experiencesLearning to learn: by giving opportunities for students to reflect on their own learning processes by free exploration of hands-on exhibits Community engagement: by encouraging students to connect with real life experiences and activities in science research, technology, industries, the workplace and homeCoherence: by linking science-related experiences with language and communication, technology careers and real life experiencesFuture focus: by encouraging students to look at future-focused issues relating to science and technology, innovation, medicine and communications.

ValuesThe Fonterra Science Roadshow embodies: Excellence: through perseverance to find the answer and to understand how things workInnovation, enquiry and curiosity: by students thinking critically and creatively about ideas presented in shows, and reflectively about how and why exhibits workEquity: through access for all to an interactive experienceParticipation: through encouragement of students by presenters, teachers and parents and by the feedback offered by interactive exhibits Ecological sustainability: through specific exhibit thematic(s) (depending on the year) and wherever possible, environmentally friendly administrative and operational practicesIntegrity: through respect for others by listening, sharing and waiting their turn.

Key competenciesAll five key competencies are well supported by the Fonterra Science Roadshow experience; namely; Thinking: by reflecting on shows and about how and why exhibits work and their relevance to everyday lifeUsing language, symbols and texts: by student involvement with Presenters, Explainers, peers and with self-guided interactive exhibits Managing self: students decide who to work alongside, which exhibits to interact with and for how long Relating to others: by students working alongside and communicating with other students, teachers, parents, Presenters and Explainers as they interact with exhibits and during showsParticipating and contributing: students participate and contribute to shows, and interact enthusiastically with exhibits.

DURING YOUR VISIT


Teachers: Please provide each of your helpers with a copy of this page before your visit.

ThankyouforhelpingstudentstolearnduringtheirschoolvisittotheFonterraScienceRoadshow.

What is the Fonterra Science Roadshow? TheFonterraScienceRoadshowtravelsaroundthecountryteachingchildrenaboutscience,technologyandinnovation.AttheFonterraScienceRoadshowweliketogivestudentsopportunitiesandexperiencesthattheywouldnotusuallyhaveatschool.Onyourvisityouandthestudentswillbeabletoexperimentwithatleast60hands-onexhibits.Youwillalsotakepartintwoexcitingshows.

Welcoming the science barrier

Hints for teachers and helpers — during the visit and at home

Teacher’s guide DURING YOUR VISIT

Aroomfullofexhibitscanbedauntingtothenon-scientistandyoumayfeelunqualifiedtoassiststudentswiththeirunderstandingofanexhibitwhenyoudon’tunderstandityourself.However,youdon’tneedtoknowanyofthescienceyourself.

Instead,considerthisapproach.

• Standalongsidestudentswhoareexperimentingwithanexhibit.• Showsomeinterestintheexhibitandaskthestudent(s)what

itdoes.• Youmightliketotryaskingaquestion,then:• Pause(waitforananswer)…

Prompt(givethemahint)…Praise(tellthemtheydidwell)…

• Tellthemyoudon’tknowaboutityourself,butyouwanttoknowandyouarerelyingonthemtobetheexpert.

• Encouragethemtoinvestigateandtrythings.

Thefirstlevelofunderstandingmaysimplyrelateto‘makingthingshappen’ontheexhibit.

• Getthemtotellyouwhattheyhavefoundandshowyouhowitworks.Usequestionstoencouragethemtoinvestigatefurther.Whatscienceisitshowing?Howdoweusethisinreallife?

• AskthemwhattheContextBoard(theinstructionsboardbesideorontheexhibit)says.Assistthestudentstoreaditandrepeatbacktoyouwhatitmeans.

• Bythesesimplestepsyouwillencourageactiveinvolvementandlearningownershipbythestudentswhichwillcarryforwardastheymoveontootherexhibits.

Symptoms of a kid who loves science: • showscuriosityaboutthenaturalworld• likesexperimentingandtryingthingsout• takesthingsapartandrebuildsthem• askslotsofquestionsaboutwhythingsarethewaytheyare.

Whydoessciencematter?ProfessorSirPaulCallaghanhasnotedthattheaveragepersonintheworldtodayisbetteroffthantherichestaristocratof200yearsago—theywilllivelonger,behealthier,happier,saferandmoreproductive.Whyisthis?It’slargelybecauseofscienceandtheimprovementsinqualityoflifeithasbroughttomillionsofpeoplearoundtheworld.

Whichisn’ttosaythathumanitydoesn’tstillfaceagreatmanychallenges,fromclimatechangetofoodandwatershortagestodisease.Sciencewillplayaleadingroleinhowsocietyrespondstoandovercomesthesechallenges,sothatlifeasweknowittodaycanbesustainedinthefuture.

EveryNewZealanderneedstobesciencesavvy.

Science at home• Spendtimewithyourchildpullingthingsaparttofindouthow

theywork,orbuildingthingslikekitsetradios.Forevenmorefun,tryengagingyourchildinreal-lifescienceexperimentsathome.Youcanfindgoodideasontheinternet,andmanytoyshopssellrelativelycheapexperimentsets.

• Takeadvantageofwhat’soutthereinthecommunity.Visityourlocallibrarytofindbooksaboutscience.Playwithinteractivedisplaysandexhibitsatplaceslikemuseumsandplanetaria.

• Developaloveofreadinginyourchild—itbuildsaloveofknowledge.

• Mathsisthebasisofallscience,somakeitfun,encourageit.• Ifachildasksaquestion,don’tbeafraidtosayyoudon’tknow

but,importantly,showthemhowtheycanfindout;doittogether.

• Latchontoopportunitieswheneveryourchilddisplaysinterest,andgivepracticalandrealexamplesofthings.

• Thenaturalworldisusuallyachild’sfirstinterest;ithelpsifparentsarealittle‘wide-eyed’too.

See now the power

of truth; the same

experiment which at

first glance seemed to

show one thing, when

more carefully examined,

assures us of the contrary.

Galileo Galilei

A person who never made a mistake never tried anything new. Albert Einstein


Themes Electricity and Magnetism — Te Hiko me te Autō

Exhibitsinthisthemeaddressspecificlearningintentionsrelatingtothefollowing:ACandDCelectricity;circuits;magnetismandmagneticfields;magneticcoupling;electricallyexcitedgases;conductorsandinsulators;eddycurrents;electricalarcing;and,electromagnetism.Exhibitsinclude:

• AC/DCgenerator • Batteriesincircuit • Breakingmagnetism• Conductors• Eddycurrentbrake• Jacob’sladder • Kickingwire • Magnetandcoil• Magneticattraction• Magneticcollision • Magneticcoupling • Magneticpillars• Microglow • Powerfulattraction • Powerfulrepulsion

Contexts —Electricityandmagnetism;Energy.

Key School Journal References: Electric map Article61992Pt04No.1Pgs24-25BONALLACK,John;Electric map Article1998PtCNNo.3Pgs30-32BONALLACK,John;Jumping for joulesArticle2008PtCNNo.316-19ALCHIN,Rupert;Make way for the Solar Kiwi Article51994Pt04No.3Pgs22-27,SOMERSET,David; A new life for old machinesArticle2007PtCNNo.328-32,HIPKINS,Rosemary;New lights at the farmStory41987Pt02No.1Pgs14-19,MOSS,Maryan;Of elbows and eels Article2004PtCNNo.2Pgs9-13,ALCHIN,Rupert;The old water-wheel Article51989Pt01No.2Pgs8-9,BIRCHALL,Brian; Power Article42011PtL2Aug10-15,TAYLOR,Alex; Power crisis - where to now? Article71993Pt04No.2Pgs2-10,BONALLACK,John;Power for Pukapuka Article2000PtCNNo.1Pgs4-6,GOODWIN,Maureen;The power of rubbishArticle61993Pt03No.2Pgs34-35,QUINN,Pat;The power of rubbishArticle1998PtCNNo.3Pgs10-11,QUINN,Pat;Profile: Marc Yeung Article2010PtCNNo.330-32,FRANCES,Helen;The sleeping giantArticle61989Pt02No.2Pgs28-33,KEIR,Bill;Super toy makers Story2005PtCNNo.1Pgs26-32,ANDERSON,Karen;Turning on the power Article51981Pt04No.3Pgs17-19,BIRCHALL,Brian;Water power Article52005Pt02No.4Pgs11-15,CARROD,Sandra;Wind power: the debate Article2010PtCNNo.310-15,BENN,Ken;Windmills of the future? Article51981Pt04No.3Pgs12-16.

Human performance — Ngā Mahi a te Tinana Tangata Exhibitsinthisthemeaddressspecificlearningintentionsrelatingtothefollowing:antagonisticmuscles;balance;hand–eyecoordination;bloodpressure;functioningofthehumanskeleton;eyedefects;eyetesting;musclestrength;hearing;reactiontimes;and,howtheheartworks.Exhibitsinclude:

• Airmuscles •Balancingsticks • Bicepsv’striceps • Bloodpressure• Bonesonabike • Eyechart • Eyetesting • Followthepath• Handgrip • Hearingrange • Jump! • Reactiontester• Theheartasapump

Contexts—Humanperformance,Mybody,Sportsscience.

Key School Journal References: The eye Article1999PtCNNo.3Pgs5-8,ANDERSON,K.E.;In trainingStory41992Pt01No.1Pgs18-25,JOSEPH,Vivienne;Mighty muscles Article52011Pt01No.226-31,GIBBISON,Sue;What do you see?Article1998PtCNNo.1Pgs12-13,BOWES,Clare;Your marvellous sense of touch Article41994Pt01No.3Pgs8-9,BIRCHALL,Brian.

Life and environment — Te Ora me te Taiao Exhibitsinthisthemeaddressspecificlearningintentionsrelatingtothefollowing:biologicalcontrol;animalidentification;waterpollution;waterresources;typesoffossils;theocean’sresources;adaptations;migratorypatterns;andhowanimalsfeed.Exhibitsinclude:

• Biologicalcontrol •Birdsong • FixingtheWaiapu • Footprints• Fossils • Identifyingorganisms • Mussels • Plantadaptations• Seaweed • Specialbeaks • Water:wherefound• Whitebait

Contexts —Animals;Plants;Fossils;Environment;Pollution.

Key School Journal References: ADAPTATIONS: The cat’s whiskers Article 4 2010 Pt 01 No. 3 10-15, PATES, Janet; Catch My Drift Article 8 2012 Pt CN No. 4 7-13, WILCOX, Sarah; Feathery friends Story 2001 Pt CN No. 1 Pgs 2-7, BINIHI TAKARO, Minnie; The secret underground Article 2007 Pt CN No. 1 12-17, LOVELESS, Mary; Who’s Eating Who? Article 7 2012 Pt CN No. 4 14-21, WALL, Bronwen. FOSSILS: Bird land Article2008PtCNNo.128-14,LOWE,Sarah;Buried treasure Article2008PtCNNo.122-7,OWEN,Dylan;Finding an ammonite Article71981Pt04No.1Pgs8-14,STEVENS,Graeme;A fossilised forest Article41978Pt01No.5Pgs12-13,RICHARDS,Grace; Fossils Article41993Pt02No.4Pgs20-21,CROOK,Gillian/SHANNON,Gillian;On the dinosaur trail Article72011Pt04No.18-13,GIBBISON,Sue;Rock doc Article31999PtJJNo.21Pgs8-13,ANDERSON,K.E.;The Dinosaur Hunter Article52012PtL3Sep18-23,BILBROUGH,Norman;What are fossils? Article41978Pt01No.1Pg7,CROOK,Gillian/SHANNON,Gillian.POLLUTION: Dead car clean-up Article52004Pt02No.2Pgs2-8,TAMIHANA,Sarah;Filling the binStory31987Pt01No.3Pgs2-6,REGO,Marion; If cars were banned Article2006PtYPNo.130-33,RUNDLE,Ophelia;Keep it clean! Article71991Pt04No.2Pgs19-26;Pollution - what happens? Article1988PtYPNo.1Pgs16-18,HUMPHRIS,Janet;Saving Poorman’s Stream Article62010Pt03No.126-31,LILLEBY,Maggie;What a Disaster! Article42012PtL2Aug12-17,FURZE,Katie;Wonderful waterStory2004PtCNNo.3Pgs20-27,WERRY,Philippa.ECOLOGY: The bat detective Article2002PtCNNo.1Pgs20-23,MOORE,Geraldine;Bat mathsArticle2002PtCNNo.1Pgs24-25,MOORE,Geraldine;The call of the conch Article72010Pt03No.228-32,MACGREGOR,Jill;The compost heap Article71986Pt03No.1Pgs42-49,LEONARD,JuneWalker/WALKER,June;Coral makers Article71982Pt03No.2Pgs31-40,CROOK,Gillian/SHANNON,Gillian;Deer, oh deer Article72010Pt04No.113-19,CAMPBELL,Mary; The frog pond Story2002PtCNNo.1Pgs8-13,ALCHIN,Rupert;A Grin from Ear to Ear Story42011PtL2Oct12-17,WATSON,Tipene; Hukanui: Enviroschool Article2002PtCNNo.3Pgs16-21,ALCHIN,Rupert;The mangrove communityArticle81985Pt04No.1Pgs41-45,DARBY,Marie;Marine worms: The weird and the wonderful Article2006PtCNNo.310-17,HUBER,Raymond;Moss Story 2002PtCNNo.3Pgs2-5,BAGNALL,Alan;

Teacher’s guide

Exhibits

ExhibitsEach year we identify six conceptual Themes under which we group our exhibits. By ensuring that exhibits fit within a particular Theme we are able to provide a number of experiences that build on each other, ensuring students have the greatest opportunity to expand their knowledge base.The notes on this page and the next page highlight the concepts that are covered within each of these Themes and may help you to focus pre- and post-visit activities and educational opportunities for your students.Although our primary focus is on objectives from the Science Curriculum, the exhibits also contribute across most other curriculum areas, particularly by providing students with opportunities to engage with others, to discuss what they are doing, and work co-operatively on a range of experiences not normally available to them within the school environment.

Effective use of ExplainersExplainers are students selected from the host school to assist with explaining and demonstrating exhibits to visiting students. (They also play a vital role in assisting with setting up exhibits and later packing them away in the truck!) To prepare Explainers for their involvement we ask that before the Roadshow visit, teachers outline the following key aspects of the role with the chosen students. Explainers are there to:

• Assist others to learn (and in doing so, they will learn a lot themselves).

• Give hints and suggestions about how to use exhibits.• Show enthusiasm and encourage involvement from

visiting students.• Ensure safe use of equipment.• Prevent mistreatment of Roadshow equipment.

All in all, we hope that students enjoy their experience as Explainers and maximise their own learning by active, positive and enthusiastic involvement.

Extras for expertsThe purpose of this challenge is to stretch more able and/or determined students and encourage active learning through involvement with exhibits. How it works: Each year three or four exhibits are chosen for more detailed study. These are ‘flagged’ to identify them so that during the ‘floor session’ when students are using exhibits, they know which ones are for the ‘extras for experts’ challenge. At any time during this part of their visit, students have the opportunity to use and study these exhibits in detail, then to explain how they work to nominated adults (who have model answers). If they explain a given exhibit correctly, they have a card clipped. They repeat this process with the other exhibits and once they collect at least two clips, they are eligible for a prize drawn at the end of their visit.

Please note:Whileeveryeffortismadetodisplaythecompleterangeofexhibitslisted,duetovariousfactorsoutofourcontrol,thisisnotalwayspossible.Usuallyaminimumof60exhibitsareondisplayatanyonetime.

EXHIBITS


Tiakina a Tangaroa — Protect Our Seas Article42011PtL2Oct2-11,MACGREGOR,Jill;Save our sand dunesArticle42010Pt02No.311-17,WERRY,Philippa; Saving Poorman’s Stream Article62010Pt03No.126-31,LILLEBY,Maggie;The secret life of estuaries Article2006PtCNNo.318-25,INNES,Andrew; Seeds for the birds Article42007Pt02No.47-13,GIBBISON,Sue;Taking the Bait Article72012PtCNNo.424-25,POTTER,Kate; The Bittern Story42012PtSLNo.212,NOONAN,Diana; Wear a possum - save a tree Article52002Pt04No.3Pgs28-32,MACGREGOR,Jill;The wild deer debateArticle2011PtSLNo.22-16,TRAFFORD,Ian;Wind power: the debate Article2010PtCNNo.310-15,BENN,Ken;The world of a tree Article71988Pt01No.1Pgs8-11,COOK,E.M.; Wrybills at riskArticle42008Pt01No.49-15,BUXTON,Jane.

Materials — Ngā Matū Exhibitsinthisthemeaddressspecificlearningintentionsrelatingtothefollowing:permeability;strengthofmetals;theeffectsofdetergentsinwater;melting,expansionanddetectionofmetals;changesofstate;plasticmoulding;analysisofsubstances;theoriginsofproducts;usingphysicalpropertiestoseparatematerials;strengthoffibres;and,thepropertiesofwoolfibres.Exhibitsinclude:

• Airthroughabrick • Bendybeams • Bubblesurround • CastingintomouldsExpansionofmetals• FrizzWhizzer • Massspectrometer• Metaldetector

• Productorigins • Separatingsand • Strengthofwool • WilywoolliesContexts —Materials;Physicalandchemicalproperties.

Key School Journal References: GENERAL: At the glass factoryArticle41979Pt03No.3Pgs38-45,SOUTHGATE,Brent;Ber-bang! bang! Article41994Pt01No.1Pgs12-14,BIRCHALL,Brian; Blast-off! Article51999Pt03No.1Pgs6-9,HART,John; Blowing bubblesArticle32004PtJJNo.30Pgs20-23,ANDERSON,Jean;Bread and balloons Article51999Pt01No.4Pgs30-32,WELLINGTON,Sarah;Chunky chalks Article52000Pt02No.4Pgs12-15,MACGREGOR,Jill;Fabulous felt Article2003PtCNNo.2Pgs12-17,MACGREGOR,Jill;Glass-blowing Article51993Pt02No.2Pgs12-15,PARKER,John;Grow your own crystals Article51982Pt01No.4Pgs28-29,SOUTHGATE,Brent;Grow your own crystalsArticle2000PtCNNo.1Pgs18-21,ELLIS,Julie;Horrible hands Article42005Pt02No.3Pgs18-19;BRADDOCK,Beth; How to wear a PET Article1999PtCNNo.1Pgs20-24,ALCHIN,Rupert;An interview with a glass of water Story2002PtCNNo.2Pgs2-5,JAMES,Jeffy;Make a pendant Article62000Pt02No.2Pgs22-25,PICKETT,Megan;Make salt water into fresh water Article1998PtCNNo.2Pgs10-11,ANDERSON,K.E.;Make your own butter Article41983Pt02No.3Pg30,MARTIN,Penny;Making cheese at home Article61983Pt03No.1Pg14;Making ice cream Article52003Pt02No.1Pgs28-32,MACGREGOR,Jill;A plate of potatoes Article2003PtCNNo.1Pgs24-27,EVERTS,Ali;Salt from sea water Article41982Pt01No.4Pgs25-27,THOMSON,Jane;Soap boilerman Article51982Pt03No.1Pgs24-31.METALS: The biggest hole in the world Article51995Pt01No.2Pgs6-9,BONALLACK,John;New shoes for Cloud Article31995PtJJNo.12Pgs24-27,BUXTON,Jane;Saint Clement and the blacksmith Story61983Pt04No.1Pgs38-40,BEVERIDGE,Barbara;Strike while the iron’s hotArticle61983Pt04No.1Pgs32-36,BEVERIDGE,Barbara.

Movement — Te Nekenga Exhibitsinthisthemeaddressspecificlearningintentionsrelatingtothefollowing:theeffectsofgravityoncircularmovement;elasticcollisions;pendulumsandperiodicmovement;‘reliable’collisionbehaviour;howahovercraftworks;accelerationduetogravity;theaerofoileffectofayacht’ssail;artificialgravity;thebestwheelsforstayingontrack;and,wheeloddities.Exhibitsinclude:

• Artificialgravity • Bouncetrajectory • Changingpendulum• Doublependulum • Ellipticalbilliardtable • Hovercraft• Impactpoint • Rotatingtable • Sailingaway• Speedycurve • Spinners • Stayingontrack•Weirdwheels

Contexts —Movement;Motion;Forcesandmovement.

Key School Journal References: Friction Article1999PtCNNo.2Pgs16-19,ANDERSON,K.E.;Make a spinnerArticle1999PtCNNo.1Pgs6-7,BUXTON,Jane;The Wall of DeathArticle51993Pt04No.2Pgs40-44,MEDCALF,John; Watching the world go round Article51988Pt04No.2Pgs34-35,ROBERTS,F.Neil.

Precious energy — Te Pūngao Kura Exhibitsinthisthemeaddressspecificlearningintentionsrelatingtothefollowing:conservationofmomentum;energyinfood;generatingelectricity;lightbulbefficiency;howmuchenergyspecifichouseholdappliancesuse;conversionoflightenergyintomovement;theelectromagneticradiationgivenoffbyelectricalappliances;howasolarcarworks;conversionofradiantenergyintoelectricity;and,electricitygenerationfromwind.Exhibitsinclude:

• Astroblaster • Balancingjouleintake • Handgenerator•Solarcar• Lightbulbefficiency • Meteredappliances • RadiantspinII• RadiationaroundusII • Solargenerator • WindgeneratorII

Contexts —Energy;Sustainability.

Key School Journal References: Endless energy Article61986Pt04No.2Pgs40-41,THOMSON,Jane; Gifts from the sun Article1998PtCNNo.1Pgs3-5,O’BRIEN,John;Harnessing the windArticle2010PtCNNo.32-9,TODD,Ian;Jumping for joulesArticle2008PtCNNo.316-19,ALCHIN,Rupert;A new life for old machinesArticle2007PtCNNo.328-32,HIPKINS,Rosemary;Power alternatives Article2010PtCNNo.324-29,MEYER,AnnaandDICKSON,Andrew;Power for Pukapuka Article2000PtCNNo.1Pgs4-6,GOODWIN,Maureen;Where shall we put the turbine?Article2010PtCNNo.316-23,BENN,Ken;Wind power: the debate Article2010PtCNNo.310-15,BENN,Ken.

The big questionsEach exhibit theme cluster, such as Electricity and Magnetism, has associated with it a large banner with two ‘Big Questions’, questions A and B. The aim of these questions is to focus the students’ attention on key ideas associated with that theme. After the first show, Presenters will draw the students’ attention to these and then they will be discussed before the second show. The 2013 Big Questions are as follows:

Electricity and MagnetismA. What is an electrical conductor? Give an example. (Something that allows electricity to flow through it, e.g. a copper wire.)B. What metals are attracted to a magnet? (Iron, steel [which is mainly iron], nickel and cobalt.)

Human PerformanceA. When you become fit, what two main things happen to your blood transport system? (1. The heart becomes more muscular, and therefore stronger, and 2. more capillaries [tiny blood vessels] grow throughout your muscles.)B. What is ‘hand–eye coordination’? Give an example. (When your hands and eyes work together to perform a task, e.g. catching a ball.)

Life and EnvironmentA. What things make up the ‘environment’? (Communities of living things and the physical world they live in, such as soil, water and air.)B. What are ‘adaptations’ and give some examples? (Special features that help animals and plants to survive, e.g. the long probing beak of a kiwi or the prickles on a cactus plant.)

MaterialsA. When an object is heated, what happens to its length? Give an example of where this is important. (It becomes longer, or expands. In hot weather, railway tracks become longer and this is why they are laid with gaps between them, otherwise they would buckle.)B. What are the three most common states of matter? (Solid, liquid, gas.)

MovementA. When something is speeding up, are the forces acting on it balanced or unbalanced? (Unbalanced.)B. What is the force called that slows something down due to ‘drag’? (Friction, e.g. air friction, or friction between a car’s tyres and the road.)

Precious energyA. Where does most of the energy used here on Earth come from? (The sun. Note however that geothermal energy comes from nuclear reactions within the core of the Earth.)B. What does most of the energy here on Earth eventually become? (Heat, which passes out into space.)

Teacher’s guide EXHIBITS


Balloons and Bernoulli — Ngā Puangi me Bernoulli Thisshowcoversspecificlearningoutcomesrelatingtopressure,includingthefollowing:

• pressureisforceappliedoveragivenarea• whenaforceisappliedtoaverysmallarea,thepressureatthatpointcanbehuge• avacuumoccurswhennoair(orothergas)ispresent• partialvacuumsandtotalvacuumscanresultinunbalancedpressures• unbalancedpressurescancauseenclosedspacestoexpandorcollapse• weatherchangescanbeduetochangesinairpressure• thefasterafluidismoving,theloweritspressure(theBernoulliPrinciple)• airiselastic(compressible)• explosivereleasesofairpressurecancreateviolentmovement.

The Scientific Pantry — Te Pātaka Pūtaiao Thisshowcoversspecificlearningoutcomesrelatingtothescienceofthingsfoundinatypicalkitchenpantry,includingthefollowing:

• densityofliquids• therefractiveindexofliquids• acid–baseindicatorsubstances• howbleachesdestroypigments• acid–baseneutralisation• coagulationofproteins• molecularweightandviscosity• CO2releaseinreactions.

General Learning Outcomes relating to ShowsAfterattendingtheshowsstudentswillhaveimproved:• interestandenthusiasm• understandingandknowledgeofscientificandtechnologicalprinciples andprocesses• greaterunderstandingoftheNatureofScience.

Did you know:Fonterra’sstreamlinedsupplychainefficientlygetsproductstocustomers.Everyhouroftheyear,Fonterraclosesthedoorsonanaverageof12containers,withover90percentofthemmakingtheirwayacrosstheequatortodestinationsfarandwide.

Teacher’s guide

ShowsTEACHER INFO

Key ‘Building Science Concepts’ references: Book17 Flight: Control in the air.Book31Water and weather: The water cycle and the atmosphere.

Key School Journal References: A cloud in a bag Article31978Pt01No.6Pgs2-5;Bottles into rocketsArticle52003Pt03No.2Pgs12-15EAGLE,Rex;Hot air Article1999PtSLNo.3Pgs2-16SCOWN,Jenny;Race you to breakfastArticle51997Pt02No.3Pgs32-40JOSEPH,Vivienne;The water we breathe Article61978Pt03No.2Pgs44-48CROOK,Gillian/SHANNON,Gillian;What Makes the Weather? Article62012PtCNNo.32-16BRENSTRUM,Erick.

Key ‘Building Science Concepts’ references: Book14 Making porridge: Conducting Heat and Cooking Food.Book23Fresh food: How food keeps and loses its freshness. Book24 Preserving food: Processes in food storage. Book56Bread: The chemistry of breadmaking. Book57 Eggs: Mixing, beating, crushing and heating. Book58 Ice: Melting and freezing.

Key School Journal References: Grow your own crystals Article51982Pt01No.4Pgs28-29SOUTHGATE,Brent;Hokey-pokey Article1998PtCNNo.3Pg28YOCUM,Eva;Tricky science Article51997Pt01No.3Pgs18-20ANDERSON,K.E.; Windows made of water Article41982Pt01No.2Pgs24-25SOUTHGATE,Brent.

While being exciting and entertaining, our shows provide a great opportunity to enhance student knowledge in two science areas each year. The shows for 2013 are Balloons and Bernoulli, an investigation into pressure, and The Scientific Pantry, focusing on science relating to food and liquids you find in your pantry.

To assist you in preparing for your visit, we’ve developed a unit plan called Pressure — found in this book — that complements Balloons and Bernoulli.

If time permits within your classroom programme, you may like to use notes from The Scientific Pantry outlined below to develop your own pre- and post-visit unit to complement that show.


Statementsaboutmaterials:1)matter.2)gas.

Move it! page 7

1)speed,2)acceleration,3)motion,4)constant,5)stopped,6)distance,7)force,8)bullet,9)stationary,10)changing.

Mystery paragraph:Unbalancedforcesactingonanobjectcancauseittospeeduporslowdown.(Note:Unbalancedforcescanalsocauseobjectstochangedirectionorchangeshape.)

Energy connections page 8

1)Renewable.2)Non-renewable.

Secrets of electricity and magnetism page 3

1)Secretmessage:...electricityflowsthroughawire,amagneticfieldiscreated.2)conductor,current,wire,bulb.3)konobelobale,pabokona,lakalolonapiku,pekakizi,kinalonapi,zibinonapi.

Fitness wins page 4

1)Oxygenervestrengtheartoningymuscularespirationetballungsprinterugbyogarterie-speeduathloninjathletics.2)Strength.3)Endurance.

Feeding levels crossword page 5

1)Crosswordsolution:

2)Parasites:fleas,lice.Omnivores:humans,pukeko,rats.Carnivores:herons,falcons,sharks.Herbivores:moa,cows,aphids.Producers:grass,wheat,oak.Scavengers/decomposers:fungi,mould,woodlice.

Materials puzzle page 6

1)Puzzlesolution:

Maze solver page 9

Challenge1:The best conductor:Drawlinesofequalfirmness,widthandlengthwitheachdifferentgradeofpencil.Nowplacethewireterminalsattheendsofeachlinetofindwhichresultsintheloudestbuzzersound.The best line width: Usethebestpencilconductoranddrawlinesofequalfirmness,butdifferentwidths.Thelinethatgivestheloudestsoundisthebesttouseinthemaze.Challenge2:Thebuzzerbecomeslouderifyouaregettingcloserto‘home’sincethelineofconductinggraphiteisshortestChallenge3:Theremin:Movetheterminalsbackandforthalongthepencillinetovarythepitchupanddown. Controlling other devices:ReplacethebuzzerwitheitheranLEDoratinymotor.

Finger muscles page 10

Challenge1:Forearm(bothfrontandback).Challenge2:Placeonehandflatacrossyourotherforearm.Whenthefingersarebenttowardsthepalm,thelowerforearmmusclesmoveinthesameorderlefttorightasthefingers.Whenthefingersarebentupwards,theupperforearmmusclesmoveinasimilarorder.Challenge3:Independent:Onlythethumbisfullyindependent.Ifyoutrytomoveanyoftheotherfingers,someoftheotherfingers‘want’tomovetosomeextent.Extensions:Graspingmusclesarestronger.

Fossils page 11

1. Ashellsettlingintoasedimentlayer,suchasmudorsand,inalakeorocean.

2. Byfirstcoatingtheoutsideoftheshellwithcookingoil.

3. Examplesinclude1)mixingfoodcolouringtocreateasuitablecolour,thencombiningthiswiththewhiteschoolgluebeforepouringintothemouldand2)usingabrushorclothtopainttheoutsideofthefossilonceithadset.

4. Theimpressionrepresentsa‘mouldfossil’,afossilisednegativeimagemadebyanobjectsuchasaboneorshellinasubstratesuchasmud(thePlay-Doh).The‘gluefossil’thatwasmaderepresentsa‘castfossil’formedwhentheplantoranimalbodyisreplacedbymineralsthatharden.

5. Notusually,becausetheoriginalanimalsorplantshavebeenreplacedbymineralsthatcanbeanycolour.

Energy from the sun page 12

Challenge1:MountitinpositionusingthinwireorcottonandBluTack.Challenge2:Tomeasurethearea,countthesquaresofthegraphpaper.Anypartialsquare,nomatterhowlarge,iscountedasahalfsquare.Challenge3:Whenthesunisatalowerangle,thesamenumberoflightraysaredistributedoveralargerarea.Thismeansthatatanygivenpoint,thereislessradiantenergyreachingtheearth,soitwon’theatupasmuchaswhenthesunishighinthesky.Extensions: 1)Compareareasatthesametimeoftheday,butatdifferenttimesoftheyear.2)WinteroccurswhenagivenpartoftheEarthistiltedawayfromthesun,sothesunraysarespreadoveralargerareaandarecorrespondinglyweaker.

New Zealand coins page 13

1. Eachcoinisadifferentweight,diameterandthickness,asfollows:(10cis3g,20.5mm,1.60mm;20cis4g,21.7mm,1.65mm;50cis5g,24.7mm,1.75mm;$1is8g,23mm,2.70mm;and,$2is10g,26.5mm.2.70mm);and,theedgeshavedifferentgroves.

2. Fingertipsandfingernails.Withoutseeingthecoinsablindpersoncanusetouchtotellthedifferencebetweenthem.

3. Colour,size,thickness,edgemarkings,picturesandnumbers.

4. Theydifferindiameterandthickness(seeabove).

5. Thesilverandcoppercoins.The10ccoiniscopperplatedsteel,20cisnickelplatedsteel,and50cisacupro-nickelalloy.Steelandnickelarebothattractedtoamagnet.The$1and$2consistofaluminium-bronze,neitherofwhicharemagnetic.

6. Differentsizes,pictures,numbersandcoloursmakethemeasilyrecognised.Differentweights,sizesandedgeshelpblindpeople,anddifferentsizes,thicknesses,weightsandmagneticpropertiescanbeusefulforautomaticsorting,e.g.inbanksandslotmachines.

Pūrerehua page 14

Write-up key ideas:Thespinningrulercausestheairtovibrate,whichisthesoundwehear.Thestringmustfirstwinduptightonewaybeforeissuddenlyunravelstomakethesound.Itwindsupagainintheoppositedirection,thenunravelsquickly,causingthebuzz–stop–buzzeffect.Therulerspinsoneway,givingit‘topspin’(likeatennisball),causingittofall,thenwhenitreversesithas‘bottomspin’(likea‘cut’or‘chop’shotintennis)causingittorise.

Answers to pages 3–14Teacher’s guide ANSWERS

10M I X

14V

16P

2E

L

E

M

E

N

T

S

O

17A

T

O

M

S

U

L

R

8P

R

O

D

U

C

T

S

E

M

I

E

C

19R

L

E

7S

12S

15M

E

T

A

L

4P

R

O

P

E

R

T

I

E

S

C

L

A

T

T

I

13T

H

A

W

I

D

11A

E

L

O

9D

I

S

S

O

L

V18I

N

G

5W

A

T

E

R

I

C

N

C

E

S

3M

E6L

T

I

N

G

I

T

Q

Y

U I

1C

O

M

P

O

U

N

D

S

Across

6. [LIQUID]7. [SOLID]9. [DENSITY]10. [MIXTURE]11. [AIR]12. [STATES]14. [VOLUME]15. [METALLIC]16. [PARTICLES]18. [ICE]19. [REACTION]

Down

1. [COMPOUNDS]2. [ELEMENTS]3. [MELTING]4. [PROPERTIES]5. [WATER]8. [PRODUCTS]9. [DISSOLVING]13. [THAW]15. [METAL]17. [ATOMS]

16G R

14H

A

10F

L

E

A

S

R

S

O

11F

U

N

G

I

7M

O

A L 12C

O

W

1M

6P

O

O

4H

U

M9A

N

U

K

P

2L

I

C

E

H

15W

D

K

I

H

5W

O8O

D

L

I

C

E

A

A

3S

H

A

R

K

13R

A

T

Across

1. Grows on stale bread. [MOULD]6. Comical bird that feeds on plants, insects and frogs in swampy areas of NZ. [PUKEKO]8. This tree grows from an acorn. [OAK]9. A plant-sucking insect pest. [APHID]11. A top New Zealand bird predator. [FALCON]14. This bird snatches fish with its long sharp beak. [HERON]15. One of the staple foods of humans. Used to make flour. [WHEAT]16. The main food of our pasture animals. [GRASS]

Down

2. These suck the blood of cattle. [LICE]3. A top predator of the seas. [SHARK]4. The top omnivore. [HUMAN]5. These 'lice' feed on rotting wood. [WOODLICE]7. An extinct New Zealand native herbivore. [MOA]10. These suck the blood of dogs and cats. [FLEAS]11. Decomposers that cause wood to rot. [FUNGI]12. A farmland herbivore. [COW]13. This omnivore pest feeds on insects, small reptiles, seeds and plants. [RAT]

Did you know:Bonesarelivingtissue,constantlybreakingdownandrebuilding.Every10yearsourentireskeletonreplacesitself.

fonterra science roadshow resource book 2013

Documents

koba pi na ka

na pe za

ki ka ke li na

ku pa pe bi

pi bi bo ke

b z n pa

fonterra science roadshow

students viewshows