Provoking Student Curiosity – Odyssey 2019 Presented by Gregg Jennens, Bill Colorado, Rory Allen and Mark Ashcroft

Observation CubesLEARNING GOALSAfter the completion of this activity, students will:1. make observations and make a prediction.2. provide explanations for their observations (answers to their questions).3. identify testable questions.4. design and conduct an investigation.5. analyze and interpret data.6. think critically.

CONCEIVE – What do you wish to accomplish through this activity?This activity involves guiding students through the inquiry process. The students will have the opportunity to develop skills and thought processes involved in carrying out an investigation. Students will get to ask questions, analyze and interpret data and provide an explanation for their observations.

DESIGN – How to accomplish this activity?

CUBE #1 – Cube With NumbersPlace Cube #1 in front of the students, but do not allow them to touch, move or open the cube. Have the students pose a question about the cube?

Some common questions that students may ask include:“Is there anything inside the cube?“What is the number on the bottom of the cube?”“What is on the bottom of the cube?”

Have students make some observations to provide evidence to answer their question. Some common observations from students may include:

“The cube has five sides that are visible.”“The cube is made up of six square sides.”“The numbers on the opposite sides on the cubes have a sum of 7.”“The sides with even numbers (4 and 6) are shaded.”“The sides with odd numbers (1, 3, and 5) are white.”

Have students make predictions as to what number is on the bottom of the cube. They might come to the conclusion that it is a certain number based on the number being missing in the sequence (eg. It is number 2 because the other numbers are 1, 3, 4, 5, and 6) and that the missing number must be “2” because the opposite number is 5 and these two numbers add up to 7. At the end of the activity, take the cube away without showing the students what number was on the bottom of the cube.

CUBE #2 – Cube With NamesPlace Cube #2 in front of the students, but do not allow them to touch, move or open the cube. Have the students pose a question about the cube?

Some common questions that students may ask include:“What is on the bottom of the cube?”“What name is on the bottom of the cube?”

Have students make some observations to provide evidence to answer their question. Some common observations from students may include:

“There are male names and female names on the cube.”“The cube has a male name on one side and a female name on the opposite side.”“There are numbers on the top right hand corner and bottom left hand corner of the cube.”“The male and female names on the opposite sides start with the same letter.”“The number on the top right hand corner indicates the number ofletters in the name.”

Have the students use their observations to predict the number on the top right hand corner of the bottom side of the cube. At the end of the activity, take the cube away without showing the students the bottom of the cube.

CUBE #3 – Blank Cube (Evaluation Cube)Students are given a blank cube and are asked to create their own cube. The different groups will exchange their cubes. All the groups should try to answer the same question: What is on the bottom of the cube?

Have the students write up the process that they took in order to solve their classmates’ cube.

MATERIALS NEEDED – What equipment and supplies do I need?1. one cube for a group of 3 or 4 students2. 10 pencils 3. 10 small pocket mirrors 4. blackline masters of the three cubes

Burning Candle?LEARNING GOALSAfter the completion of this activity, students will understand:1. the difference between an observation and an inference.

CONCEIVE – What do you wish to accomplish through this activity?This activity involves guiding students in distinguishing between observations and inferences. The activity starts with asking students for the definition of an observation. Some common responses from students may include:

“Looking at an object.”“Using your senses to see, hear, smell, touch or taste things.”“Making some measurements to collect information about something.”

It is important to emphasize that observations can be made by any of the senses, not just the sense of sight.

DESIGN – How to accomplish this activity?Light what appears to look like a candle. Hold it up for the students to see. Ask the students to make a list of observations. Someone can write all these observations down on a white board or the students can just call out answers.Some common observations from students may include:

“The candle is burning.”“The candle is beige and the flame is yellow.”“The candle is about 15 cm tall.”“The flame waves back and forth.”

Some of the statements that students provide will be inferences rather than observations. Just take all their statements at this point.

When the students are done with their list of observations, or the flame is about to go out, draw everyone’s attention to the candle. At this point, take a bite of the candle (with the flame and wick) and chew it. This should capture the students’ attention. They will realize that the “candle” is in fact not a candle, but a piece of mozzarella string cheese with an almond sliver stuck as a wick.

HINT: The almond sliver will only burn for a couple of minutes. The flame will go out once the oil is gone in the almond sliver. Gather all the students’ observations as quickly as possible before the flame goes out. If it looks like the flame is going to go out, then make the decision of whether to bite the candle or blow out the flame and collect more observations.

IMPLEMENT – Carry out the activity

This activity is great for introducing the difference between an observation and an inference. Go back to the original list of observations. Determine which statements are observations and which ones are inferences. Explain to the students that people often think that they are making observations, but they are really making inferences. It is important that students recognize the difference between the two.

MATERIALS NEEDED – What equipment and supplies do I need?1. mozzarella string cheese 2. almond slivers (The oil in the almond sliver allows it to burn. It is

important that you use almond slivers from a freshly opened bag.)3. lighter

The Mystery Box Source: http://www.scienceteacherprogram.org/pdf/Chien_lesson_magic.pdf

LEARNING GOALSAfter the completion of this activity, students will:1. understand the difference between an observation and an

inference.2. make predictions.3. make and record observations.4. collect and interpret data.5. come up with a theory to explain how the mystery box works.6. design an experiment to determine the answer to the question.

CONCEIVE – What do I wish to accomplish through this activity?This is a great teaching tool to introduce students to scientific inquiry. Students can make observations, pose a question and come up with an explanation of what the interior of the mystery box looks like.

DESIGN – How will I accomplish this activity?Show the mystery box to the students. Have the students make some observations about the mystery box. Some common observations from students may include:

“The mystery box has several tubes sticking out of it.”“There are funnels sitting on top of the tubes on top of the mystery box.”“When water is poured in one tube, a coloured liquid comes out another tube.”“There are different colours that come out of the tubes on the bottom of the box.”

Ask the students to determine what they think the interior of the mystery box looks like. What could they do to determine this? Have them make a prediction.

IMPLEMENT – Carry out the activityAllow the students to pour water into the tubes on top of the box. They are not allowed to look inside the mystery box. They should try to figure out the plumbing mechanism associated with the mystery water box. After a certain designated time, have the students present their hypothesis and explanation of how the mystery box works.

MATERIALS NEEDED – What equipment and supplies do I need?1. big box2. clear plastic tubing (4-6 metres in length)3. hot glue sticks4. hot glue gun 5. takeout containers and lids6. garbage bag big enough to cover the box7. three funnels8. clear cups (to act as containers to collect the liquids)9. sponges10. coloured food dye

To prepare the mystery water box, use a hot glue gun to attach the tubing. Have three “In” tubes at the top of the box and four “Out” tubes on the bottom. Attach a funnel to each of the three “In” tubes to make pouring water into the tubes easier. Inside the box, use different sponges soaked with different coloured food dye. You may need to add more food dye if you are repeat this activity with different classes. Cover the box with a garbage bag, but keep the top accessible.

What happened to the volume?LEARNING GOALSIn this activity, students will:1. pose a scientific question.2. make predictions.3. make and record observations.4. develop a scientific argument using the CER protocol.

CONCEIVE – What do we wish to accomplish through this activity?This activity involves guiding students in distinguishing between observations and inferences. The activity starts with asking students for the definition of an observation. Some common responses from students may include:

“Looking at an object.”“Using your senses to see, hear, smell, touch or taste things.”“Making some measurements to collect information about something.”

It is important to emphasize that observations can be made by any of the senses, not just the sense of sight.

DESIGN – How to accomplish this activity?Do not tell the students what the two clear liquids are. Just show them that each individual beaker started out with 300 mL of liquid in them. Have the students make some observations.

Some common observations from students may include:“There are two clear liquids in the beakers.”“The volume for each liquid is 300 mL.”“There is water in the container.”

Some of the statements that students provide will be inferences rather than observations. Just take all their statements at this point. When the students are done with their list of observations, pour 300 mL of water and 300 mL of ethyl alcohol into a large graduated cylinder or a large beaker. Have the students predict what the volume would be. Most of them will predict that the volume will be 600 mL. Have a student volunteer to come up and make a reading off the graduated cylinder/beaker. The volume reading will be less than 600 mL. The reduction in volume should capture the students’ attention. They will realize that the two liquids are not the same and wonder what caused the volume to be less than the expected 600 mL. Ask the students for possible explanations.

IMPLEMENT – Carry out the activityThis activity is great for discussing the discrepant event because students will not expect the volume to be less than 600 mL. Most students will not be able to explain this phenomenon. This is a great activity to engage students and getting them to ask questions.

MATERIALS NEEDED – What equipment and supplies are needed?1. two 600 mL beakers2. 1000 mL graduated cylinder3. 300 mL water4. 300 mL ethyl alcohol5. food colouring in two different colours (if you want to show the clear liquids)

EXPLANATION – How Does It Work?When water and ethyl alcohol mix, the hydrogen bonds will make the water and ethyl alcohol molecules move closer together. This will cause a reduced volume.

VARIATION – Thumb HickeyThis is a variation of the water and alcohol activity discussed above which allows students to interact with this demonstration in a tactile way.

LEARNING GOALSIn this activity, students will:1. pose a scientific question.2. make predictions.3. make and record observations.4. develop a scientific argument using the CER protocol.

PREPARTION Prior to students arriving in class you will need to prepare one 18mm x 100mm test tube for each student in the class. 1. Fill the test tubes ½ to ¾ full with tap water. These can be prepared at any

time.2. Just prior to students arriving in class fill the remaining volume in the test tube

with ethyl alcohol. You will need to do this just prior to students carrying out the

activity so that the test tubes can be filled all the way to the top. If done tooearly the ethyl alcohol will evaporate which will affect the results of the activity.

3. Ask students to carefully pick up a test tube by placing their thumbs over the

mouth of the test tube and their pinky finger under the bottom of the test tube. Ideally there will be a tight seal between the student’s thumb and the top of the test tube. It is ok if a little bit of the solution spills, what we want to avoid is too much agitation of the solution prior to carrying out the investigation.

DESIGN – How to accomplish this activity?Have the students make some observations while they are holding the test tube. Instruct the students to begin making observations as soon as they pick up the test tube. One possible observation they will make is that there is a cool sensation on their thumb or hands should some spill. This observation can lead to a conversation on the differences in physical properties between water and the ethyl alcohol. Observations should be oral as students will be holding their test tubes now.

This investigation provides an opportunity to discuss the differences between observations and inferences. Once you feel students are beginning to understand the difference between observation and inference, have the students quickly invert the test tube and make additional observations. Based on their new observations, students can begin to infer as to why they sensed what they did when the test tube was inverted.

NOTE: When inverting the test, students will feel a suction generated as the water and the ethyl alcohol mix.

MATERIALS NEEDED – What equipment and supplies are needed?1. class set of 18mm x 100mm test tubes2. 2 x 600 mL beakers (used to fill test tubes)3. plastic pipette for topping off test tubes with ethyl alcohol4. approximately 300 mL of water5. approximately 300 mL of ethyl alcohol

EXTENSION – Did We Just Create Matter?This is an extension of the activity discussed above which will create a sense of consternation in students. For maximum effect, this demo should be paired with the previous activity and conducted following the mixing of water with the ethyl alcohol.

PREPARATIONPrior to students arriving in class, prepare the following solutions. Solutions should be made using volumetric flasks to ensure that they are as precise as possible.1. Solution #1: 1.0 L of 2.0 M Hydrochloric Acid 2. Solution #2: 1.0 L of 2.0 M Sodium Hydroxide

Option: Use food colouring to alter the colour of the solutions for a visual affect.Note: To save on materials the volumes of the solutions can be reduced to 500 mL. Caution: Reducing the volume will reduce the effect of the demonstration.DESIGN – How to accomplish this activity?

Have students make some observations of the two solutions. These observations should be both qualitative and quantitative in nature. Students should record that both solutions are as close to 1.0 L as can be made up in a high school laboratory. Once students have finished making observations, mix the two solutions together in a 2.0 L volumetric flask. You may want to convince students of the volumes of the volumetric flasks by filling them with water in front of students and transferring the volumes to graduated cylinders. Once students have been assured that the volumes contained in the volumetric flasks are as advertised, pour the two 1.0 L solutions into the 2.0 L volumetric flask. Students will observe that the volume of the two 1.0 L solutions combined will be greater than 2.0 L which is unexpected!

Option: Before mixing the 1.0 L solutions, have students predict the combined volume.

MATERIALS NEEDED – What equipment and supplies do I need?1. 2 x 1.0 L volumetric flasks2. 2.0 L volumetric flask3. 1.0 L of 2.0 M HCl (166.67 mL concentrated HCl acid + 833.33 mL of water)4. 1.0 L of 2.0 M NaOH (80.00 g of solid NaOH dissolved in approximately 600 mL

of water diluted to 1.0 L)5. optional – various food colouring

EXPLANATION – How Does It Work?This is a neutralization reaction which results in the production of a salt and 1 mole of water. The 1 mole of water at 25oC occupies a volume of approximately 18 mL. When the two 1.0 L solutions are mixed the transfer of the proton between the hydrochloric acid and the sodium hydroxide results in the production of water accounting for the perceived increase in amount of matter. While the demonstration seems to contradict the Law of Conversation of Mass, the actual explanation lies in the redistribution of matter. This is an excellent extension to the water and ethyl alcohol activities and provides opportunities to discuss different interactions of matter as well as the Law of Conversation of Matter.

Tea Bag RocketsLEARNING GOALSAfter the completion of this activity, students will:1. pose a scientific question.2. make predictions.3. make and record observations.4. develop a scientific argument using the CER protocol.

CONCEIVE – What do you wish to accomplish through this activity?

Through this activity a student will have the opportunity to develop their observation and inferring skills as they interact with an investigation that supports their understanding of the concepts of density and/or convection currents.

DESIGN – How to accomplish this activity?1. Remove the staple, string, and label from the bag of tea.2. If your bag of tea is not open on its ends, cut both ends off and empty out the tea into the trash.3. Unfold the bag of tea so that it is completely straight.4. Use your fingers to open the bag of tea. You should end up with a shape

resembling a cylinder.5. Stand the cylinder on one end on a flat, non-flammable surface. A dinner plate

works perfectly.6. Using a lighter or match, ignite the top of the cylinder.7. Watch the flame travel down from the top of the cylinder until…Liftoff! The bag

of tea takes off into the air like a rocket.

MATERIALS NEEDED – What equipment and supplies are needed?1. tea bag2. non-flammable surface (a flat dinner plate works well)3. matches or lighter4. scissors5. safety glasses

EXPLANATION - How Does It Work?There are three principles acting on the cylinder you've made from the bag of tea that make this experiment work.

The first principle involves the density of the air within the cylinder as it compares to the air on the outside of the cylinder. As the flame burns down the bag of tea, it heats the air that is contained within the cylinder. The heat excites individual air molecules and causes them to move more quickly and spread out within the cylinder. The excited air molecules inside the cylinder are farther apart than those on the outside of the cylinder, making the air inside the cylinder less dense than the air outside the cylinder. This warmer, less dense air rises above the cooler, denser air.

This experiment also demonstrates the principle of convection currents. As we just explained, the burning bag of tea creates hot, less dense air. This creates a thermal, or convection, current. The space created by the less dense air inside the cylinder allows the dense air outside to push upwards from the bottom. That movement or current of air is referred to as a convection current.

But that isn't enough to create the rocket that you saw at the end of the experiment. As the bag of tea burns, it turns into both ash and smoke. The smoke lifts away and dissipates into the air, leaving just a delicate ash frame. Since the ash is so lightweight, the force of the rising hot air is strong enough to lift the ash

into the air.

CONNECTIONS - Additional InfoThere is also a real-world connection with this experiment. While vehicles like NASA rockets or harrier jets (these are amazing, look them up) use propulsion to achieve a vertical “liftoff,” hot air balloons use a similar method to your rocket that you created with a bag of tea. Hot air balloons use a burner to heat the inside of the balloon, creating the same air density change that you made with your rocket. However, there is no mass change like when your paper turned to ash. Instead, the air inside the balloon is heated much hotter than the air outside, creating an envelope of air much less dense than the air outside. As a result, the balloon lifts off the ground.

There is also a connection to convection currents and the movement of tectonic plates. The link can be made by looking at the movement of warm and cool air based on their relative densities.

The Egg Drop LEARNING GOALSAfter the completion of this activity, students will:1. pose a scientific question.2. make predictions.3. make and record observations.4. develop a scientific argument using the CER protocol.

CONCEIVE – What do you wish to accomplish through this activity?Through this activity a student will have the opportunity to develop their observation and inferring skills as they interact with an investigation that supports their understanding of the conversion of potential energy to kinetic energy

The Egg Drop is a classic science demonstration that illustrates Newton's Laws of Motion, namely inertia. The challenge sounds so simple... just get the egg into the glass of water, but there are a few obstacles. The egg is perched high above the water on a cardboard tube, and a pie plate sits between the tube and the water. Still think it's easy? Sir Isaac Newton does.

DESIGN – How to accomplish this activity?IMPORTANT: Always wash your hands well with soap and water after handling raw eggs. Some raw eggs contain salmonella bacteria that can make you sick.

1. Fill the large drinking glass about three-quarters full with water.2. Center a pie pan on top of the glass.3. Place the cardboard tube on the pie plate, positioning it directly over the

water.4. Carefully set the egg on top of the cardboard tube.

5. With your writing hand, smack the edge of the pie pan horizontally. Don't swing up, and don't swing down! It’s important that you hit the pie pan horizontally and use a pretty solid hit, so plan on chasing the plate and tube.

6. Your astonished guests will watch the egg plop nicely into the water. It’s even more fun to watch someone else try to drop the egg.

MATERIALS NEEDED – What equipment and supplies do I need?1. Cardboard tube2. Pie pan3. Eggs4. Water5. A large drinking glass6. Tray (optional)7. Coloring Tablets (optional)

EXPLANATION - How Does It Work?Credit for this one has to go to Sir Isaac Newton and his First Law of Motion. He said that since the egg is not moving while it sits on top of the tube, that’s what it wants to do - not move. You applied enough force to the pie pan to cause it to zip out from under the cardboard tube (there’s not much friction against the drinking glass). The edge of the pie pan hooked the bottom of the tube, which then sailed off with the pan. Basically, you knocked the support out from under the egg. For a brief nanosecond or two, the egg didn’t move because it was already stationary (not moving). But then, as usual, the force of gravity took over and pulled the egg straight down toward the center of the Earth.

Also, according to Mr. Newton’s First Law, once the egg was moving, it didn’t want to stop. The container of water interrupted the egg’s fall, providing a safe place for the egg to stop moving so you could recover it unbroken. The gravity-pushed egg caused the water to splash out. Did someone get wet?

EXTENSIONS Try testing longer tubes, more or less water, different liquids in the glass, different water containers, and heavier or lighter falling objects.

MODIFICATIONSWorried about the potential mess? You can also try this with a cup, an index card, and a penny! 

Burning Candle – Rising Water

Source: http://www.math.harvard.edu/~knill/pedagogy/waterexperiment/

LEARNING GOALSAfter the completion of this activity, students will:1. pose a scientific question.2. make predictions.3. make and record observations.4. develop a scientific argument using the CER protocol.

CONCEIVE – What do you wish to accomplish through this activity?Through this activity a student will have the opportunity to develop their observation and inferring skills as they interact with an investigation that supports their understanding of the conversion of the effect of energy on gases and the law of conservation of matter as it applies to balanced chemical equations.

Besides pedagogy or psychology, it can be also relevant just to get the facts right. The Water-Candle experiment is an illustrative example. It is a situation where many different effects play together and where it is hard to figure out which ones really matter.

DESIGN – How to accomplish this activity?IMPORTANT: Always wash your hands well with soap and water after handling raw eggs. Some raw eggs contain salmonella bacteria that can make you sick.

1. Place a layer of water in a small pan or dinner plate, (food colouring can be added allowing for the effect become more noticeable).

2. Place a candle in the middle of the small pan or plate.3. Light the candle and place the glass jar over top of the candle, sealing the

candle on top with the glass jar and on the bottom with the layer of water4. Observe the candle as it burns within the class jar.5. The effect may take a moment to occur – be patient.

MATERIALS NEEDED – What equipment and supplies do I need?1. Small pan or dinner plate2. Glass jar, (glass cup will work as a substitute)3. Water4. Lighter or match5. Food colouring, (optional)

EXPLANATION - How Does It Work?

A Chemical Explanation: Oxygen O2 and paraffin (CnH2n+2) react. The combustion produces water H2O and carbon dioxide CO2.

For n=1 we balance the equation as follows:2 O2 + CH4 →CO2 + 2 H2O Because twice as much oxygen is burned than carbon dioxide released, the air volume decreases. This causes the pressure inside the container to decrease relative to atmospheric pressure – essentially the water is pushed up into the glass. A Physics Explanation: the candle heats the air causing it to become less dense. This cancels the depletion of the oxygen temporarily and the water level stays down. When the oxygen is depleted, the candle goes out and the air cools. The volume of the air decreases which causes the pressure inside the container to decrease relative to atmospheric pressure – and as above the water is pushed up into the glass. The temporary temperature change which delays the rise of the water.

There are two different effects. Both a chemical and a physical reasoning are needed to explain what we can see. Both physics and chemistry matter. The initial cancellation effect can confuse the observer. plays a role when the chemical equations are balanced.

For a more detailed explanation of factors at play in this investigation check out: http://www.math.harvard.edu/~knill/pedagogy/waterexperiment/