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In this section you will find a number of science and technology lesson plans that incorportate the use of scientific sensors and probes.  The first two lessons in our grade six unit on Flight are also available...more will follow soon!

The Effect of Salt on the Boiling Point of Water (Grades 7/8)

The Effect of Salt on the Freezing Point of Water (Grades 7/8)

Is Snow a Good Insulator (Grades 7/8)

Evaporation (Grades 7/8)

Flight - Lessons 1 and 2   (Grade 6)

The Effect of Salt on the Boling Point of Water

Purpose:  To determine the effect of salt on the boiling point of water.

Materials:  computer, interface, temperature sensor, hot plate, salt, beaker, water, goggles

Method: 

1.  Pour approximately 200 ml of cold water into a large beaker.

2.  Add one tablespoon of salt into the water and stir until dissolved.

3.  Place the beaker containing the salt and water mixture onto the hot plate.

4.  Turn the hot plate on and set it to the maximum heat.

5.  Place the temperature sensor in the water and hold it so that it is not touching the glass bottom of the beaker.

6.  Configure the "Science Workshop" set up to the proper sensor and choose a graph display.

7.  Now click on "record" and continue heating the mixture of water and salt until the temperature no longer rises.

Questions:

Use your graph to answer the following questions:

1.  How long did it take to bring the tap water to a boil?

2.  What is the maximum temperature that salt water can reach?

3.  What is the class mean (average) for the maximum temperature?

4.  Is this temperature higher, lower, or the same as the boiling point for pure water?

The Effect of Salt of the Freezing Point of Water

Purpose:  To determine the effect of salt on the freezing point of water.

Materials:  computer, interface, temperature sensor, salt, water, test tube, test tube holder, plastic bag.

Method:

1.  Using a graduated cylinder measure 3 ml of tap water.

2.  Pour the water into a beaker.

3.  Measure 1/4 teaspoon of salt and add to the beaker of water. 

4.  Stir the mixture until the salt dissolves.

5.  Now pour this mixture of salt and water into a small diameter test tube.

6.  Configure the "Science Workshop" set up to the proper sensor and choose a graph display.

7.  Go to the "Menu", click on "Experiment", and "Disconnect for Data Logging".

8.  Then click on "OK" in order to save changes.

9.  Go to "T: Drive" and to the "Science" folder.

10.  Use your initals and the word salt as your file name...i.e "LMsalt" and then click "OK".

11.  Click "Begin Logging".

12.  Disconnect the two cables at the back of the interface.

13.  Go to your lockers to pick up your jackets.

14.  Take the test tube holder, test tube of salt water and inferface with the temperature sensor outdoors.

15.  Set up the apparatus ensuring the interface is placed inside a plastic bag.

16.  Press the LOG button on the front of the interface to begin data collection once you are outside.

17.  When the mixture has frozen stop logging the data.  Return to class, reattach the interface cables and download your data.

Questions:

1.  What was the lowest temperature that the salt water reached?

2.  Did the salt water solidify completely?

3.  Is the freezing point for salt water below, the same as, or above the freezing point for pure water?

4.  At what temperature does the pure water solidify?

5.  Lake Winnipeg is a freshwater lake.  If there was a salt lake located right beside Lake Winnipeg and it was the same size which lake would freeze first?   Why?

6.  Why is salt sprinkled on our streets in the winter?

Is Snow a Good Insulator

A good insulator is any material that does not conduct heat.  In other words, heat does not move through the material easily.

Purpose:  To find out if snow is a good insulator.

Materials:  meter stick, plastic bag, temperature sensor, interface, computer

Method:

1.  Tape the sensor to the end of a metre stick.

2.  Place the interface in a clear plastic bag and seal it up.

3.  Take the temperature at each location for 30 seconds.

4.  Choose a site where the snow has not been disturbed!  In other words, there should be NO chunks of ice or snow!

5.  Dress warmly as you will be outside for a few minutes.

Chart:

Complete your lab reports!

Evaporation

Purpose:  To determine if heat is required for the evaporation of different liquids.

Materials: computer, interface, temperature sensor, test tubes, test tube holder, various liquids.

Method:

For each liquid being tested:

1.  Pour 3mls from a graduated cylinder into a test tube.

2.  Take the temperature sensor and hod it up in the air.

3.  Start the experiment.

4.  Then place the tip of the sensor into the liquid and quickly lift it out.

5.  Wave the sensor in the air so that the liquid evaporates.

6.  Keep waving the sensor for 60 seconds.

7.  Then stop your experiment.

Questions:

1.  Was heat lost from the sensor when water evaporated?  How many degrees Celcius did the temperature drop/rise?

2.  Was heat lost from the sensor when vinegar evaporated?  How many degrees Celcius did the temperature drop/rise?

3.  Comparing water to vinegar which liquid requires more heat for evaporation?

4.  Did all liquids in your experiment require heat to evaporate?

Grade 6 Science- Principles of Flight

Unit Learning Outcomes:

1. Students will perform a number of experiments that will demonstrate the role of lift and drag on flight.
2. Students will describe the role of lift in overcoming gravity and enabling devices or living things to fly.
3. Students will demonstrate and identify situations, which involve Bernoulli’s principle.
4. Students will use a variety of sources and technologies to gather pertinent information.

Lesson 1

Location: Computer Lab

Time: 45 minutes

Instructions: Have students access the following website http://www.allstar.fiu.edu/aero/princ1.htm

Discussion: (Discuss with students the following principles.)

Lift is a force that enables an object to overcome gravity.

Discuss with students how lift enables an airplane fly, which in part comes from the air that flows swiftly over and under its wings.

Questions: Ask students the following questions.

1. What happens if you take a strip of paper and set it against your chin just below your mouth and blow air over top of the paper?
2. What would happen if you hold two sheets of notebook paper about four inches apart and blow between them?

Experimentation/Observation:

Materials required – Experiment 1 - Strip of notebook paper or newspaper, about 2 inches wide and 10 inches long, a text book and Paper clips

Materials required – Experiment 1 - 2 sheets of notebook paper

Connect to http://www.allstar.fiu.edu/aero/princ1.htm and complete experiments 1 and 2.

Applying Knowledge

1. Have students identify living and non-living devices that fly.
2. Discuss with students the force that enables living and non-living devices to fly.
3. In experiment 1 Bernoulli’s principle was discussed. Have students identify situations that involve Bernoulli’s principle.

Have students’ record their conclusions for experiments 1 and 2.

 Lesson 2

Time: 20 minutes

Principal of Lift Reviewed

Location: Computer Lab

Instructions:

1. Have students access the following website

http://www.planemath.com/activities/liftoff/liftoff_1.html

As a group read and discuss the information presented.

Focus on lift, gravity and Bernoulli’s principle.

Plane Math Activities

Time: 20 minutes

Return to http://www.planemath.com/activities/pmactivities4.html and select the "Flight Path" link. Students must find the shortest path between 2 cities.

Return to above web address and select the "Plane Capacity" link. Students must determine how many people can safely board your plane?