Living vs. Nonliving!

In this lab, students were split into groups and were given microscopes along with various materials. Some of these materials included; lettuce, zucchini slices, apple slices, Q-tips, tissue, hair, minerals in addition to a few other objects. Students were asked to analyze the given materials in a couple of different ways. First, observations were made with their unaided eye. Some descriptions included the color of the object, any imperfections (holes, dents, bends), and anything else that stuck out to the students. Next, all of these materials were examined underneath the microscopes using each magnification setting (x4, x10 and x40). Students were again asked to make observations for each object under each different magnification setting. Some of this data included the color of the objects, the presence or absence of cells along with anything else the students found interesting. It was evident that the lettuce leaf was the easiest specimen to see the cells in. By the end of this lab, students were able to categorize the objects as living or nonliving based on whether cells were observed or not.

Energy and Energy Transformation

The first lab of the year for 8th graders was an incredible success! Students spent a week learning about potential and kinetic energy along with other various forms of energy (sound energy, thermal energy, electromagnetic energy, chemical energy, elastic potential energy, and more!) and then applied their knowledge by designing and building a functioning roller coaster. Students were placed into groups and moved outside to the back of the school where their creations began! Once students were happy with their tracks, they were given marbles to test if it would actually work. Along with designing and building these roller coasters, students were asked to answer a few lab questions regarding their designs. For example, the students drew models of their tracks once completed and then labeled their “blueprints”. These labels included information such as the types of energy present, where they are present, as well as why they are currently in effect. Overall, all of the students were able to construct working designs which were a blast to build!

The Science of Mentos and Coke!

The science of Mentos and Coke…Why does Coke explode when Mentos Candies are added? Fourth graders hypothesized it was the sugar…or maybe the motion of the candies dropping…or maybe something else. We needed to find out. As we did all year long, we discover in science by using the scientific method. First we researched and discovered it was most likely the rough texture of the candies. We then headed outdoors and added Mentos to Coke and watched the eruptions. We hypothesized that IF it was the rough texture of the candies, then sand would create eruptions as well. As soon as the Mentos supply was depleted, we gathered sand and tried again. The observation? Sand created even higher eruptions than the Mentos. Conclusion, it is the rough texture on the candies or the sand grains which provides a surface for the dissolved carbon dioxide to form carbon dioxide bubbles to form so abundantly that they forcefully overflow the bottle. Great last science class, fourth graders! We hope you keep questioning, researching and investigating over the summer!

Solar Oven S’Mores

Fourth graders used their knowledge of passive solar design to create something delicious! After a review of thermal energy transfer and passive solar design from our STEM projects back in March, fourth graders decided to put this knowledge to the test. Could radiation from the sun bake s’mores? In the Makerspace we carefully, measured, cut, taped, and folded ordinary pizza boxes and a few other items, each with their own design purpose. The end result was a solar oven. We filled the ovens with graham crackers, chocolate and marshmallows and set them out in the warm May sunshine to cook. After a couple of hours we returned to find an oooey, gooey tasty treat made by the sun’s radiation, absorption properties of black paper and the reflective properties of foil.

Thermochromatic Oobleck!

What is thermochromatic oobleck? Ask a 4th grader! In a unit on thermal energy, 4th graders discovered that thermal energy naturally transfers from hot to cold through three main processes; conduction, convection and radiation. We studied the sun and fire for radiation, a pan of boiling water rising and falling for convection and a pan on a stove for conduction. Fourth graders learned that heat is actually a measure of the movement of particles (molecules) within an object. For another fun demonstration of thermal energy transfer, students made the non-newtonian fluid, oobleck from cornstarch and water but also added thermochromatic powder. As our warm hands touched the cooler oobleck, the themochromatic powder allowed the color to change from light to dark, further demonstrating energy transfer through conduction. It was a fun, messy and educational class in grade 4!

2020 Science Fair

Did you know that Saran Wrap will not prevent mold on cream cheese; coffee with milk will reduce the likelihood of stained tooth enamel; a rocket propelled by vinegar and baking soda can lift ten times its weight in vinegar; vegetables can provide electricity, you can, in fact, train a fish and nylon socks produce less foot odor than cotton ones?
At the 2020 Unquowa Science Fair our fourth, fifth and sixth grade scientists presented the science behind these facts and so much more! After months of research, planning procedures, trial and error and forming conclusions, student scientists proudly educated the Unquowa community. Visitors to each science fair booth were impressed by the extraordinary display of fascinating scientific research. Congratulations to our budding scientists and a great big THANK YOU to all who came together to make this event a success!