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PRIMARY KIDS’ 2-DAY CHEMISTRY EXTRAVAGANZA
– sent in by Pauline Cook |
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"Hi - here are the details of a two day event we did at our primary school class of year 3 and 4 children during Chemistry Week.
 We split the children into four groups and they investigated four different aspects of chemistry. We made slime from borax and pva glue. (We got so good at it we thought of selling it as stocking fillers at the school fair).
 We used a cabbage indicator to test acids and alkalines, (one child referred to it as 'toxic cabbage water'. ) We made bread, children didn't realise that cooking was in fact chemistry.
 And we made a variety of bubble blowers (with good results including cubed bubbles and very large bubbles) and experimented with washing up liquid and glycerine to get the best bubble mixture.
The children and staff had a great couple of days, they learned a lot and are still talking about it. Exciting science can be done at primary schools, (and by non specialists, I'm one of them)."
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FACTORY VISIT
– sent in by Judy Vincent |
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"A total of 6 schools, 142 children year 4 went to Cannon Avent, our local factory who make baby bottles and other products for babies.
The pupils toured the factory, and saw it from a mezzanine floor so they had a good idea of the layout before they saw each machine. They saw the raw materials and the mechanisms to suck it and dry it and shoot it around the factory to the robotic machines. They listened to all the fascinating sounds {a music lesson coming up!}, and we had a series of activities in a big conference room too. I let them feel all the different materials and we talked about oil and plastic and silicone and where things come from. We talked about properties, solid liquids etc etc, they set up a 'conveyer belt' and tried assembling a bottle as fast as the machines, no chance! I have written a teachers pack to take the ideas further once they are back in school and all in all we had a ball!
The company are so lovely I cant get over how kind they were, they even gave each child a free gift which of course was a very popular move. They gave me about 50 bottles to do more experiments which I am positively itching to start on. We reminded them that it is Science Year and put stickers on every little chest!
The majority of the work now will be on sorting and classifying and properties of materials and I have a recycling lady coming in soon. Oh boy I am tired now, a cup of tea is called for, thank you again best wishes Judy Vincent."
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SCIENCE FOR SEPTUGENARIANS
– sent in by Katy Hewis |
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"This week I have been involved in promoting Science Year to a much neglected group, to whit 'Scintillating Science for the Septugenarian'. Yes, I have been trawling around WI groups and a Methodist Ladies Group (talk about Hymns, Hilarity and Hydrogen ions) with my box of tricks - Science in a Sandwich box, if your sandwiches are 0.6m by 1m of course.
In a nutshell I have been demonstrating the use of science in problem solving with the aid of my trusty red cabbage and a host of other kitchen items. The groups of mainly women have been up to 36 strong and all have been totally bowled over by the experience. Some have not thought about science since their schooldays (many years ago) and thoroughly enjoyed the chance of wielding spatulas, test-tubes and squeezy plastic pipettes. Oh the whoops of joy as the acid hits the bicarbonate of soda! The industrial importance of salt. Not to mention the mystery of the colour changing hydrangea (or is it rhododendron?)"
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THE ‘WASHING-UP CHEMISTRY CONUNDRUM’
– sent in by Bill Atkinson |
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I am a year six teacher in a smallish primary school in north east England. My science lesson on planning a fair test and dissolving and mixing begins with a letter from my wife.
Dear Class One,
When Mr. Atkinson and I wash the dishes we always have a little bit of sugar stuck to the bottom of the cups. What can I do to stop this happening?
Lots of love, Pauline
The next step is for the four groups in my class to decide which aspect of the problem they would like to investigate. This step followed a discussion on what the children thought would be the important factors.
Group 1:- Number of stirs
Group 2:- Amount of sugar
Group 3:- Temperature of water
Group 4:- Shape of the cup
Each group set about planning a fair test for their part of the problem.
The groups then set about their tasks with gusto. They recorded their results after weighing any residue of sugar on electronic scale.
The next stage was to report their findings to the other groups. The last stage was to write back to Mrs. Atkinson and offer her advice.
It was an excellent scientific investigation and the children found it easy to draw conclusions because they had to offer advice to a third party."
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LUNCHTIME CHEMISTRY IN THE FOYER
– sent in by Ken Ness |
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"Hi - thought I'd send some details of our Chemistry Week activities.
We had the following over 4 days all in the school foyer at lunchtime:
Oral Chemistry: We used acid drop sweets and bicarb to neutralise them. One of the products is of course salt. Mmmmmmm, the taste of sea water!
Gases: We filled balloons with oxygen, carbon dioxide and helium. We released the Helium balloons and the winner was returned after three weeks from the German/Czech border.
Food Chemistry: We used a popcornmaker to explain the chemistry involved in causing corn to pop.
Chemical Volcanoes: Lots of flour piled into a volcano shape. Put some bicarb into an empty film canister with a few drops of ed food colouring (photo developing shops will hand over hundreds of them) and sink it into the top of the volcano. Add some vinegar and watch the eruption.
Cheers for now!"
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HORSE-POO INVESTIGATION
- sent in by Rebecca Draper |
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"Last Summer my class of Y5 and 6 entered the Survival Anglia Wildlife on your Doorstep competition - and won!
We carried out a week long investigation into ....horse poo! We called it "SPLAT!" and decided to observe and record what happened to the muck and the grass beneath it over a week. The children worked in groups and tested out their theories (based on much other science work done so far) e.g. Will the weight change? Will the colour change? Will the smell change? (!!!) What will happen to the grass beneath it? What creatures will "visit" it? Will the core temperature change? etc.
The children thoroughly enjoyed the project and the Y 3 and 4 have already asked if they can "Do a Splat!" when they are in y6.
It reinforced lots of the work so far as well as making them think carefully about how (safety, respect for the environment, etc.) when and what to observe, measure and record and also how to present the finished investigation.
I recommend a similar project as it certainly grabbed their attention and interest (You know what children are like about "toilet" things!!)"
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PRIMARY SCIENCE INVESTIGATIONS
– sent in by Jill Lock |
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Inspired by the story from Pauline Cook in the recent Science Year Newsletter, I thought I would write to tell the world about our first ever Science Week in June last year.
For the final lesson each day every class investigated Science. Each class teacher chose a favourite theme and the children moved from class teacher to class teacher each day, around their own age band (3 classes per band). In addition, on Monday the Science club and I visited our Reception class with some fun Science ideas, and on Friday we all went to SciTec in Derby.
I enclose a few photos of Y1/2 classes enjoying their activities.
The week went very well and plans are being made for this year. We will continue the round-the-classes activities but have arranged for Quantum Theatre to come into school too. Any other ideas would be very welcome ....."
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PROJECTS TO INVESTIGATE LIGHT
- sent in by Ian Moss |
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"Here at the Buckinghamshire Young Peoples University, we're running a five session course which we're calling 'Eruptions and Sparks'.
In week one, we're asking the question, 'why is the sky blue?'
To answer this the children (years 5 and 6) are carrying out the following experiments.
• Making rainbow spinners to merge light.
• Looking at refraction with a pencil in a jar of water.
• Refracting light through water onto a card to show the rainbow.
• Refracting light through prisms to make primary colours and the using a ray box to merge them back together.
And why is the sky blue?
Because the blue light (short wavelength) is absorbed by the water molecules and radiated in different directions, whereas the longer wavelength pass straight through.
And all in two and a half hours!"
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