Mötespunkt för pedagoger att dela naturvetenskapliga idéer
An experiment that contains both science and practical mathematics. Alex counted for 137 nails that stuck to the magnet and could certainly have counted longer if the nails in the box had not run out. Can all magnets hold the same number of things, or does it differ, and if so, why? Something to look into!
If you like, you can start by:
Stimulate and challenge children in their mathematical development. Work with the mathematical area of locating by having children encounter different concepts and being challenged in formulating and listening to different concepts that indicate location.
Procedure:
• The hider of the stone goes away and finds a good hiding place for the stone. When the stone is hidden, the hider goes to the other participants and gives them a clue, for example that the stone is under something high beside some brown.
• The participants must now observe the surroundings and try to find the stone.
• If more clues are needed, all participants are reassembled and the hider gives more descriptions, for example that the stone is below something high that is brown and green, next to something long and brown, rather than something narrow and green.
• Participants continue to search. When the stone is found, the participant who found the stone may hide it.
As an adult, it is important to support both the hider and the explorer in formulating and interpreting the concepts used.
Maybe not to sooth down a group of children, but a lot of fun will be included in this: Make a Balloon powered car
Don’t forget to reason together afterwards of why things are happening.
This is an experiment that shows that the shape of an object is important in order to get the object to float in water, but it is also an experiment that can be difficult for children to do themselves, as there are several steps to take into account and many instructions for getting a boat floating. When successful, it is very fun!
Mix all dry ingredients in a bowl, beat over the boiling water. Add the oil and caramel color, and quickly combine the ingredients into a dough. Allow to cool slightly before use!
Give the children a piece of dough and let them shape a boat as they like. Try it in the water and see if it floats. It probably does not, because the shape is so important for the flow properties of the clay (the clay has a higher density than water, and usually sink). In order for the clay to flow, it must be shaped like a coffee cup or a glass, ie as a vessel with high edges.
A further development is to let the children try to build boats of several different types of clay. Is there any mud that floats, no matter how you shape it, or is the shape of the boat equally crucial for all types of clay?
If you need is, here is a recipe on dough:
Can a boat be built from anything? And how come boats made of metal can float when metal really drops?
Let the children carpenter, paste, screw and build their boat to their liking and taste, and then let them try the boat in a suitable tub or pool to see if it floats. If it does not flow, you may continue to work with the construction.
Ebba has decided to build a boat using a picture frame she found in the workshop. On it she tapes a piece of paper and then the boat is ready. Sure, Ebba’s boat is floating! Sure the tape dissolves in the water fairly quickly, but the sheer joy of designing is worth taking advantage of.
The purpose of this activity is to challenge the children in an problem-solving task where there are several different alternatives while also being able to work together, talk and cut with scissors or tear with their fingers. There is also a lot of mathematics, as well as conceptual ability.
How to Do It:
Get an apple and ask: How long is an apple peel?
First experiment
Second experiment:
A little water experiment like this in rainy weather times? Why not?
Pour hot water in one, cold in another and room-temperatured in the third.
Put one hand in the warm water and the other in the cold. Hold them there for 30 seconds.
Then place both hands in the room-temperatured water. Do your hands feel the same?
Explanation: Human temperature sensation is sensitive to change. For example, when your hand is moved from cold to warm water, the body signals that the water is very hot – even if it is not.
Experiment: To make this study an experiment, try answering any of the questions below. Don’t forget to set a hypothesis and explain the result.
This is an experiment that you have to be very careful with, as you deal with open fire.
Choose a regular tea bag (not a triangular bag). Cut off the tea bag just below the closure and pour the contents. Fold up the empty bag to get a long, narrow, hollow cylinder of paper. The cylinder is placed upright on the ground and the top is lit.
What happens is that the fire spreads downwards and when it reaches the lower part of the ”vehicle” the remains of the bag lift due to the rising hot air.
The explanation is that during combustion the surrounding air is heated. Then the temperature increases, expands the air and thus gets lower density. The lower-density hot air rises upward and then gives rise to an airflow. The tea bag paper is drawn into the air stream as soon as the weight has dropped sufficiently. The weight decreases as the paper is burned.
This task trains to designate geometric shapes.
This exercise works just as well indoors as outdoors.
The task is found from the blog ”Räkna med mig”