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  • Padlet ile yapıldı
    TURKEY

    YUNUS EMRE NURSERY SCHOOL

    Experiment 1: We moved things by blowing them!

    Equipment:

    1. Pipette

    2. Small pieces of leaves

    3. Clear plastic bag

     

    Information: Air can move things – think of leaves or sand blowing on a windy day. It can speed things up or slow things down (think of cycling a bike with the wind behind you or against you).

    Trigger questions: 1. Can you see air? (Not really, if it is clean) Can you hear air? (Yes if it is moving) Can you smell air? (Not if it is pure) Can you feel air? (Yes if it is moving) Do we need air? (Yes….) Can air move things? What sort of things can it move? How can you move air?

    Skills: Predicting, experimenting, observing, measuring, recording, analysing

    Activity:

    First i have asked them:

    ''Can we move various materials using air? , What are the different ways of using air to move these things?” (They may suggest blowing directly or through a straw, fanning …) 

    After that we moved the leaves by blowing them with pipette.

     

     

     

    Experiment 2: Fireproof Balloon

    EXPERIMENT

    1

    Blow up a balloon just as you normally would and tie it off.

    2

    Light a candle and place it in the middle of the table.

    3

    Put on your safety glasses because it’s time to pop the balloon. Hold the balloon a foot or two over the top of the flame and slowly move the balloon closer and closer to the flame until it pops. You’ll notice that the flame doesn’t have to even touch the balloon before the heat melts the latex and the balloon pops. Let’s just say you had to prove what you already know.

    4

    Let’s repeat the experiment, but this time the bottom of the balloon will have a layer of water inside.

    Fill the balloon to the top with water—it probably holds a few ounces (that’s 60 mL for you scientists out there)—and then blow it up with air. If you accidentally let go of the balloon before you tie it off,
    you’ll spray yourself, and your friends
    will love it. Just tie off the balloon and get ready for the next step.

    5

    Hold the water-filled balloon at the top while you slowly lower it over the candle and watch as people start to run. Everyone knows that it’s going to pop, but for some strange reason it doesn’t. If you’re very brave, you can actually allow the flame to touch the bottom of the balloon, but it still doesn’t pop.

    6

    Remove the balloon from the heat and carefully examine the soot on the bottom. Yes, there’s soot, yet the balloon didn’t pop. Before reading the explanation, try to figure out why the layer of water kept the balloon from popping.

    HOW DOES IT WORK

    Water is a great substance for soaking up heat. The thin latex balloon allows the heat to pass through very quickly and warm the water. As the water closest to the flame heats up, it begins to rise and cooler water replaces it at the bottom of the balloon. This cooler water then soaks up more heat and the process repeats itself. In fact, the exchange of water happens so often that it keeps the balloon from popping . . . until the heat of the flame is greater than the water’s ability to conduct heat away from the thin latex and the balloon pops. But watch out! If you turn the balloon so that the candle flame is close to the side of the water balloon, the balloon will pop because the water is not conducting the heat away from the surface of the balloon. At least the water will help put out the fire!
    The soot on the bottom of the balloon is actually carbon. The carbon was deposited on the balloon by the flame, and the balloon itself remains undamaged.

     

     

    Experiment 3: Smelling and Tasting fruits

    Equipment:

    1. Pictures of senses

    2. Small pieces of fruits

    3. Someting to cover the eyes

    Information: Today we are going to think about our senses. What are these? Here are some clues. (Used the drawings of senses). Seeing/Hearing/Touching/Tasting/Smelling. We are going to concentrate on one sense. Our sense of smell!

    Trigger questions: What would like the smell of a fish? Cat/seagull/osprey/bear

    Who likes the smell of a bone? Dog/wolf/lion

    Can you invent some names for the new perfumes in the lemon, apples, flowers, eggs.

    So our noses are good at telling the difference between smells. Our noses also help us detect danger.

    Activity: Three children went to the centre at one time. They smelled the samples there and saw if they can detect what the smell was.

    After the experiment children ate the fruits.

     

    Conclusion/Questions:

    Which smell was the easiest to match?

    Which smell was the most difficult to match?

    Why do you think some smells were easy and some were more difficult?

    How was your sense of smell affected while blindfolded?

     

    Experiment 4: Space:

    First I helped the children construct rocket ships out of recycled materials. then, showed pictures of space rockets and capsules to the children by looking at books together. Then each child made their own rocket by using cardboard toilet tubes.

    We all together went to the space with this rockets and saw how the earth is big. we studied our world from a distance.

    Then we came back to our world and learn about Eratosthenes life. 

     

    EDİRNE UZUNKÖPRÜ DEMOKRASİ PİRMARY  SCHOOL

     

    CARBONATE AND CIRCLE EXPERIMENT

    Materials: Balloon,

    a soda bottle,

    vinegar,

    carbonate and tea spoon.

    Application: First, put 2-3 cm vinegar in the syrup bottle. There is a tea spoon in the mouth of the bubble. Very quickly move the mouth of the ball into the mouth of the bottle is passed to the mouth.

    Conclusion: The amount of oxygen in the carbonaceous melt increases as the acidic substance circulates.

    GREECE

    Amygdaleonas:

     

    Here's our first science activity:

    While wondering where the colors of the rainbow come from, we talked about the three basic colors (red,yellow, blue) and the "shade" ones (black/white). Then, we tried to make more colors by using plastic transparent colored stirrers, and wrote down our conclusions:

    red and yellow=orange

    red and blue=purple

    yellow and blue= green

    yellow, green and blue - coffee brown

    Then we tried to figure out how white and black change colors. White was great; We produced pink, baby blue, but black smeared everything and looked like dirt.. :)

    *********************

    Afandou:

    From Afandou Greece a video about all we had to go through to become MICROBSBUSTERS! 

     

     

    Penelope Gogidi

     

    POLAND

     

    UKRAINE

    Kate Sinkina