Sam the Science Kid: Experiment #3: Crush With Air

Continuing my blogging project for 2011 where I do a science experiment per week with my six (soon to be seven) year old daughter.

This week’s experiment returned to the world of air pressure and was actually conducted right after experiment #2 from last week. Sam wanted to do another, and who was I to say no? Equipment for this week consisted of…

  1. A 2-liter soda bottle (empty) and cap
  2. Some hot water
  3. Some ice water
  4. A large pan full of ice

We started by having Sam fill the bottle with the hot water and putting the cap on after a few seconds. We used a funnel, but there was still mess. I think she makes the mess on purpose, but you know what? That’s okay. Nobody ever did science without making a mess and/or killing a bunch of graduate students.

She then lay the bottle down in the pan of ice and slowly poured the ice water over it. Again, more spillage. I think I should invest in some proper science-ey beakers so that we at least look the part.

We then sat back and watched, which for Sam was probably the most grueling part. Soon, though, the plastic bottle began to crinkle and pop as the cooling air inside began to contract and thus lower the air pressure. Sam thought this wanton deformation of grocery items was exciting, so I explained to her about how gasses expand when they get hot and contract when they cool. I tried telling her about the three-way relationship between volume, pressure, and temperature, but she was too busy poking the bottle and asking (perhaps hopefully) if it would explode.

This being a pretty simple experiment, I asked Sam to focus in her journal on describing what we did. I told her that this is an important part of doing science, since one of the qualities of a good experiment is that it can be copied and repeated by other people. Here’s what she wrote:

Experiment 3 Crush with air. We pot hot water in a bol. Pot the led on. The dottle felt hot. We pot it in ice it crushed. The air crushed it.

Next week: we grow stalactites and learn about the importance of careful measurement! Maybe. If that doesn’t work out, we’ll crush something else.

Sam the Science Kid, Experiment #1: Card Trick

As 2010 draws to a close it comes time to pick my blogging project for 2011, and I’ve decided to return to writing about my kids. Wait! It’ll be a bit different than before.

One of the Christmas gifts I bought Samantha this year was a book containing a bunch of science experiments for kids. All the experiments are pretty simple and can usually be accomplished with stuff you can dig out of the trash and junk drawers. I also bought Sam a white lab coat with a name tag reading “Dr. Samantha” –because hey, you have to look the part. Over ninety percent of science is just looking dapper. To round things out, she also got a journal and a sparkly pen –again, science demands fashion sense– to take notes about the experiments and write up the results. The goal this year is to do one of these experiments with Sam each week and then to write about it.

One of the reasons I’m doing this is to help teach Sam about science in general and the scientific method in specific. You know, a good foundation for a mad scientist girl genius. When she finally gets her weather control machine working and starts making demands of the world’s governments, you’ll know who to thank.

I started off Experiment #1 with an explanation that scientists look at things in the world and do the following:

  1. Make up explanations for those things based on what they know
  2. Guess at what’s supposed to happen according to those explanations
  3. Collect information to see if those guesses were right
  4. Share those results with others
  5. Repeat

Some of the finer points may be missing, but it’s good enough for a six year old. In addition to learning the fundamentals of science, having her write in the journal should have the added benefits of getting her to practice her penmanship and translating her thoughts into words.

Future mad scientist in training.

For example, consider Experiment #1, which had to do with air pressure. I explained that I was going to take a shot glass, fill it to the tip-top with water, place a playing card on top, then flip the glass and card upside down before letting go of the card and holding the glass in the air a foot above the table.

Today's science experiment brought to you by Kappa Delta sororoty.

I asked Sam what she thought would happen, and she immediately said, “The water will fall out and make a huge mess!” This seemed to be a delightful prospect to her, especially since I’d be the guilty party for once. At any rate, I instructed her to write down her prediction:

I think it will spill out.

(FYI, I’ll be posting Sam’s journal contents verbatim. I’m working with her on her spelling and grammar, but I don’t think it will be worth interrupting the flow of the activity to get things perfect.)

So I filled the glass, put the card on top, and flipped them. Here’s what happened:

Sam was confused but fascinated, so I explained about air pressure –how air was pushing up on the bottom of the card harder than the water was pushing on the top. I also told her about how air always tries to go from where there’s more air (high pressure) to where there’s less air (low pressure), and that if we gently pressed down on the card enough to let a few bubbles in, the pressure dropped to the point where the card fell and the water dumped out. I then instructed her to record this observation in her journal:

What hopind: The card stayed up.

So, like I said, I’m starting off simple but I hope that Sam keeps her interest level up so that I can task her with writing more detailed predictions and explanations for why she predicts what she does. Next week: we grow mold! Who doesn’t like mold?