5 Grade. Vanderbilt Student Volunteers for Science. Fall 2017 Lesson Plans.

Transcription

1 th 5 Grade Fall 2017 Lesson Plans Vanderbilt Student Volunteers for Science

2 VOLUNTEER INFORMATION Team Member Contact Information Name: Phone Number: _ Name: Phone Number: _ Name: Phone Number: _ Name: Phone Number: _ Name: Phone Number: _ Teacher/School Contact Information School Name: Time in Classroom: Teacher s Name: Phone Number: VSVS INFORMATION VSVS Director: Pat Tellinghuisen patricia.c.tellinghuisen@vanderbilt.edu Co-Presidents: Secretary: Helen Zhou Sparsh Gupta Evan Mercer (W), (H) VSVS Office: Stevenson Center 5234 helen.zhou@vanderbilt.edu sparsh.gupta@vanderbilt.edu evan.t.mercer@vanderbilt.edu Vanderbilt Protection of Minors Policy: As required by the Protection of Minors Policy, VSVS must keep track of the attendance who goes out when and where. Before You Go: Watch the videos of the lessons you are doing. The lessons are online at: the teacher prior to the first lesson. Set a deadline time for your team. This means if a team member doesn t show up by this time, you will have to leave them behind to get to the school on time. Don t drop out from your group. If you have problems, Pat or one of the co-presidents, and we will work to help you. Don t let down the kids or the group! If your group has any problems, let us know ASAP. Picking up the Kit: Kits are picked up and dropped off in the VSVS Lab, Stevenson Center The VSVS Lab is open 8:30am 4:00pm (earlier if you need dry ice or liquid N2). Assign at least one member of your team to pick up the kit each week. Kits should be picked up at least 30 minutes before your classroom time. If you are scheduled to teach at 8am, pick up the kit the day before or make arrangements to meet at the lab at 7:30am There are two 20 minute parking spots in the loading dock behind Stevenson Center. Please do not use the handicap or Medical Dean s spaces you will get a ticket. While you re there Just relax and have fun!

3 SEPTEMBER SUN MON TUES WED THU FRI SAT Team Leader Training Team Leader Training Team Training (Mini Lessons) Class Visits: Week 1 Lessons Team Training (Mini Lessons) OCTOBER SUN MON TUES WED THU FRI SAT Team Training (Lessons 2-4) Class Visits: Week 1 Lessons Team Training (Lessons 2-4) Class Visits: Week 2 Lessons Class Visits: Week 3 Lessons Class Visits: Week 4 Lessons NOVEMBER SUN MON TUES WED THU FRI SAT Make-up Week CLASSROOM ETIQUETTE Follow Metro Schools Dress Code! No miniskirts, shorts, tights, or tank tops. Tuck in shirts if you can. Please dress appropriately.

4 But what do I do in a classroom? The key to controlling a classroom is good preparation. Kids act out when they are not engaged, so you and your team need to engage the entire classroom of students in order to promote positive behavior. Remember, the goal is to excite kids about science and college, not to teach them the science standard backwards and forwards. There are a few steps you can take to engage the entire classroom. 1. Prepare your class. There s no reason to leave the students in suspense as to what is coming. Open each lesson with a two sentence outline of the day. Today we will be talking about comets. We will discuss how comets form around the sun and the orbits they take, and then we will build our own comets here in the classroom. 2. Plan ahead. Know your lesson, your transitions, and your questions. If you need something written on the board, write it while another team member is speaking. If you need materials from the kit, prepare them while another team member is leading an activity. If you don t leave gaps in the activity, kids won t have time to act out. 3. Ask questions often and well. Leave 7 seconds after asking the questions before calling on a student to answer. Pick different kids to ask and answer questions, not just the student whose hand goes up first. Know your questions (and potential student answers) before you ask them. When students give correct answers, tell them and reinforce their engagement with the lesson. 4. Be flexible. We re there to have fun with science. If something is going wrong with the experiment kit, or if the students are responding incredibly well to one aspect of the lesson and terribly to another, it is okay to adapt. This manual is a resource, not a bible. With that said, prepare yourself for these lessons. You can t be flexible unless you know the original lesson well enough to properly modify it on the spot. DIRECTIONS TO SCHOOLS H.G. HILL MIDDLE SCHOOL: 150 DAVIDSON RD HG Hill School will be on the right across the railroad lines. HEAD MAGNET SCHOOL: 1830 JO JOHNSON AVE The parking lot on the left to the Johnston Ave. JOHN EARLY MIDDLE SCHOOL: 1000 CASS STREET Going down the Cass Street, the school is on the right. J.T. MOORE MIDDLE SCHOOL: 4425 GRANNY WHITE PIKE From Lone Oak, the parking lot is on the right, and the entrance into the school faces Lone Oak, but is closer to Granny White. MEIGS MIDDLE SCHOOL: 417 RAMSEY STREET Going down Ramsey Street, Meigs is on the left. ROSE PARK MAGNET SCHOOL: th AVE SOUTH The school is located on the left and the parking is opposite the school, or behind it (preferred). WEST END MIDDLE SCHOOL: 3529 WEST END AVE Parking is beside the soccer field, or anywhere you can find a place. Enter through the side door. MARGARET ALLEN MIDDLE SCHOOL: 500 SPENCE LANE EAST NASHVILLE MAGNET SCHOOL: 2000 GREENWOOD STREET The school also has the name Bailey Junior High etched in stone!

5 VANDERBILT STUDENT VOLUNTEERS FOR SCIENCE Osmosis Mini-Lesson Fall 2017 Goal: To demonstrate the concept of osmosis using potatoes.. TN Curriculum Alignment: SPI LOOK AT THE VIDEO BEFORE YOU GO OUT TO YOUR CLASSROOM USE THE PPT AND VIDEO TO VISUALIZE THE MATERIALS USED IN EACH SECTION. VSVSer Lesson Outline: I. Introduction: VSVS volunteers will explain the concept of osmosis to students. II. Examples of Osmosis in Beans and Fruits: Volunteers will demonstrate the effect of soaking on beans. III. Illustration: Osmosis in Potatoes: Students will observe three potato slices. One that has been freshly cut, one that has been soaking in a salt solution, and one that has been soaking in distilled water. VSVS volunteers will discuss the differences in the potato slices and record them for the class on the board and then discuss the reason for the differences in the three potato slices. IV. Experiment: Observing Osmosis with a Super Absorbent Polymer: Students will experiment with osmosis using a super absorbent polymer. When salt is added to the gel, the gel turns into a liquid because the water has moved out of the polymer. Note: For this activity, new potatoes work best (redskin). Each potato slice should be as long as possible (at least 6 cm), about 1.5 cm wide, and should be as thin as possible. Store potato slices in the 1% salt solution provided, until ready to be used by students. In the car ride, read through this quiz together as a team. Make sure each team member has read the lesson and has a fundamental understanding of the material. 1. During osmosis, water flows in what direction? 2. If we put pieces of fruit with high water content, such as an orange, in distilled water and salt water, what do you think will happen to the fruit in both situations? 2. During the Lesson: Here are some Fun Facts for the lesson Osmosis is responsible for the ability of plant roots to draw water from the soil. Reverse osmosis (RO) is a water purification technology used to desalinate ocean water. Your kidneys functions as an osmosis and dialysis machine. They utilize osmosis to maintain your body s water balance, filtering out excess water from the blood to the urine. Waste produced by your body travels through the bloodstream and into the kidneys where a semi-permeable membrane allows small molecules (such as water, salts, and metabolites) through into the urine, but which larger objects (such as proteins and blood cells) cannot. Kidney dialysis machines use osmosis to take over the filtering function of the kidneys.

6 Unpacking the Kit What you will need for each section: For Part I. Examples of Osmosis in Beans 8 jars containing dry beans, 8 jars containing beans that have been soaking in water overnight For Part II. Illustration Osmosis in Potatoes 16 potato slices (rectangles) in 1% salt solution or freshly cut, 16 potato slices in distilled water, 16 potato slices in 40% salt solution, 4 sheets of paper towel for blotting potato slices 16 sheets of paper (labeled) for placing potato slices, 16 plates Remove the potato slices from water/salt solutions, blot them on a paper towel and place the three slices on the labeled diagram and on a plastic plate ready to distribute to each pair of students. For Part III. Experiment Observing Osmosis with a Superabsorbent Polymer. Count the number of students and prepare enough 16 oz and 10 oz cups for each pair of students: Fill the 10 oz cups with cold tap water to the mark. Put 1 tsp. sodium polyacrylate into each of the 16 oz opaque cups and set aside. 4 containers of sodium polyacrylate, 16 teaspoons, 8 containers of salt oz cups marked to 30 ml For Part V. Example of Osmosis in Orbs and clean-up 1 small bag of orbs, tucked into a 10oz clear cup, 32 sandwich bags (for students to take home sodium polyacrylate)

7 Draw the osmosis diagram on the board

8 I. Introduction Learning Goals: Students define osmosis and can provide examples of where osmosis occurs in the real world Students explain the definition of the term concentration and use this definition to explain the direction in which osmosis occurs Ask students if they know what a cell membrane is? o It is a thin layer with tiny pores that makes up the outside of the cell. It is like a soap bubble. What does the cell membrane do? o It protects the cell from its environment. o It controls what enters and leaves the cell. What are some things that enter and leave a cell? o Water, oxygen, nutrients, waste products. Tell students that the movement of molecules across a cell membrane is called diffusion. o Tell students that the movement of water molecules is a special case of diffusion and is called osmosis. Examples of Osmosis in Beans Materials- pairs of jars of dried beans and beans soaked overnight in water. Tell the students to look at the jars of the dried beans and beans that have been soaking in water overnight. Ask them to describe differences. The beans soaked in water are larger than the dried beans. Explain to them that water was absorbed through osmosis. o Have students look at the diagram above to explain that the water molecules will move from a higher concentration to lower concentration of water molecules. o Draw the analogy of a single bean with a cell. The outer coat of the bean represents the cell wall. Water crosses the cell wall (bean coat) into the cell (bean). Tell the students that we are going to see how water can move into and out of a potato slice. o Tell them that potatoes contain water and minerals. One of the minerals in a potato is salt. II. Illustration Osmosis in Potatoes Learning Goals: Students explain the definition of the term concentration and use this definition to explain the direction in which osmosis occurs Give the following materials to each pair: 1 plate with 3 potato slices on labeled paper (1 potato slice that has been soaked in distilled water, 1 soaked in a 40% salt solution and 1 fresh cut or in a 1% salt solution (the control) Ask the students to observe all three potato slices. Tell the students to very carefully feel how rigid or floppy the potatoes are. (Warn them to NOT break them.)

9 Compare the salt and distilled water-soaked potatoes with the control slice. Students should observe the following, with your guidance: The potato slice in the distilled water is stiffer, indicating that more water molecules went into the potato than came out. The potato slice in the salt solution is limp, indicating that more water molecules came out of the potato than went in. Share the following explanation with students (adapt to the age of the student), along with the diagram drawing on the board: o Osmosis refers to the movement of water molecules across a membrane trying to achieve equilibrium. o Because there are no salts in distilled water, there is a higher concentration of water molecules in the distilled water compared to inside the potato. Therefore water moves INTO the potato. o Because the salt water contains a lot of salt then there is less water in the salt solution compared with the concentration of water in the potato. This means that the water from the potato will pass out of the potato in effort to achieve a balance. o In all cases, water is moving across the membrane to equalize the concentration of the water. III. Experiment Observing Osmosis with a Superabsorbent Polymer. Learning Goals: Students define osmosis and can provide examples of where osmosis occurs in the real world At this point, have 2 pairs join together so that students can share chemicals. Give each pair a large (16 oz) cup containing the sodium polyacrylate and a 10 oz cup containing 200 ml water. Tell them to pour the water into the cup with the sodium polyacrylate. Observe that all the water is absorbed (forms a gel) immediately. This is osmosis - the water moved into the white powder. Tell them to take out about 2 tsps. of the gel and put in to the 3.5 oz cup. Add 1 tsp salt and stir. Observe that the gel will return to liquid. This is osmosis again the water moved out of the gel. Tell the students that this is similar to what happens when the potatoes are placed in water. o When the potato is put into the distilled water, it will absorb the water. o When the potato is put into salty water, it will lose water. The water in the potato moves towards the salty water to try to it. Uses for sodium polyacrylate include high absorbency disposable diapers and moisture absorbent for automobile and jet fuels. When the super-absorbent polymer is added to a sandy soil, it improves the soil s ability to retain moisture and improves its ability to support agriculture. It is sold in gardening stores for this purpose. This polymer absorbs about 300 times its weight of tap water (800 times its weight of distilled water because the ions in tap water reduce the absorbing properties of the polymer). The addition of the salt (sodium chloride) breaks the "gel" polymer apart as water leaves the polymer to dilute the salt concentration outside the polymer network

10 V. Example of Osmosis in Orbs Show students the orbs and tell them they are the same as a product sold in gardening stores (see above), with dye added. Put the orbs into a clear 10 oz cup and add water so that it is about ¾ full. Tell students they can observe the orbs over the next few days. Give the cup with orbs to the teacher to keep. Tell the class that the orbs can be reduced to their original size by putting them on a plate and left to dry for several days. They can then be rehydrated and used again. Some can be sprinkled with salt and water observed being drawn out. Clean-up: Return all cups to the VSVS lab in the garbage bag. Do not put the sodium polyacrylate down the sink. The students can keep the sodium polyacrylate if they wish (there are some plastic bags included for this), but warn them to treat it as a chemical. Observation Sheet Fresh Soaked in salt water Soaked in distilled water

11 VANDERBILT STUDENT VOLUNTEERS FOR SCIENCE Conduction, Convection and Radiation Fall 2017 Goal: To introduce students to conduction, convection and radiation. TN Curriculum Alignment: GLE Conduct experiments on the transfer of heat energy through conduction, convection and radiation VSVSer Lesson Outline 1. Introduction What is Temperature? What is Heat? Students discuss the difference between temperature and heat. 2. Introducing Liquid Crystal Thermometers Liquid crystal sensors are introduced. A. Experiment. Students observe the color changes when they put their fingers on the sensor. B. How Do Liquid Crystals work? 3. How is Energy Transferred? Tell students they are going to see conduction, convection and radiation by using the liquid crystal sensors. A. Radiation: A liquid crystal sensor is exposed to a lamp and/or sunlight and the color changes noted. B. Convection: A heat pack is activated and a liquid crystal sensor held above it and the color changes noted. C. Conduction: 1. Students visualize conduction in copper, iron and wood strips, using a heat pack as the heat source. 2. Students observe that ice melts faster on one of two black squares. 3. Students measure the temperatures of 3 materials, using liquid crystal temperature strips, and discover that it is the same for all. VSVS members put a piece of ice on the 3 materials. Students will observe that the ice on the aluminum melts faster than on the wood or Styrofoam. D. Results and Discussion Students conclude that the aluminum metal square is a good conductor and that the Styrofoam would be a good insulator. LOOK AT THE VIDEO BEFORE YOU GO OUT TO YOUR CLASSROOM USE THE PPT AND VIDEO TO VISUALIZE THE MATERIALS USED IN EACH SECTION. 1. Before the lesson: In the car ride, read through this quiz together as a team. Make sure each team member has read the lesson and has a fundamental understanding of the material Why is hot water warmer than cold water? Be sure to mention how energy is involved. List what form of heat transfer each of these examples is: Rays of the sun hitting you, microwaves heating your frozen dinner, sand feeling hot under your feet..

12 3. 4. You hold an ice cube in your hand. Explain why your hand feels cold and the ice cube melts. Different materials have different conductivities. If you wanted to go into space, what would you make your space suit out of? What material would you definitely not use in your spacesuit? 2. During the Lesson: Here are some Fun Facts When sunrays hit an object, more rays will be absorbed by darker colors than lighter ones. As a result, they are better at absorbing radiation. This is why black pavement is so hot during the summer. People actually build computers in fish tanks filled with water to keep them cool Earthquakes are actually caused by convection! The hot mantle in Earth has many convection currents that move the Earth s crust in separate plates. Conduction works better in metals than other solid materials because metal atoms are more flexible and can more easily transfer heat energy from one molecule to the next. That s why your metal pots and pans have wooden or plastic handles. The heat can very easily move from the bottom of the pan to the handle if it was all metal. Unpacking the Kit What you will need for each section: VSVSers do this while 1 person is giving the Introduction. Note that students are put into 10 groups (or 3 per group) Write the following vocabulary words on the board: Temperature, heat, liquid crystals, conduction, convection, radiation For Part 2. Introducing Liquid Crystal Thermometers 10 liquid crystal sensors, 25-30o C. 1 per group of 3 For Part 3. How is Energy Transferred? A. Radiation: 1 work light, 1 large laminated liquid crystal sensor, 30-35o C, 1 infrared thermometer B. Convection: 10 white foam board rectangles, 10 heat packs (recyclable) plus 10 liquid crystal sensors from Part 2 C. Conduction: a. Experiment 1 - Visualizing Conduction 10 thermal conductivity foam blocks with a strip of copper, iron and wood attached, plus 10 liquid crystal sensors from Part 2 b.experiment 2. Observing ice melt on 2 black squares 10 sets of 2 identical looking black squares (1 is aluminum and the other plastic), Ice, 10 paper towels c. Experiment 3. Ice melting on 3 different materials 10 plastic bags containing: 1 aluminum metal square, 1 styrofoam square, 1 wood square, 1 Thermometer strips, 10 foam board rectangles (students should already have), Ice 1. What is Temperature? What is Heat?

13 Ask students: what is temperature? Temperature is the scientific measure of how hot or cold something is. It is measured with a thermometer. It is a measure of the average kinetic energy of the molecules in a substance. Hot tea has more kinetic energy than ice tea. The temperature of hot tea is higher than ice tea. Ask students: what happens when we add ice to hot tea? The ice melts its temperature becomes warmer. Energy from the hot tea is transferred to the ice cube. This transfer of energy is called heat. 2. Introducing Liquid Crystal Temperature Sensors Learning Goal: Students identify different tools that can be used to measure the transfer of energy Ask students if they have ever seen anything that changes color with temperature? Answers may include mood rings, strip thermometers. Hand out a laminated liquid crystal temperature sensor to each group of students. Tell students that they will be using these to visualize temperature changes and how heat flows. Note: The temperature of the classroom determines which sensor is more effective. The laminated sensor changes color between 25-30o C. The sensors attached to the metal strips used in Part 3C of the lesson sense changes between 30-35o C. The sensors should be black at the lowest temperature they measure, so if the classroom temperature is above 25oC, it will have already turned green or red-orange without being touched. Give the students the following rules for using the sensors: 1. The sensor must not be placed in the sun or near a heat source such as room heater, computer, hot drinks etc, since this will skew the results of the experiments. 2. Always hold the strips using the clear laminated part (show students how to do this). 3. Do NOT touch the liquid crystal unless instructed to do so. A. Experiment 1. Tell students to look at the liquid crystal sensor and note the temperatures written on the colored tab. Explain that different sensors have different temperature ranges. 2. Tell students to hold the liquid crystal temperature sensor by the clear plastic part. Tell students to note the color of the sensor. Turn the sensor over and note that it is covered with white paper. 3. Tell students place the sensor on the white foam pad, black side facing up. 4. Tell one student in each pair to place the pad of a fingertip on the liquid crystal sensor for 15 seconds and then remove it. Record what happens, and note the pattern of colors produced. Some observations will include: the color of the sensor changes. color changes spread out from the center of the finger and changes color as it spreads.

14 5. Ask students: What color is in the center of the finger print? At the outer edge? What color fades first? Last? What color indicates the coolest temperature? Black What color indicates the warmest temperature? Blue What is the order of temperature colors from cooler to warmer? Black, yellow, red, green, blue. Explanation: Blue represents the warmest area because that was the area in direct contact with the finger. The surrounding area s colors were not directly touched by the fingertips, but were produced as a result of conduction of heat through the crystal. 6. Place the strip back on the desk top and watch it return to room temperature. B. How do Liquid Crystals work? Information for VSVS team use it if you feel the class can grasp the topics. (This information is from NanoDays Exploring Materials Liquid Crystals.) The way a material behaves on the macroscale is affected by its structure on the nanoscale. Changes to a material s molecular structure are too small to see directly, but we can sometimes observe corresponding changes in a material s properties. The liquid crystals change color as a result of nanoscale shifts in the arrangement of their molecules. Nanotechnology takes advantage of special properties at the nanoscale to create new materials and devices. Liquid crystals are used in cell phone displays, laptop computer screens, and strip thermometers. They re also being used to create nanosensors tiny, super-sensitive devices that react to changes in their environment. 1. Liquid crystals represent a phase in between liquid and solid. The molecules can move independently, as in a liquid, but remain somewhat organized, as in a crystal (solid). 2. The liquid crystals are thermotropic, which means that they respond to changes in temperature by changing color. As the temperature increases, the color of the liquid crystal changes from red to orange, yellow, green, blue, and purple. 3. The liquid crystals are made of mixtures of long, thin molecules stacked in rotating layers, like a spiral staircase (helix). 4. When light strikes a liquid crystal, some of the light is reflected. The color of the reflected light depends on how tightly twisted the helix is. 5. More tightly twisted helixes reflect wavelengths on the blue end of the spectrum. 6. More loosely twisted helixes reflect wavelengths on the red end. 7. As the temperature of the liquid crystal changes, the spacing of the helix changes. This changes the wavelength of light that is reflected and the color that you see. Explain to students that liquid crystals are sensitive to temperature, and will change colors according to the temperature of the crystal. Black is the coolest color. (Note: it only appears black because of the black background glued onto the back side of the sensor. The lowest temperature is actually clear!) Changes are from red to orange, yellow, green, blue, and purple. Liquid crystals are used in displays for cell phones, laptop computers, and other electronics. Where does the thermal energy come from to change the liquid crystal color? Answer: your skin temperature is about 10 degrees C higher than room temperature. When you touch something at room temperature, heat flows from your fingers into the object. Where does the energy go when the color changes back to its colder temperature? Answer: it is transferred to the desk or Styrofoam pad, which is at room temperature. Heat flows from the warmer sensor to the colder desk.

15 3. How is Energy Transferred? Learning Goals: Students explain that energy is transferred through a solid during conduction, a liquid/gas during convection, and any medium during radiation. Students identify different tools that can be used to measure the transfer of energy Thermal energy is transferred by heat. Heat always flows from a hotter object to one that is cooler. In this case, your body is warmer than room temperature and heat flows from your finger to the sensor. Ask students if they know the different ways thermal energy is transferred? Energy can be transferred by conduction, convection, or radiation. Tell students we are going to see conduction, convection and radiation by using the liquid crystal sensors. A. Radiation Radiation is the transfer of energy by electromagnetic waves. Ask students if they can name some sources that transfer heat by radiation? The sun, a fire, bar heater, incandescent light bulb. Radiation is a method of heat transfer that does not rely upon any contact between the heat source and the heated object. Radiation can even be transferred through space where there is a vacuum (where there are no particles in air to carry heat). We can feel heat from the sun or a fire even though we are not touching them. Note: Make sure that the large crystal sensor being used in this demonstration has been kept out of sunlight and has not been exposed to heat. The color needs to be black before starting. Demonstration - Visualizing Radiation A VSVS member holds the large liquid crystal sensor up so that all students can see it. Note the color. Hold the lamp in a vertical position, turn it on and hold the large sensor vertically, about 5 inches away. Wait for a few minutes until the sensor changes color, then remove the light and let students observe the changes. Demonstration: Visualizing Sun Radiation (if the sun is shining into the classroom) Now hold the sensor in the sunlight and note the color changes. Point out that there is no contact between the lamp and the sensor. Other experiments with the sensor and sunlight are at the end of this lesson and can be done if there is time, after convection and conduction experiments are finished. Demonstration: Infrared Thermometer The IR thermometer uses a sensor to measure the surface temperature of an object. To use the thermometer press (do not hold down) the Meas button while the sensor is pointed at a surface. Hold the sensor in place while the thermometer takes a reading.

16 Use this thermometer to measure the surface temperature of the lamp. Compare the temperature of the light bulb to the temperatures of various surfaces around the classroom. You should find that objects directly exposed to light have significantly higher surface temperatures than objects that receive less light. B. Convection Convection is the transfer of thermal energy by the movement of liquids or gases. Ask students if they can name some sources that transfer heat by convection? Heating water, hot air balloons Experiment Visualizing Convection Show students how to activate the hot pack and place it on the white foam board. Tell students to hold their hands above it to feel the transfer of heat through convection through the air. Hold a hand to the side and below it. The air will feel warmer above the hot pack. Hold the liquid crystal sensor (by the clear plastic part) about 10 cm above the heat pack and note the color changes Explanation: When the heat pack warms up it begins to warm the air next to it (through conduction). The warm air molecules move more quickly, which forces them to spread out. This causes the air to become less dense, so the warmer air rises. The sensor changes color. Note: Do not spend too much time in discussions. The heat pack needs to be used with the next experiment while it is still hot. C. Conduction Learning Goal: Students use evidence to demonstrate that metal is a better conductor than wood Conduction is the transfer of thermal energy between objects that are touching. Thermal conduction is slow it moves from one side of an object to the other. Remind students that they have already seen conduction when they put a finger on the sensor. Tell students that some materials are better conductors than others. Ask students if they can name a good thermal conductor and poor thermal conductor? Metals are usually good conductors. Experiment 1 - Visualizing Conduction Hand out the thermal conductivity boards. Explain that the 3 different materials have been covered with a liquid crystal sensor, mounted on a Styrofoam board and covered with plastic. Ask students if they can identify the 3 different materials? (They are copper, wood and iron.) Tell students to place the heat pack on top of the bottom edges of the 3 exposed prongs, being careful to keep the heat pack from contacting the sensor. Watch the liquid crystal change colors (or not). Students will need to wait a few minutes before they see any changes. Ask students to describe what they see.

17 Answers should include: The color change starts nearest the heat pad. The color change travels up the materials. The rate that the color change travels is different for the 3 materials. Therefore heat is travelling up the materials at different rates. Which material had the fastest changing temperature sensor? Copper Which material had the slowest changing temperature sensor? Wood Ask students which material is the best conductor of heat? Copper Tell students that copper and iron are both good conductors of heat and have high thermal conductivity. Wood is a poor conductor and has a low thermal conductivity. Tell students to remove the sensor and watch which metal loses energy faster. The sensor on the copper strip returns to its original color faster. Collect the liquid crystal sensors, heat packs and thermal conducting blocks. Experiment 2. Observing ice melt on 2 black squares Materials 10 sets of 2 identical looking black squares (1 is aluminum and the other plastic), Ice Important: do not tell the students that the identical-looking black blocks are actually made of different materials. They will be asked to come to that conclusion after the experiment. Distribute the pairs of black blocks at student s tables so that all can see the next experiment. Do not explain that the 2 blocks are made from different materials. Place some ice in the middle of each block and tell students to watch what happens. Ask students if they can explain this. Tell them that it has something to do with conduction of heat. Do not spend more than a few minutes on discussion. Experiment 3. Ice melting on 3 different materials Materials 10 plastic bags containing: 1 aluminum metal square, 1 styrofoam square, 1 wood square, 1 Thermometer strips 10 foam board rectangles (students should already have) Pass out the plastic bags containing the wood, styrofoam and metal squares and thermometer strips to groups. Spread the materials on the long piece of foam board. Tell the students they must not touch the blocks being handed out until they are told. Tell the students to: 1. Briefly place a palm on top of each block (for no more than 1 second). 2. Decide, as a group, and put the blocks in order from coolest to warmest. 3. Report the order to VSVS members who will record the results on the board. Results may vary, but make sure that students in each group all agree which one feels colder (the aluminum square should feel coldest, the foam board will feel warmer, and the wood may be in between, but definitely warmer than the aluminum ). 4. Set aside the squares so that they can return to room temperature (ie. do not touch while the next demonstration is done.) Show the students the strip thermometer and the degree markings (in F and C) on it. Explain that the thermometer strips are made of the same liquid crystal material, with a temperature scale added.

18 Note the temperature where the dark blue color is. Explain that this is room temperature, and all measurements will be compared to this number. Explain that these thermometers are not highly accurate but are good enough measure changes in temperature. Tell them to place a thermometer strip in the middle of the wood block and record its temperature. Repeat with the Styrofoam and metal blocks. Ask students if the temperatures of the blocks are different? There should be no significant difference within a group. Temperature readings will differ from one group to another. Ask students what they think will happen to ice if it is placed on the blocks? Will the ice melt faster on one? Tell students to place a small piece of ice in the middle of each block and to record the results. The ice on the metal will melt in just a few seconds. Wipe the ice off the metal block and measure its temperature again. The temperature will have dropped significantly. Ask the students why the ice on the metal melted faster? Since the metal is a good conductor, it transfers heat from it to the ice faster than the other 2 materials. Based on these results, what materials are the 2 black squares made from? 4. Results and Discussion Learning Goal: Students use evidence to demonstrate that metal is a better conductor than wood Ask students why the metal square felt cooler than the others, when the actual temperature is the same? The square that felt colder is CONDUCTING heat away from your hand so it is actually your hand that is cooling. Your hand is not a thermometer! Ask students which object is the best conductor? This metal square is the best conductor. Ask students which object would be a good insulator? Styrofoam. Clean-up: Place all materials back in kit. Wipe off wet surfaces. Discard leftover ice at the school if possible. Return kit immediately to SC 5233 Radiation extension: A VSVS member can cast a shadow on the sensor by blocking the radiation reaching half the sensor with a book. Students will see that the sun s radiation does not travel through the book. Ask students how this could relate to weather on a cloudy day? (Clouds prevent or block radiation.) The sensor can also be held at an angle to the lamp s or sun s rays rather that facing it directly, and note the sensor warms up slower. Ask students how this can relate to the seasons. As Earth orbits the sun, its tilted axis always points in the same direction. So, throughout the year, different parts of Earth get the sun s direct rays. Lesson written by: Pat Tellinghuisen, VSVS Director and Faculty Advisor, Vanderbilt University

19 Conduction, Convection and Radiation Observation Sheet 2. Introducing Liquid Crystal Temperature Sensors Record what happens when you put your finger on the liquid crystal sensor. Note the pattern of colors produced. Circle the color indicating the coolest temperature Black Red Orange Yellow Green Blue Purple Circle the color indicating the warmest temperature Black Red Orange Yellow Green Blue Purple 3. How is Energy Transferred? A. Radiation What color does the sensor change to when the lamp is shone on to it? What does this show? B. Convection What color does the sensor change to when it is held above the heat pack? What does this show? C. Conduction 1. Using the Thermal Conductivity boards Circle the material that had the fastest changing temperature sensor. Copper iron wood Circle the material had the slowest changing temperature sensor. Copper iron wood Circle the material that is the best conductor of heat. Copper iron wood 1. Ice melting on the 2 black squares. What do you observe? 2. Ice melting on 3 different materials Which block feels the coldest? Which block feels the warmest? What are the temperatures of the 3 blocks? Which block melts ice the fastest? What do you think the black squares (in #2 above) are made of?

20 Conduction, Convection and Radiation Answer Sheet 2. Introducing Liquid Crystal Temperature Sensors Record what happens when you put your fingers on the liquid crystal sensor. Note the pattern of colors produced. color changes spread out from the center of the finger (blue/green) and changes color as it spreads What color indicates the coolest temperature? Black What color indicates the warmest temperature? Blue 3. How is Energy Transferred? A. Radiation What color does the sensor change to when the lamp is shone on to it? From black to yellow/red/green/blue What does this show? Heat is being transferred from the lamp to the sensor via electromagnetic radiation B. Convection What color does the sensor change to when it is held above the heat pack? From black to yellow/red/green/blue What does this show? Thermal energy is being transferred from the heat pack to the sensor by convection currents. C. Conduction 1. Using the Thermal Conductivity boards Which material had the fastest changing temperature sensor? Copper (orange metal) Which material had the slowest changing temperature sensor? Wood Which material is the best conductor of heat? Copper 1. Ice melting on the 2 black squares. What do you observe? Ice melts very fast on one of the blocks, and does not melt on the other. Both blocks look the same. One is heavier to hold. 2. Ice melting on 3 different materials Which block feels the coldest? Aluminum (silver colored) What are the temperatures of the 3 blocks? The temperatures of the 3 blocks are nearly the same within each group. The thermometers are not accurate and can differ from one group to another. Which block melts ice the fastest? The aluminum metal. What do you think the black squares (in C2 above) are made of? One is aluminum and the other is a material similar to Styrofoam.

21 VANDERBILT STUDENT VOLUNTEERS FOR SCIENCE Cryogenic Temperatures Fall 2017 Goal: To investigate the properties of substances at extremely cold temperatures (referred to as cryogenic temperatures). To illustrate that changes in phases of matter are physical changes. TN Curriculum Alignment: GLE Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate. GLE Investigate factors that affect the rate at which various material freeze, melt, or evaporate. VSVSer Lesson Outline I. Introduction Discuss the meaning of the word cryogenics and the properties of nitrogen. Also discuss physical and chemical changes. Discussion of the Cold Temperature of Boiling Nitrogen Give each pair of students one of the diagrams (in binder) of a thermometer and use this to help students understand how cold liquid nitrogen is by comparing the markings for the boiling point of water, freezing point of water, the sublimation temperature of dry ice, and the boiling point of liquid nitrogen. II. Demonstration of Liquid Nitrogen Put on gloves and goggles. Pour some liquid nitrogen into a clear 10 oz cup. Use a glove to hold the cup high enough for students to see. Ask them to write down their observations on the observation sheet. Draw a picture of the cup on the board and discuss the students observations. III. Demonstration - Hammering a Nail with a Banana Note: Never place any objects in the liquid nitrogen dewar since it is going to be used to make ice cream. There is a small dewar (one made from two clear plastic bottles with packing peanuts for insulation.) Pour liquid nitrogen from the large dewar into the smaller insulated container. Even if you are wearing gloves, the temperature is too cold for these to protect you. Attempt to hammer a nail into a piece of wood with a banana. Then cool the bottom half of the banana in the small dewar that has been filled with liquid nitrogen. After the banana has been in the liquid nitrogen for several minutes, use the banana to pound a nail into the piece of wood. IV. Demonstration - Rubber Tubing in Liquid Nitrogen Demonstrate the loss of elasticity of rubber by bending the middle of two pieces of split rubber tubing and putting the bent middle portion in the small dewar used for the banana. After removing the pieces of rubber tubing from liquid nitrogen, take one piece and quickly and forcefully hit the cold end against the top of the table. This should shatter the tubing. Allow the other piece of rubber tubing to warm up to show the flexibility of the rubber returns. V. Demonstration - Shrinking a Balloon and Whistling Tea Kettle Blow up a balloon, place it in the bowl, and pour liquid nitrogen over it. Do not use an excessive amount of liquid nitrogen in order to have about one-third of the liquid nitrogen left for making ice cream. Put a small amount of liquid nitrogen into a tea kettle and explain the whistling. VI. Demonstration - Making Ice Cream VII. Review

22 LOOK AT THE VIDEO BEFORE YOU GO OUT TO YOUR CLASSROOM USE THE PPT AND VIDEO TO VISUALIZE THE MATERIALS USED IN EACH SECTION. 1. Before the lesson: In the car ride, read through this quiz together as a team. Make sure each team member has read the lesson and has a fundamental understanding of the material. 1. What is Cryogenics? 2. What happens to liquid nitrogen when placed in a cup? 3. What is a physical change? 4. What is a chemical change? 2. During the Lesson: Here are some Fun Facts Liquid Nitrogen: - Liquid nitrogen boils at 77 K ( C or F). - Nitrogen is non-toxic, odorless, and colorless. - It can be used for freezing and transporting food products. - Used for preservation of biological samples - Gaseous nitrogen makes up about 78% of air. - Your body is about 3% nitrogen by weight. Liquid nitrogen is used in medicine. (Dermatologists use liquid nitrogen to remove warts and moles.) Unpacking the Kit What you will need for each section: For Part I Introduction: 17 Thermometer diagrams in sheet protectors (one for VSVS team) For Part II. Demonstration #1: Liquid Nitrogen 1 10 oz. clear plastic cup, 1 large dewar of liquid nitrogen, 1 pair of gloves 32 Observation Sheets For Part III. Demonstration #2: Hammering with a Banana 1 piece of wood, 1 nail, 1 banana, liquid nitrogen, 1 small dewar (small plastic insulated bottle, 1 pair of gloves For Part IV. Demonstration #3: Rubber Tubing in Liquid Nitrogen 2 pieces bicycle inner-tube, 1 pair of gloves, 1 pair of tongs, 1 pair of safety goggles for VSVS team member doing rubber tubing demonstration From Part III: 1 small dewar (made from plastic bottles) of liquid nitrogen For Part V. Demonstration #4: Whistling Tea Kettle and Shrinking a Balloon 1 inflated balloon (tied off), 1 large stainless steel bowl, 1 whistling tea kettle, 1 ladle From Part IV: 1 dewar of liquid nitrogen, 1 pair of gloves (Put On!)

23 For Part VI. Demonstration: Making Ice Cream with Liquid Nitrogen 1 stirring spoon or spatula, 1 quart of whole milk, 1 box of ice cream mix 32 small paper cups for ice cream, 32 taster spoons for ice cream 2 pairs of gloves 1 large dewar of liquid nitrogen (from Part V1), 1 large stainless steel bowl For Part VII. Review 1 newspaper article on cryogenics - "Company puts freeze on metals to extend use Safety Precautions: Team members pouring liquid nitrogen and doing experiments with liquid nitrogen need to wear safety goggles. Always pour from the large nitrogen dewar to small containers. Never try to fill a small container by dipping it in the large dewar. You risk frostbite if your skin is exposed to liquid nitrogen. The cotton gloves are provided only for use when pouring and will not provide protection. I. Introduction One VSVS team member should write the following vocabulary words on the board while another member leads the introduction: Cryogenics, chemical change, dry ice, condensation, physical change, liquid nitrogen Learning Goals: Students understand that different materials have different freezing and melting points. Students identify physical and chemical changes, and make observations about how they change the properties of matter. Ask students if they have ever heard of cryogenics. If they have, ask them to share what they know. If they haven t, share some of the following information with them: o Cryogenics is a branch of physics that deals with the production and effects of very low temperatures. o Substances such as liquid nitrogen that are used for cooling things to very low temperatures are called cryogens. o The derivation of the word cryogen is from the Greek "kryos, meaning "icy cold. o Cryogens represent special hazards since contact with cryogens produces instantaneous frostbite, and structural materials such as plastics, rubber gaskets, and some metals become brittle and fracture easily at these low temperatures. o Cryogenics is used by companies to make some metal tools more durable and less likely to break under stress. Ask students: What do you know about nitrogen? Include the following points in the discussion: Nitrogen is a gas that makes up 78% of the air. Oxygen makes up 21%, and the rest is made up of other gases such as argon, carbon dioxide, water vapor, and trace amounts of neon and krypton. Nitrogen liquefies at -196 C or -320 F. Liquid nitrogen is used in medicine. (Dermatologists use liquid nitrogen to remove warts and

24 moles.) Since nitrogen is not reactive, liquid nitrogen has found wide use in frozen food preparation and preservation during transit to grocery stores. Ask students: What are some examples of physical and chemical changes? Include the following points in the discussion: Physical changes involve changes in the phase of a substance. Examples: Liquid water freezes to form ice or boils to change to water vapor gas. All three forms are chemically the same and have the same formula. H2O. Chemical changes involve the reaction of two substances to create a new substance with a different formula and may be evidenced by a color change, the formation of a gas or precipitate. DISCUSSION OF THE COLD TEMPERATURE OF BOILING NITROGEN Give each pair of students one of the thermometer diagrams and use this diagram to help students understand how cold liquid nitrogen is by comparing the markings for the boiling point of water, freezing point of water, the sublimation temperature of dry ice, and the boiling point of liquid nitrogen. II. Demonstration #1: Liquid Nitrogen Learning Goals: Students identify physical and chemical changes, and make observations about how they change the properties of matter Materials: 1 10 oz. clear plastic cup 1 large dewar of liquid nitrogen 1 pair of gloves 32 Observation Sheets Give each student one of the observation sheets. Pour liquid nitrogen into the 10 oz. clear plastic cup so that it is half full. Use a glove to hold the cup up high enough so students can see the liquid nitrogen. Then set the cup on the front desk (well away from any students to avoid skin contact). Have the students look at the liquid nitrogen, but do not allow them to touch it. Liquid nitrogen is not toxic, but the temperature is so cold that it will hurt the skin. Ask the students to draw a cup on their observation sheet and write down what they see

25 happening in and around it. Draw a picture of the cup on the board and ask the students to tell you what happened. Write these observations around the drawing. Students may not have observed all of the following. If not, point them out. 1. Liquid nitrogen boils. 2. Fog is formed which goes down when it gets to the air outside the cup. 3. Frost is formed on the side of the cup Ask students: What is happening to liquid nitrogen and is this a physical or chemical change? Include the following points in the discussion: 1. Liquid nitrogen boils (changes from a liquid to a gas) because the temperature of the room (about 25 oc) is much higher than the boiling point of liquid nitrogen ( 196oC). This is a physical change. 2. Fog forms above the liquid nitrogen. This is a physical change. o The fog is not liquid nitrogen but solid water (ice particles) suspended in the cold nitrogen gas above the liquid nitrogen. o Gaseous nitrogen is colorless as evidenced by the fact that we can t see air, which is 78% nitrogen. o The fog goes down after it leaves the cup because the cold nitrogen gas contains crystals of water, which makes the fog heavier than air. Remind students that this is why regular fog is close to the ground fog contains air mixed with small drops of water. 3. Condensation on the outside of the plastic cup is water vapor (gas) from the air, changing to liquid water. o The water droplets are quickly frozen by the low temperature of the liquid nitrogen to form solid water (frost or ice). These changes are also physical changes. o Most students will report only seeing the frost since the water droplets are only observable for a brief time before they turn to solid water (frost). Note: Tell students that the next few experiments will show some of the things that can be done with liquid nitrogen. Ask them to decide whether each experiment involves a chemical or physical change and to underline their choice on their Observation Sheet.

26 III. Demonstration #2: Hammering with a Banana Learning Goals: Students identify physical and chemical changes, and make observations about how they change the properties of matter. Students observe, describe, and explain physical changes that occur at cryogenic temperatures Materials 1 piece of wood 1 nail 1 banana 1 large dewar of liquid nitrogen 2 small dewar - small plastic insulated bottle 1 pair of gloves Note: Do not place any objects in the large liquid nitrogen dewar since it is going to be used to make ice cream. There is a small dewar (one made from two clear plastic bottles with packing peanuts for insulation) for freezing the banana and rubber tubing. Show students the nail and piece of wood. Tell them that you forgot your hammer so you think you ll just use the banana. Ask students if they think you can hammer the nail into the piece of wood with the banana. Attempt to hammer the nail into the board with the banana. Watch out! This can be messy. Tell the students that you think the banana needs a little help. Fill the small dewar about two-thirds full with liquid nitrogen. Put the banana in the small dewar. Wait 2-3 minutes for the liquid nitrogen to cool the banana. Ask the next two questions while you wait. o Ask students to predict what the banana will look like when it comes out of the liquid nitrogen. Ask the students if they think you will be able to hammer a nail into the board this time. When 2-3 minutes have passed, use a glove to pull the banana out of the liquid nitrogen and hammer the nail into the board. Note: Please dispose of banana at the school, before the box is returned to the VSVS lab. IV. Demonstration #3: Rubber Tubing in Liquid Nitrogen Learning Goals: Students identify physical and chemical changes, and make observations about how they change the properties of matter. Students observe, describe, and explain physical changes that occur at cryogenic temperatures

27 Materials: 2 pieces of rubber tubing or bicycle inner-tube (tubing must be slit down the middle to avoid the possibility of liquid oxygen collecting) 1 small dewar (made from plastic bottles) of liquid nitrogen 1 pair of gloves 1 pair of tongs Important Safety Note: The VSVS team member performing this demonstration must wear safety goggles. Use the small dewar of liquid nitrogen from Demonstration #2. Hold up a piece of split rubber tubing and demonstrate how flexible it is by bending it back and forth. Take the two pieces of split rubber tubing and bend in half at the middle (not kinked but a little rounded) and while holding the pieces of tubing together at the open ends, immerse the bent middle portions into the small dewar containing the liquid nitrogen for about one minute. While the middle of the rubber tubing is in the liquid nitrogen, ask students what they think the cooling in liquid nitrogen will do to the rubber tubing. Accept logical responses. Take the pieces of rubber tubing out of the liquid nitrogen, and put one piece aside to warm up to room temperature. Caution: Have safety goggles on for this part. Take the other piece and quickly and forcefully hit the cold end against the top of the table. This should shatter the tubing. Explanation: Rubber is made up of long chains of molecules that are loosely coiled. The elasticity of rubber is caused by coiling and uncoiling of these long chains. At liquid nitrogen temperatures the molecular motion is slowed down enough that the coils are locked into one position. Pick up the rubber tubing that was allowed to warm to room temperature and show the students that it is flexible again. Explanation: When the temperature of the rubber becomes warmer, the elasticity of the rubber returns because the molecular motion increases again and allows the coiling and uncoiling of the polymer chains. Ask the students: Are the changes in elasticity with temperature a physical or chemical change? Physical because the rubber recovers its elasticity when it warms up. V. Demonstration #4: Whistling Tea Kettle and Shrinking a Balloon Learning Goals: Students identify physical and chemical changes, and make observations about how they change the properties of matter. Students observe, describe, and explain physical changes that occur at cryogenic temperatures Materials: 1 inflated balloon (tied off) 1 dewar of liquid nitrogen 1 large stainless steel bowl 1 pair of gloves (Put On!) 1 whistling tea kettle 1 ladle

28 A. Whistling Tea Kettle Ask the students if they know what happens when water is boiled in a whistling tea kettle. The whistle makes a loud whistling noise when water boils. Ask what causes the whistle? The boiling water (liquid) creates steam (a gas). Pressure builds up and the steam has nowhere to go, except through a hole in the lid. (Show the students the hole.) When enough steam has been created so that it rushes through the hole, vibrations are set up, causing the kettle to whistle. Use the ladle to put some liquid nitrogen into the kettle. Ask the students to explain why the kettle is whistling. The liquid nitrogen is boiling, producing nitrogen gas, which is forced out through the hole, setting up vibrations, in the same way the steam from the boiling water was. B. Shrinking a Balloon Show an inflated balloon to the class. Ask students to predict what will happen to the balloon when you pour liquid nitrogen over it. Accept logical responses. Put the bowl in a spot where students can see it. Place the inflated balloon in the bowl. Tell students to watch and to be very quiet so they can hear what happens. Pour a small amount of liquid nitrogen over the balloon. The balloon will shrink and crackle as it gets cold. Ask students to predict what will happen when you pull the balloon out of the bowl. Accept logical responses. Use a glove and remove the deflated balloon from the bowl. As you hold the balloon in the air, the students will be able to observe the balloon inflate and return to its original state. Explanation Gases contract when cooled and expand when heated. The volume of a gas is directly related to the temperature. Therefore, the balloon was larger in the warmer air of the room and smaller in the coldness of the liquid nitrogen. This can be explained by the molecular motion of the gas molecules. They move faster at higher temperatures and as a result, take up more room (volume). When the molecules of gas are cooled, they slow down and take up less room (volume). Ask students: Are these chemical or physical changes? Physical VI. Demonstration: Making Ice Cream with Liquid Nitrogen Materials: 1 stirring spoon or spatula 1 quart of whole milk 1 box of ice cream mix 1 large dewar of liquid nitrogen 1 large stainless steel bowl 32 small paper cups for ice cream 32 taster spoons for ice cream 2 pairs of gloves (have handy in case they are needed) Make sure you have goggles and gloves on.

29 Tell students that liquid nitrogen is great for making a quick batch of ice cream. Pour all (1 quart) of the whole milk into the bowl. Open the ice cream mix and sprinkle it on top of the milk. Stir to mix. Have one VSVS volunteer slowly pour about 1 pint of liquid nitrogen into the bowl while another volunteer holds the bowl still and stirs the mixture. Slowly add more liquid nitrogen. Stop if any of the liquid turns solid. If ice cream becomes too hard, wait a few minutes for it to soften. Put a small amount in enough cups to serve everyone. Pass these out with the taster spoons. Note: The slower the liquid nitrogen is added, the better the consistency of the ice cream. Pour the liquid nitrogen at about the rate of a drip coffee machine for about 20 to 30 seconds. Then stop and look. Continue pouring the liquid nitrogen at a slow rate. Have the stirrer check every seconds for the consistency of soft serve ice cream. Clean-Up: Throw away the banana and the milk carton. Empty the water/dry ice bottle make sure there is no cap on it. Discard pieces of broken balloon and small pieces of rubber tubing. Put the bowl and spoon back in the trash bag and place it in the kit. Be sure to return both the liquid nitrogen dewar and the kit to the VSVS lab. Note: If there is any liquid nitrogen left at the END of the lesson you can pour some on the floor to allow students to watch it roll around. BE SURE TO ASK THE TEACHER BEFORE YOU DO THIS! VIII. Review Chemical and Physical Changes: Review the physical and chemical change responses on the students observation sheets. See answer sheet. Cryogenics Cryogenics is a branch of physics that deals with the production and effects of very low temperatures. Substances such as liquid nitrogen that are used for cooling things to very low temperatures are called cryogens. The derivation of the word cryogen is from the Greek "kryos, meaning "icy cold. Containers used to hold cryogens are large vacuum-walled bottles much like the thermos used to carry hot soup or coffee. Liquid Nitrogen: Nitrogen is a gas that makes up 78% of the air. (Oxygen makes up 21%, argon 0.9%, and the rest is made up of other gases such as carbon dioxide, water vapor, and trace amounts of neon and krypton.) Nitrogen liquefies at -196 C or -320 F. Liquid nitrogen is used in medicine. (Dermatologists use liquid nitrogen to cool a localized area of skin prior to removal of a wart or mole.) Since nitrogen is not reactive, liquid nitrogen has found wide use in frozen food preparation and preservation during transit to grocery stores.

30 Hazards Associated with Cryogenics: Cryogens represent special hazards since contact produces instantaneous frostbite, and structural materials such as plastics, rubber gaskets, and some metals become brittle and fracture easily at these low temperatures. Share this information about the Challenger Explosion The tragic explosion of the space shuttle Challenger in January, 1986 was caused by the effect of cold temperatures on a rubber gasket. The rubber gasket was used to seal joints in the booster rockets to prevent contact with the hydrogen fuel tanks. The cold launch temperature on that January day made the rubber gasket lose some of its elasticity. This allowed flames from the booster rocket to burn through the hydrogen fuel tank and cause the explosion that killed the astronauts and the teacher-in-space, Christa McAuliffe. Share this information about the news article Company puts freeze on metals to extend use (in binder). Read the article before going to the class so you can share the information with students. Highlights from the article are listed below: Cryo-Processing of Tennessee freezes metal items - drill bits, saw chains, punch tools, musical instruments, guitar strings - at temperatures hundreds of degrees below zero, and then quickly reheats them, to strengthen their molecular structure. This process makes these items more durable and less likely to break under stress. This means less cost for the company or individual forced to spend precious time replacing or repairing the items. A company has increased production due to decreased downtime to replace the tools. The company in the article cryo-processes twice a week for 48 hours each time. They also do some quick heat processing - called "sweetening - before they put it in the "fridge. This technique was developed by a Decatur, Illinois firm called 300 Below. It uses a chestfreezer-sized piece of equipment to hold parts while liquid nitrogen gradually cools the air surrounding them. Cryo-Processing can treat golf clubs and golf balls to give an increased driving distance. Tennis rackets and aluminum baseball or softball bats can be treated cryogenically. The cost of cryo-processing varies according to volume. One to five pounds cost $49.50 per pound. 10 pounds drops to $9.75 per pound. A ton of cryo-processed equipment will cost $2.54 a pound. Old tires can be frozen in liquid nitrogen to make them so brittle that they can be ground to a fine powder and then used in paints, coatings and sealants. These products then take on some of the qualities of rubber they are more elastic and impact resistant. (Time, March ). If time permits, use the insert in the article ("Just pop it in the fridge ) and draw the molecules on the board. Share the explanation in the article with the students to show what happens to the molecules before, during, and after cryogenic treatment. Lesson written by Dr. Melvin Joesten, Chemistry Department, Vanderbilt University Pat Tellinghuisen, Director of VSVS, Vanderbilt University Dr. Todd Gary, former Coordinator of VSVS, Vanderbilt University Susan Clendenon, Teacher Consultant, Vanderbilt University

31 ANSWER SHEET OBSERVATION SHEET Cryogenics Name Demonstration #1 Liquid Nitrogen The VSVS team adds liquid nitrogen to a clear cup. Draw a cup like the one being used and write down everything you see happening in and around the cup. (List of possible observations and labeled cup given on page 5 of lesson.) Are the following physical or chemical changes? Circle your response. Boiling liquid nitrogen: Chemical Physical Formation of fog: Chemical Physical Condensation: Chemical Physical Freezing and thawing of banana: Chemical or Physical (You may get both responses here. Since the banana skin turns brown, this would indicate a chemical change. However, the banana still tastes like a banana, although the part that was frozen is mushy.) Cooling and warming rubber tubing Chemical Physical Shrinking and inflating balloon: Chemical Physical Making ice cream: Chemical Physical (The ice cream mix contains flavor and sugar; mixing and freezing this with milk is a physical change.)

32 OBSERVATION SHEET - Cryogenics Name Vocabulary words: cryogenics dry ice physical change chemical change condensation liquid nitrogen Demonstration #1 Liquid Nitrogen The VSVS team adds liquid nitrogen to a clear cup. Draw a cup like the one being used and write down everything you see happening in and around the cup. Are the following physical or chemical changes? Underline your response. Boiling liquid nitrogen: Chemical Physical Formation of fog: Chemical Physical Condensation: Chemical Physical Freezing and thawing of banana: Chemical Physical Cooling and warming of rubber tubing Chemical Physical Shrinking and inflating balloon: Chemical Physical Making ice cream: Chemical Physical

33 VANDERBILT STUDENT VOLUNTEERS FOR SCIENCE Polymer Chemistry Fall 2017 Goal: To introduce the concepts of polymers and cross-linkers and to investigate their properties. Fits TN State Science Standards for grades 5 and 8. GLE : Observe and measure the simple chemical properties of common substances GLE : Explain that matter has properties that are determined by the structure and arrangement of its atoms VSVSer Lesson Outline I. Introduction - Solids, Liquids, Gases, and Polymers. Two VSVS volunteers conduct this section while other volunteers prepare the cups and the blue and yellow slime for the demonstration. A number of activities demonstrate the differences between polymers involve the use of student volunteers. Ask the teacher to help in selecting students who are willing to link arms. II. Tearing a Newspaper. Students find that a newspaper tears straight in one direction and crooked in the other direction. Explain that newspaper is made from cellulose, a long-chain polymer. III. Skewering a plastic Bag This demonstration illustrates both the elasticity of some polymers and the porosity of matter. Practice this one before teaching the lesson. IV. Making Slime. Students make slime by mixing solutions of PVA and 4% borax. V. Determining the Properties of Slime. Students perform a number of tests on the slime and record their observations on an observation sheet. For Observation 6 show the students the 2 cups containing the blue and yellow slime. Add one of the colored slimes to the other. By the end of the period you may be able to see green color at the interface. VI. Review. Review the results of the tests in part IV in terms of properties of solids and liquids. Explain the classification of slime as a non-newtonian liquid. LOOK AT THE VIDEO BEFORE YOU GO OUT TO YOUR CLASSROOM USE THE PPT AND VIDEO TO VISUALIZE THE MATERIALS USED IN EACH SECTION. 1. Before the lesson: In the car ride, read through this quiz together as a team. Make sure each team member has read the lesson and has a fundamental understanding of the material. 1. What are the three different phases? What are the differences between them? Can an object have more than one phase at a time? If yes, what do you call it? 2. What is a polymer? Give some examples. What makes polymers so useful? 3. You named some different types of polymers earlier? Some of them are really strong and sturdy while others are soft and flexible. What causes these differences? 4. Why is slime so different from the things you used to make it; what kind of reaction occurred? Is slime a solid or liquid? 2. During the Lesson: Here are some Fun Facts for the lesson

34 You might not be able to make slime at home without the right ingredients, but there is another nonnewtonian fluid you can make at home called oobleck. If you mix corn starch and water, it can make an ooze that drips like a liquid but feels solid when you press it. Polymers can be thousands, even millions, of molecules long. A polymer chain of 10,000 subunits is proportional to a half-inch thick rope that is 140 yards. Different polymers can have very different strengths. For example, the newspaper is very easy to break tear, but carbon nanotubes and graphene, other type of polymers, are some of the strongest materials in the world for their size. A more common super strong polymer is spider silk, which is, accounting for weight, stronger than steel. The difference in strengths between polymers is partly based on the types of chains formed by them. If you change the ratio of PVA and borax you use, it can result in more or less bonds being created and more or less oozy slime. We re made up mainly of polymers. All four of the major biological groups (DNA, proteins, sugars) are polymers. Unpacking the Kit things you will need for each section For Part I. Introduction 1 Bag containing: Plastic water bottle with cap, sandwich bag, polyester sock (or other polymer blend) Management Note: Two VSVS volunteers should conduct the Introduction section of this lesson while the other one or two volunteers prepare the cups for the slime and then make the blue and yellow colored slime for the Demonstration in part VI. Preparation for Experiment: Count the students and prepare enough cups so each student will have one. Use the small marked cup to measure 10 ml borax and pour this amount into a ziploc bag inside a 10 oz cup. Measure 50 ml of 4% polyvinyl alcohol into enough 3.5 oz cups so each student will have one (fill to line on cups which is 50 ml) Making Blue and Yellow Slime Use the materials in the bag containing: 2 containers PVA (containing 50mL each), 2 small bottles borax 1 with blue food coloring added, and 1 with yellow food coloring added, 2 clear 10 oz cups, 2 popsicle sticks Pour the blue borax into one of the 10oz cups and add the PVA. Stir with a popsicle stick until it is thick. Repeat with the yellow borax and PVA in the second cup. Set aside the 2 cups until later. For Part II. Tearing a Newspaper: 32 sheets of newspaper For Part III. Skewering a Plastic Bag 1 plastic bag containing:3 plastic bags, 2 skewers (1 extra), 1 small container of glycerin, 1 paper towel, 1 plate For Part IV. Making Slime oz. cups (inserted with ziploc bags that contain 10 ml of 4% borax) oz plastic cups (with 50 ml of PVA)

35 32 2oz cups 32 ¼ sheets of paper 1 Borax box front 34 Instruction Sheets 32 Observation Sheets Note: Cups for this experiment should have been prepared for the students at the beginning of the lesson while two VSVS volunteers conducted the Introduction Section of the lesson. For Part V. Determining the Properties of Slime. I. Introduction Learning Goals: Students compare and contrast the molecular arrangement and properties of different types of matter, including solids, liquids, gasses, and non-newtonian liquids. Students define polymers as a chain of molecules linked by chemical bonds. Students model how changing the composition of a substance can change its properties Materials: 1 Bag containing: Plastic water bottle with cap sandwich bag polyester sock (or other polymer blend) A VSVS member should put the following vocabulary words on the board: solid, liquid, gas, polymer, non-newtonian liquid, cross-linking Ask students: What is the difference between solids, liquids, and gases? Make a chart on the board to compare properties of liquids and solids. Have a students brainstorm about properties of each. Write their responses on the board under the appropriate headings. Some answers can be: A Solid has definite shape can break into pieces takes up a definite space particles are packed tightly together and move slowly A Liquid has no definite shape (flows and takes the shape of a container) does not break into pieces takes up a definite space particles are not packed very tightly and move faster than those in a solid A Gas has no definite shape (fills the container) does not break into pieces Does not take up a definite space particles have the greatest amount of movement (free to move anywhere in the container). Tell the students that they will focus on solids and liquids and their characteristics.

36 Modeling Solids, Liquids and Gases: Use 8 student volunteers to demonstrate the properties of solids, liquids, and gases. Ask the teacher to help in selecting students who are willing to hold arms. Solids: Ask the 8 volunteers to come to the front and stand in a close cluster (not in two lines). Instruct the students to look at a spot on the floor and take baby steps around that spot in a side to side or forward and backward manner. They should also vibrate their bodies to simulate molecular movement. Explain to the students that this is a model of the molecules in a solid. The movement is limited but is constant. Molecules in solids do not travel far but they are constantly vibrating. Note: In the next activity, students will be moving around in the room. Encourage them to move carefully. If they bump into objects or other "molecules they should do this gently. Liquids: Now have the same students move an arm s length away from the other students. They should continue to vibrate while they move around a small section of the room (whichever section you choose to designate). Explain that this is a model of the molecules in a liquid; the molecules move more freely than the molecules in a solid. Gases: Tell the same students to continue to vibrate and allow them to move freely throughout the room. These students now represent the molecules of a gas. The molecules in a gas can fill up the entire space. Actually, to be more accurate, the students would have to be able to fly around the room to simulate the molecules in a gas. Note: Have the volunteers return to the front of the room and freeze in place while you share the following information with the students. Modeling Polymers: Now that we know how molecules move in the three states of matter, we are going to investigate a special class of large molecules that are made by forming chemical bonds between a large number of small molecules. The product that we are going to investigate is called a polymer. Polymers occur as natural products (cotton, wool, hair, DNA) or are manufactured (polyethylene, nylon, plexiglass, styrofoam). Molecules in any state (solid, liquid, gas) can join together to create polymers. Using the volunteers to demonstrate this process: When the molecules are separate, each one is called a monomer because "mono means one. Ask the molecules (students) to lock arms and form a chain. Tell students: When we join the monomers, we have created a polymer. Ask students: Since "mono means one, what do you think "poly must mean? (Many) Joining monomers to form polymers is a chemical reaction because a new substance is created. Break the human "polymer chain into two smaller chains of four students each. Ask the two chains to walk across the room. Ask them if it is easier to move as an individual or as a chain. Then have the groups stand facing each other.

37 Ask for two more volunteers. Have each new volunteer stand between the two chains and grasp the upper arm of a molecule (student) from each of the two different chains. These new students are the cross-linkers that join the two chains. (See picture below.) Ask the entire group to walk across the room. Ask if the cross-linking made movement more difficult. Groups should conclude that it is more difficult to move with the cross-linkers. Thank the student volunteers and ask them to return to their seats. 2 polymer chains joined by cross-linkers: Examples of Polymers: Show students the four polymer samples: sandwich bag, plastic water bottle and cap, sock. Explain that these are examples of things made out of polymers. They differ because of the way in which the molecules are joined. Cross-linking is one way to join polymers that will be explored in the following activities. There are thousands of polymers used in a variety of everyday products. II. Tearing a Newspaper Learning Goals: Students define polymers as a chain of molecules linked by chemical bonds Give each student one of the small pieces of newspaper. Tell them to tear it one way and then the other way. (They will find that it tears straight in one direction and crooked when they tear the other way.) Explain that newspaper is made from cellulose, a long-chain polymer of ( -glucose ) monomers. When you tear one way, you are tearing between chains (parallel to chains), and you get a cleaner tear. Tearing the other way doesn't give a straight tear because you are tearing across the chains. The cellulose in newspaper is an example of a polymer that exists in nature. Other naturally occurring polymers that students would be familiar with are proteins, DNA, RNA, starch. III. Skewering A Plastic Bag Materials 1 plastic bag 1 skewer 1 small container of glycerin 1 paper towel 1 pie pan 1. Take one of the plastic ziploc bags and fill it about one-fourth full with water. 2. Take the skewer and dip the sharp end in the glycerin (small vial) to lubricate the end.