Population project

The class is divided into groups to look for the information about the population of some countries. Students make a flyer with all the information and, after that, they present their flyer to the class. Useful website includes: http://www.indexmundi.com/




THE FLYERS

EUA. https://www.smore.com/c8gcs/edit
ARGENTINA. https://www.smore.com/cj2pd/edit
AUSTRALIA. https://www.smore.com/tgwz1/edit
CUBA. https://www.smore.com/w01hy-cuba
RUSSIA. https://www.smore.com/k6dyq-russia
GERMANY. https://www.smore.com/z12rb-germany
INDIA. https://www.smore.com/nspd6-india
ITALY. https://www.smore.com/955vs-italy
MOROCCO. https://www.smore.com/g9n2f-morocco
MALI. https://www.smore.com/5gpkn/edit
BRAZIL. https://www.smore.com/8qh26/edit
CHINA. https://www.smore.com/pvr98-china

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Torricelli's barometric experiment

• Watch the video:

• Go to Museo Galileo to download video and audio

 

•   Listen the audio and read:

  (Text from Museo Galileo)

 Torricelli performed his celebrated experiment on argento vivo [quicksilver, i.e., mercury], in Florence in spring 1644. Torricelli filled a glass tube, open at one end, with mercury. Then, closing off the open end with a finger, he tipped the tube upside down and lowered it into a basin containing more mercury. He observed that the column of mercury descended only partially, stopping at a height of around 76 cm. Torricelli was convinced that the space created by the descent of the mercury in the tube was empty, and that the force holding up the column consisted of the pressure exerted by the air on the mercury in the basin. In a letter to Michelangelo Ricci of June 11, 1644, Torricelli declared that his experiment proved two fundamental concepts: first, that Nature did not abhor the void; second, that the air had weight. The results of the mercury experiment opened a period of revolutionary change, forcing a re-examination of doctrines accepted for centuries.

•  Observe the picture and learn

http://www.old-pz.gse.harvard.edu/ucp/curriculum/pressure/s1_lesson2_lessonplan.htm

• Explain the experiment

 

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Cell organelles

• Listen the cells songs

Living cells are divided into two types - procaryotic and eucaryotic

Eucaryotic Cell

ANIMAL CELL

PLANT CELL

• Go to Eucaryotic Cell Interactive Animation 
• Look and learn cell organelles
• Watch the following video to know more about cell organelles 

Now, in groups of three, make your own model and show it to your classmates.

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Spaguetti tower: a race against the clock

Learning Goals:

• Engineering for structural strength
• Creative problem solving
• Determining variables and controlling them
• Team work
• Time management

 Learning outcomes

• Some shapes and materials are stronger than others.
• Weak materials can be made stronger with good design techniques.
• Distribution of mass is an important consideration when building structures.

Process

1.-Before

• Have a look at some famous towers
• Have a look at some of these crazy structures

The architects and engineers have to design it carefully so that it is safe and ful ls the required purpose.

• Read the instructions: "A race against the clock".
• Read the hints and tips below
  
• Practice.
• In your groups sketch, discuss and try ideas.

A race against the clock:

• You will be given a limited supplies of materials materials and set the challenge of building as high a tower as you can in a limited time: 30 minutes
• Materials: spaguetti (50 g/ team) and marshmallows (25 g/team).

The spaghetti provides the framework and support for the tower and mini marshmallows are used to make the connectors. Pieces of spaguetti may be broken into desired lenghts.

• Team size: three.
•  Rules:

          1. Only the materials provided may be used.

          2. The highest tower at the end of the class will be the winner.
          3.Once time is called a full minute will be waited before teacher measures height. This is to ensure tower stability.

          4. The judge's decision in all matters is final!

 Hints and Tips

• There will be most strain on the base of the tower – think about how you can add strength here.
• The more the marshmallow can grip the spaghetti, the stronger the joint.
• If you don’t use pieces of equal length on each side, your tower may start to twist and topple
• Use shorter pieces of spaghetti or put in braces to strengthen squares and rectangles in your structure. 

2.-The challenge and the winning  

3.- Afterwards

Discussion

• What was the biggest challenge you faced? How did you overcome it?
• What things put a limit on how tall your tower could be?
• How do you think you worked as a group? Did you assume different roles?

Conclusion

• What building techniques make the tower stronger?
• Does the size of the base alter the strength of the tower?
• Does the placing of the marshmallows affect the strength of the tower?

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Density

A definition of density

Practiquem amb el simulador de densitat http://phet.colorado.edu/

Main Topics

Density
Mass
Volume

Sample Learning Goals

• Describe how the concept of density relates to an object's mass and volume.
• Explain how objects of similar mass can have differing volume, and how objects of similar volume can have differing mass.
• Explain why changing an object's mass or volume does not affect its density (ie, understand density as an intensive property).
• Measure the volume of an object by observing the amount of fluid it displaces.
• Identify an unknown material by calculating its density and comparing to a table of known densities.

Click to Run

Tips for Teachers
The teacher's guide (pdf) contains tips created by the PhET team.

Per saber-ne més sobre la densitat
http://encyclopedia.kids.net.au/page/de/Density

I ara un divertit experiment molt curiós que podeu realitzar a casa

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The water cycle

Observem el diagrama del cicle de l'aigua




 

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