Activity Book 4: Intermediate Level

Best suited for ages 11 to 15


Building a thermometer

Environment and Climate Change Canada

Materials:

  • Glass jar (the smaller and narrower, the better)
  • A small quantity of cooking oil
  • Stopper or cork for the jar
  • A sealant such as petroleum jelly, candle wax or modeling clay
  • Several drops of food colouring
  • Clear narrow drinking straw at least 15 centimetres long
  • Eye dropper
  • Water
  • An index or recipe card about 8 cm by 13 cm (13 inches by 5 inches)
  • Thermometer for reference

Method:

  1. Fill the glass jar with water and add a few drops of food colouring to make the water visible.
  2. Cut a hole in the stopper or cork, just large enough to slip the straw through.
  3. Place the stopper in the jar and insert the straw through the hole.
  4. Add more water but this time through the straw and until the water is about one quarter of the way up the straw.
  5. Seal the straw into the stopper and the stopper onto the jar using either the petroleum jelly, modeling clay or candle wax.
  6. Finally put a drop of the cooking oil into the straw so that the oil sits on top of the wafer. The oil prevents the wafer from evaporating.
  7. Attach the index card to the straw. Allow the thermometer to settle for 2 or 3 hours.
  8. Now use your reference thermometer to calibrate your home-made thermometer. To do this, note the level of water in the straw and mark a line on the card. Beside the line, record the temperature shown on your reference thermometer. Repeat this process over the next several days.

A final note:

The width of the straw and the amount of liquid in the jar will affect how quickly and accurately your thermometer will respond. With a narrow straw, a smaller volume of water is required to raise the level in the straw noticeably.

Points to discuss:

This thermometer is based on the principle that water, in fact most liquids, expand when heated and contract when cooled. Ask your students to predict where they think the hottest and coldest parts of room are located - then let them check out their predictions over the next 2 days using their thermometer. Remind them that this thermometer takes a long time to respond because the entire jar of water must adjust before it will register the new temperature. Ask your students if there are any drawbacks to using their home-made thermometer, and see if they can identify at least 3.

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Conserving Grandma's catch

Fisheries and Oceans Canada

Objectives:

To show the role our coastal ecosystems play in providing productive fish habitat and the importance of not only protecting coastal areas, but also managing fish populations to ensure a continuous supply.

Materials:

  • fish bowl
  • two bags of 'goldfish' crackers

Background:

Our Atlantic coastal ecosystems are some of the most diversified and productive in the world. They provide essential habitat for a variety of fish species. Coastal ecosystems are necessary for their survival and must be protected. But protection is not the only thing we must consider if we want our grandchildren to be able to eat fish.

Fish are a renewable natural resource. Unlike coal and oil, renewable natural resources are always replenishing themselves. But if we are not careful and destroy the habitat and take too much, the fish will not survive. To make sure we always have a source of fish, we must carefully manage how many fish we take.

There are a variety of methods used to manage fisheries, such as setting regulations on how to fish, when to take the fish, and limits on how much to take. Protecting coastal ecosystems and following fisheries regulations is practicing good conservation. Conservation means we use nature wisely without using it up, so that future generations can also benefit.

Procedures:

  1. Discuss what fish need to survive: Good habitat in our coastal ecosystems where they find food, shelter, water, and space.
  2. Tell the participants that in this activity they come from a community where fishing has been the major enterprise for the past 200 years. It supports the whole community. People not only work on the boats, but also in the cannery where the fish is processed. The local stores are kept busy by the customers who work in the fishing industry. The teachers and doctors are in the community to provide services to the employees of the fishery and their families. What would happen to the whole community if the fishery was closed, due to a lack of fish? Inform the participants that each generation wants to make a living from fishing.
  3. Assign each participant the following roles. First generation: grandma, grandpa. Second generation: son #1, son #2, daughter #1, daughter #2. Third generation: grandchild #1, grandchild #2, grandchild #3, grandchild #4, grandchild #5, grandchild #6, grandchild #7, grandchild #8.
  4. Pour the contents of one bag of goldfish crackers into the bowl.
  5. Let each grandparent fish from the bowl by scooping up a handful of fish. Let the grandparents decide if this is enough fish for them.
  6. Let the second generation fish in the same manner as the grandparents.
  7. Let the third generation fish in the same manner as the grandparents. (Chances are there will be no fish left.)
  8. Ask the participants if there is anything about fish we have forgotten? Fish reproduce. Repeat steps 4 through 7, but add two handfuls of fish from the second bag of goldfish crackers for each generation. Repeat after the third generation. Do you still run out of goldfish? (Chances are there will be no fish left.)

Discussion:

Discuss with the participants who did not get enough fish? Why? How could the fish be conserved for future generations? Would you limit the number of people who could fish? Is there a way of changing the fishing method? (Try using only your thumb and forefinger.) Would you allow a shorter time to fish and would you set a limit for the number of fish caught? Discuss these questions with the participants and come up with a solution to solve the overfishing problem

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Interesting

Innovation, Science and Economic Development Canada

You just opened a bank account!

1. Here are the transactions you completed this month:

  • You deposited $100.
  • You used your Interac card to buy a bouquet of flowers for your mother that cost $17
  • You went to the movies last week. Since you didn't have any cash on you, you used your Interac card to pay for the ticket, which cost $7.50.
  • You cashed a $20 cheque from your grandparents.
  • You withdrew $20 from your account using an ATM at your bank.
  • Three times you withdrew $20 from an ATM other than your bank's ATM. Therefore, each transaction cost you $1.50.

How much money is left in your bank account?

NET BALANCE:

2. From the list that follows, you buy all of the items that satisfy ONLY fundamental needs, and avoid buying those that are wants. If you started with $185, how much would you have left?

  • a muffin and orange juice for breakfast: $3
  • a tuque, or winter hat: $20
  • the sport socks you've been wanting forever: $80
  • a concert ticket to see your favourite singer or group: $20
  • eye glasses: $90
  • a hamburger and fries from the snack bar in your neighbourhood: $4
  • school books: $36.99
  • shoes: $21.75
  • a cap with the logo of your favourite soccer team: $28.99
  • a bag of potato chips: $1.99

I HAVE LEFT:

3. On your birthday, you deposit $20 into your bank account. Your financial advisor explains that the money you deposit earns interest every year. Interest is calculated on an amount either invested (like in a bank account) or borrowed.

For example, an investment of $10 in an account that earns annual interest of 5%, will give you $0.50 in interest after a year. If you invest $40 in an account that earns annual interest of 10%, you will receive $4 in interest after that same year.

  • Calculate how much interest your $20 deposit will earn in one year if the interest rate is 5%.
    5% of $20 =
  • You have $30 in your pocket. If you add that money to the money you already have in the bank, how much money would you have at the end of the year if the interest rate went up to 10%?
    $20 + $30 + 10% of $50 =
  • Two years have gone by since you first opened your bank account. The first year, you deposited $100 and the interest rate went up to 10%. The second year, you deposited $135, and the interest rate went down to 5%. How much money do you now have?
    First year: $100 + 10% of $100 =
    Second Year First year + $135 + 5% of the previous amount=

Answer Key

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Drawing circles

Canadian Space Agency

Materials:

  • 3 blank papers
  • 2 markers
  • masking tape
  • 2 g simulators

How to make a 2G simulator

  • Fill a self-seal bag with 2-3 kg of damp sand
  • Seal the bag removing as much air as possible
  • Spread the sand equally throughout the bag

Procedures:

Conduct this experiment in 3 parts:

  1. On the first paper, draw and trace a circle ten times with your eyes open and ten times with your eyes dosed.
  2. Repeat part a) on the second paper with a 2 g Simulator taped to your forearm.
  3. Remove the 2 g Simulator and immediately repeat the procedure on the third paper.

Findings:

Compare your drawings of the circles on your 3 papers.

  • Compare your ability to retrace the circles in each of the drawings.
  • Compare your ability to draw circles before using the 2 g Simulator and after you removed it.
  • Were they the same?
  • Why or why not?

Compare and discuss the results with other team members.

  • Were each member's findings the same?
  • What conclusions can you draw?

Discussion:

Together, discuss how you could relate this to what the astronauts experience. Do you think the shuttle astronauts would experience the same effects if they were asked to perform the tasks before, during and after their mission?

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Influence of microgravity on balance and the sense of orientation

Canadian Space Agency

Objective:

To demonstrate the importance of the eyes in keeping your balance.

Materials:

  • Plank (2" x 4" x 24")
  • Chronometer
  • Blindfold

Method:

  • Lay the plank flat on the ground. Have two students hold either end to keep it steady.
  • Have a volunteer stand on the plank with the toe of one foot touching the heel of the other and arms crossed on his or her chest.
  • Time how long he or she can balance on the 2x4 with eyes open.
  • Repeat the experiment and time it again with the person blindfolded.
  • Explain why the volunteer lost his or her balance more quickly the second time, when he or she no longer had any visual cues.

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Luminous Water

Canadian Space Agency

Astronauts are first and foremost scientists. Therefore, they perform several experiments while on mission, but also when they are on the ground. Try the following experiment!

Some obstacles, such as water and glass, cause light to deviate. This experiment is a good way to demonstrate what happens.

Making a Light Deviation Device

Materials:

  • Scissors
  • Clear plastic bottle
  • Water
  • Flat dish
  • Small flashlight

Procedure:

  1. Use the scissors to poke a small hole in the bottom third on the side of the bottle.With your finger on the hole, fill the bottle with water. Place the bottle on the dishand turn off the lights in the room.
  2. Let the water trickle out of the hole onto the dish. Shine the beam of the flashlight around the bottle at level with the hole. If the beam is properly positioned, thewater trickling from the bottle should become luminous. Even the water in the dish should emit light.

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Sweet Pee

Canadian Space Agency

Since water is a rare commodity in space, astronauts on the International Space Station will be recycling their water. This includes respiration, perspiration, shower and shaving water, and even urine. This wastewater will be purified and then recycled for drinking and other uses.

Biological treatments are used to purify water on Earth. The micro-organisms used in this process destroy contaminants in the water. The International Space Station will use physical and chemical processes to remove contaminants, along with filtration and temperature sterilisation to ensure the water is safe to drink.

Materials:

  • Simulated Urine
    • yellow food colouring
    • clear carbonated soft drink
  • Simulated Biological Active Agent
    • 8 raisins
  • Simulated mixture of Citric and Carbonic Acid
    • clear carbonated soft drink
  • stirring stick or spoon
  • 500ml beaker or appropriate glass jar labelled "Sample Jar"
  • Two 500 ml clear bottles with sealing top
  • drinking glass (clear)
  • knife
  • coffee filter
  • small plastic vial or closable plastic bag

Preparation:

  1. Mix the following liquids in a 500 ml bottle, to simulate urine: approximately 100 ml of a clear or yellow soft drink (Example Ginger Ale, 7-Up) and 1-3 drops of yellow food colouring. Some experimentation with the correct size and number of drops may be required to give the correct appearance. Let this mixture go flat (can be accelerated by stirring).
  2. Chop the raisins into very small pieces, and store in the plastic vial or bag. Label the vial with "Biologically Active Re-Processing Organism". On the label write an impressive looking number (e.g.AF-4366032-B2) and a recent past date. Place the top on the vial (a film canister works well as a plastic vial). This is the "biologically active agent".
  3. Pour 450 ml of clear soft drink in the 500 ml clear bottle with a sealing top. Make sure to seal the top so that the carbonation is retained. Label this bottle "Citric and Carbonic Acid".

In Class Demonstration

Remember that this is a simulation, so that if the audience knows what the actual components the demonstration really are, the effect will be lost.

  1. Prior to the presentation, place the plastic container with the "biologically active agent" and the Citric and Carbonic Acid Bottles on the desk or some other observable spot. Beside them place the empty 500 ml beaker (sample jar) and the stir stick or spoon. The container with the simulated urine should be hidden in a bag or left in a room away from the audience.
  2. Just prior to the presentation, the presenter takes the sample jar and the unseen "urine" to a private room and pours the mixture from the bottle into the sample container. The empty "urine" container is then again hidden.
  3. Introduce the need to conserve materials such as food and water when living in Earth orbit. Note that for short missions, all the water that is needed for the mission can be taken on the flight. Water can be transported from the Earth's surface to orbit, and all waste, including human waste, liquid and solid, can be brought back as needed. For extended missions, not all the water needed for "one time use" can be taken. Water will have to be recycled. This includes urine. At this point hold up the "urine" in the beaker and state that you will show them how this will be done. Be careful not to state what is in the beaker directly. Let the imagination of the audience carry the demonstration.
  4. State that the process of "purifying" the water in the beaker to a drinkable state requires two distinct steps. The first is the dilution of "this" fluid in the "citric and carbonic acid" - this allows the second step to be more effective. Add the fluid in the citric and carbonic acid bottle to the mixture. If anyone is observant enough to comment that the fluid you are adding looks like 7-UP or Sprite, comment that a major portion of both 7-Up and Sprite are citric and carbonic acid and that they could be used.
  5. Next, state that a biologically active agent that converts all the impurities in the "solution", except the colour, to harmless materials does the purification. It also removes any odour and any "bad taste". Open the biologically active agent container and dump the agent into the fluid. The combination of the agent to the fluid to be purified will result in active bubbling. You can make the statement that "things seem to be working". State that in normal water purification this process takes some time but that you can speed it up because of the small amount of solution and the large amount of reagent. State that stirring helps. Stir the container with the spoon.
  6. State that the process will take about 30 minutes, and ask the students to remind you to stir the solution about every 5 minutes, to ensure that the appropriate reactions take place.
  7. Over the next 30 minutes or so, stir the fluid and biological active agents. Comment that things seem to be progressing nicely.
  8. When approximately 30 minutes are up, give the fluid one last stir to ensure that the fluid will be flat. State that you will now separate the fluid and the biologically active agent by filtering it. Place the filter paper in the drinking glass and slowly pour the solution through the filter paper.
  9. Once the filtering process is complete, you quickly make the statement that "this should be purified enough to drink" and quickly drink some.
  10. State that on long haul missions in space, nothing can be wasted, so that even the biological agent needs to be recycled. Ask what the audience thinks they would do with it. Field some answers. Add "eat it" as one possible answer at the end, and quickly eat a portion of the agent.
  11. Drink all of the purified drink and continue with the lesson or discussion.

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Influence of microgravity on bone structure

Canadian Space Agency

Objective:

To demonstrate that a person grows taller in zero gravity

Materials:

  • 3 large flexible sponges (to represent the spongy tissue)
  • 4 large books (to represent vertebrae)
  • 1 large rubber band
  • 1 photo of the spine

Method:

  • Stack the books and sponges alternately.
  • Press down on the book and sponge assembly to compress it. Stretch the rubber band around the assembly to hold it in that position. The rubber band illustrates the force of gravity, which compresses the discs in the spinal column when the astronaut is on Earth.
  • Have the students measure the height of the assembly.
  • Remove the rubber band while keeping the stack upright.
  • Have the students take another measurement. Explain to students that the difference in height results from the removal of the rubber band - or, in real life, the disappearance of the Earth's gravity once the astronaut is in space.

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