MYTHconceptions 6-28: Balloons
Today, in MYTHconceptions, the students were challenged to puncture a balloon without popping it. Students explored properties of rubber to figure out how to pierce a balloon with a wooden skewer without popping it. Through this activity students use their deductive skills to figure out what needs to be done to keep the balloon intact.
Ask your student: What is a polymer? (A Polymer is a chain of repeating parts) What property of the balloon (rubber) allowed it to be stretchy and always go back to the original form? (elasticity, elastic)
Chicago Engineering Explorations 6/28: A Series of Circuitous Events
In this lesson, our engineers applied the knowledge they learned earlier in the week in a race to assemble two different types of circuits, parallel and series. Their creativity really lit up the room as they explored the difference between these two circuit types by powering LED lights in each of these styles.
Ask your student: What is the main difference between parallel and series circuits? (Only one path in a series circuit; parallel there are multiple paths) Which circuit style causes voltage drop? (series)
Fun Fact: Refrigerators, freezers, and water heaters use series circuits while electrical outlets in a room, house, or building use parallel circuits.
Extreme Math & Science Wednesday: Lincoln & Peterson
Today in Extreme Math and Science, students estimated unknown sample size by using the Lincoln Petersen method of population estimates using capture-mark-recapture methods. The students estimated populations and statistically compared them to figure out how accurate their estimations were.
Ask your student: What is the Lincoln-Peterson method? (It estimates of population size are based on a simple ratio and depend on the assumption that the population is closed to emigration, immigration, births or mortality during the sampling period)
Chicago STEMvironment 6-28: Solar Power!
In class today, students learned how to apply the principles of solar energy, and how to run good tests of their solar device. Students created a solar oven that harnessed the power of the sun’s light to heat and cook marshmallows! By collecting data of their ovens’ temperature and then graphing it, students were able to compare their ovens, and discover some of the principles behind solar heating.
Ask your student: What happened to the temperature inside the oven? (It increased) What part of the oven kept the heat in? (The black paper) What part reflected the heat inside of the oven? (The foil, which acted as a mirror)