ET01312001 04 Science Wokshop

7/26/2019 ET01312001 04 Science Wokshop

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Science workshop

Science workshop is a collection of complementaryactivities in the form of experiments, projects andworksheets. It has been designed to develop cognitive,procedural and participative abilities which the teachercan use to consolidate and extend the contents of thecourse and develop the basic competences.

The section includes:

1. How to make microscope preparations

2. Observing photosynthesis

3. Observing phototropism

4. The study of an ecosystem

5. The textures of rocks

6. Learning more about the seismic method

7. Chemical reactions in the kitchen

8. Building a dynamometer

9. Road education workshop

10. Home made electricity

11. Checking the power of light radiation

12. Making a telephone with communicating vessels

13. Working with coloured lights

14. Visiting a science museum

15. Visiting a laboratory

16. Analysing a documentary

17. Surfing the Internet

18. Using a word processor



MUCOUS MEMBRANE CELLS

The buccal mucosa is composed of epithelial cells that can be easily collected by takinga swab from inside the mouth, so it is a good material to observe human cells under themicroscope. The procedure is as follows:

HOW TO MAKE MICROSCOPIC PREPARATIONS

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Activity 1

1 Obtaining the sample

– Put a drop of water on a slide.

– Then, gently scrape inside your mouth with acotton bud. Deposit what you have collected onthe drop of water and spread the sample outwith the cotton bud.

2 Setting the sample

– To set the sample, turn on the burner and holdthe slide over it with the wooden pincers.

– Heat the sample by constantly moving it overthe flame, until the water evaporates.

3 Staining and drying

– Put the slide over a dish and add a few dropsof methylene blue to cover the sample, then

wait for one minute.

– Rinse off the surplus dye with water from thewashing bottle until it is clean.

– Then, add a drop of water and put a slide overthe preparation.

– Put the preparation on absorbent paper andfold the paper over to completely cover it.

– Gently press down on the preparation until it iscompletely dry. If necessary, change the paper.

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A N A Y A E N G L I S H .

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Activity 1

4 Observation

– Once the sample is dry, put the preparation underthe microscope to observe it.

A Do a drawing of what you can see with each one of the lenses in the box below. Indicatethe magnifications used in each case.

B What is the purpose of staining the preparation?

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C Which parts of the cell can be clearly observed? Why can other components, such asmitochondria or ribosomes, not be observed?

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D What is the function of the epithelial tissue?

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Observing the nutrition processes in animals is simple, because we can see clearly howthey feed, breathe, etc., but in plants these processes are not so evident. However, wecan do a simple experiment which will enable us to observe photosynthesis in plants.

Materials

• Fragments of an aquatic plant, such as the elodea.

• A transparent jug full of water.

• A funnel (also transparent).

• A test tube completely full of water.

Procedure

1 Take the fragments of elodea and put them in the funnel, pushing them gentlyagainst the neck of the funnel to ensure they stay in place.

2 Put the funnel containing the elodea into the jug, upside-down, ensuring that the funnel is completely submerged(photograph 1).

3 If you put the plant in the sun and at an adequatetemperature, you will soon see how small bubbles form,which rise up through the neck of the funnel. The gaswihich is released is oxygen produced in photosynthesis.

4 The next step consists of taking a test tube, completely full

of water and placing a finger over the top so no water islost, then placing it over the neck of the funnel, so the testtube contains no air.

5 Finally, put the experiment in a warm place exposed tosunlight and leave it for three days (photograph 2).

OBSERVING PHOTOSYNTHESIS

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Activity 2

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Interpreting the results

A After three days exposed to the sun, you will observe that the tip of the test tube hasfilled with a gas.

How many millimetres of the test tube does this gas measure?

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B Repeat the experiment, but this time leave the elodea for three days in a placewhere it does not receive any light.

a) How many millimetres of the test tube does the gas measure this time?

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b) Did the elodea release more or less gas than when it was exposed to light? What

do you think is the reason for this?

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C Which gases do you think the plant released when it was exposed to light? Andwhen it was in the dark? Explain your answers.

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D Can you think of any way of checking which gas the elodea released while it wasexposed to the light?

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Activity 2

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Activity 3

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OBSERVING PHOTOTROPISM

As you will have seen in the student’s book, plants use a process called phototropism togrow towards the light. Normally however, the plants around us receive lots of sunlight,and observing phototropism in them is not easy. A simple experiment will enable us tosee this effect more clearly.

Materials

• Two trays.

• Soil (or wet cotton wool).

• Seeds of a plant such as lentils, beans, grass, etc.

Procedure

1 Put the soil or the wet cotton wool on the two trays.

2 Plant the seeds you have chosen in the soil or cotton wool.

3 Put one of the two trays right next to a window, so it receives direct sunlight.

4 Put the other tray near the window, but in a position where it is always in the shadeand never receives any sunlight.

5 The result of the experiment is shown in the illustration below.

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Activity 3

Interpreting the results

A What do you observe in the growth of the plants on each tray?

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B Why do you think two trays are necessary for this experiment?

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C What do you think causes the differences between the plants in the two trays?

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D Swap the places of the two trays and wait a few days. What changes can you see inthe growth of the plants on each tray? Explain your answer.

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E Why do you think it is so important for the plants to receive sunlight?

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Activity 4

Studying all of the interactions and relationships that take place in an ecosystem is avirtually impossible task, so normally isolated aspects of ecosystems are studied. Veryoften scientists study the number of individuals of a species and how the population variesdepending on population changes in other species or changes in certain abiotic conditions.

In order to study an aspect of the ecosystem, we must make observations in thatenvironment.

What we must take into account when making observations

1 Determine how and when to carry out the observations.

2 Look for the area with the help of maps and prepare everything you need to gatherthe information: field books, binoculars, camera, tape measure, latex gloves, mapof the area, compass, field guides, containers to collect samples, thermometers,magnifying glasses, etc.

3 Note down the date, time and place of each observation or sample, and accompanythem with as much information as possible (descriptions, sounds, drawings orphotographs, etc.).

How to make observations

1 When observing in the countryside, wear dark or natural colured clothes. If you wearbright colours, the animals will see you more easily and will run away, making itdifficult to make observations.

2 It is a good idea to have instruments that facilitate observations. So, if you are goingto observe birds, binoculars and telescopes will be very useful, as it is not easy toget close to them, whereas if we are going to observe insects, funguses or plants,magnifying glasses may be useful to observe small details.

THE STUDY OF AN ECOSYSTEM

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Field guides help us to identify organisms.



3 There are many different species in nature and it is sometimes difficult to distinguish

between them. Field guides covering the species in the area will help us to moreclearly differentiate between the different species. There are guides for plants,funguses, birds, mammals, etc.

4 A field book and pencils will be very useful to take notes and draw sketches. Often,you will see a species for a very short time. You can draw a quick sketch with notesabout its colours and then complete it later when you have time.

5 A camera will enable you to take photos of your observations. Though professionalsusually use reflex cameras with powerful lenses, to begin with, a standard compactcamera will be sufficient.

6 Above all, be patient. When you go out into the countryside, many of the things

you want to observe will not simply appear before you. You must search carefully,observe, remain still and in silence, sometimes for a long time. With patience, you willbe able to make valuable observations.

Once you have decided when and how to go out into the countryside, what to observe,and have the materials ready, you must remember another fundamental rule aboutobserving ecosystems: non-intervention.

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Activity 4

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Binoculars and cameras can assist us in making observations.

We must never interfere in relationships between species, modify their habitat orcause alterations. If you want to observe nature faithfully, do not alter it, treat it with

respect and, of course, do not leave any waste behind.



A When studying population numbers of different species, we often observe regular

oscillations which are accompanied by oscillations in the populations of theirpredators and their prey. Write why you think that these fluctuations are seen inanimal populations.

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B Imagine an ecosystem where indiscriminate hunting has wiped out the population offoxes. The rabbits they fed on no longer have a natural predator. What do you think

will happen to the population of rabbits following the extinction of the foxes? Whatwould happen if, on the other hand, the rabbits were wiped out, thus depriving thefoxes of their prey?

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C Miguel wants to observe birds. Due to the difficulty in spotting certain species,

Miguel has decided to put a bird feeder in a clearing in the forest, and he hopes thiswill attract birds so he can make observations. When some of them arrive, Miguelis unable to distinguish them properly, so he carefully observes them so that he cansketch them from memory when he gets home, and then look for which species theyare. Is Miguel acting correctly in his observation of the ecosystem? Describe whatmistakes he is making and how he should act in order to observe the birds correctly.

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Activity 4

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Lynx

Hare



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Activity 5

When geologists have to identify a rock, the first thing they will try to deduce is its origin,i.e. whether it is magmatic (either, plutonic or volcanic), metamorphic or sedimentary.Often, it is sufficient just to know where the rock came from:

– If it is volcanic, it will be found near a volcano.

– If it is plutonic, in enormous masses of rocks.

– If it is metamorphic, in strata with a flattened appearance.

– If it is sedimentary, in layers.

On other occasions, the rock is not found in its place of origin, and it will then be necessaryto analyse the texture of the rocks to determine their type; for example:

1 Magmatic plutonic. They are rockswhich cool slowly inside the Earth, givingthem time to crystallise well. Theserocks therefore have large crystals whichcan be seen with the naked eye. Oneexample of these rocks is granite, whichcan be seen in photo 1.

2 Magmatic volcanic. They are rocks that

form when lava cools rapidly after beingexpelled in volcanic eruptions. In theseconditions, the rock has very little timeto crystallise, so these rocks have tinycrystals, and we need magnifying glassesor petrographic microscopes to see them.One example of these rocks is basalt,shown in photo 2.

3 Metamorphic. These rocks wereformed from other rocks, which were

transformed by intense pressures andhigh temperatures. Due to the strongpressures, these rocks can be identifiedbecause their crystals are arranged insheets and bands in the same direction.This is the case of slate, shown in photo 3.

4 Sedimentary. These rocks are formedfrom sediments, i.e. fragments ofother rocks which are deposited inlayers. When they are compacted,

the fragments do not undergo anyalterations and the pieces can be easilyidentified. On occasions, fossils arefound in them (photograph 4).

THE TEXTURES OF ROCKS

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Activity 5

A Match the texture of the rock in the first column with the place it comes from in

the second column.

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Activity 6

The structure of the interior of the Earth was completely unknown for a long timebecause of the difficulty in accessing the inner layers. Our planet has a radius ofapproximately 6,371 km, but we have only been able to scratch the surface of the crust,and have not been able to directly examine depths beyond a few kilometres. That iswhy, in order to study the interior of the Earth, it is necessary to use indirect methods.

When an earthquake takes place, it generates different waves which behave andpropogate differently in different materials.

Types of seismic waves

– Primary waves (P waves). They are the fastest and they are propagated in the directionof movement. They are compression waves, which means that they compress and pushthe material, in a similar way to when we shake someone by the shoulders.

– Secondary waves (S waves). They vibrate transversally and, unlike P waves, Swaves do not pass through liquids.

– Surface waves. They are propagated at the surface from the epicentre, and are theslowest

LEARNING MORE ABOUT THE SEISMIC METHOD

P waves S waves Surface waves

Rayleigh waves

Direction of the wave

Direction of the wave

Direction of the waveDirection of the wave

Love waves

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The seismic method is a way of studying the structure of the layers of our planet byusing earthquakes.



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Activity 6

An earthquake is perceived differently by each

seismological station on the planet because eachwave behaves differently.

When an earthquake occurs, a single seismologicalstation is not able to detect exactly where it tookplace; it can only detect how far away it was.However, the data from three stations can be usedto triangulate the precise location of the epicentre.

In addition to this, by studying how waves propagate

through different materials, it has been possibleto deduce the structure of the different layers thatmake up the planet.

A In 1914, Beno Gutenberg discovered that the interior of the Earth had a corewhich was separate from the mantle. The basis of this was the observationthat, at a certain depth, the S waves disappeared, while the speed of the Pwaves was greatly reduced. What do you think the behaviour of the waves is

due to?

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B Look at the graph below and answer thefollowing questions:

a) Which layer does each colour correspond to?

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b) How do you think the waves wouldpropagate if the planet was composed ofonly solid rock?

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Crust

S wavesare not detected,

P waves are detected

R e f r a c t e d P

w a v e

R e f r a

c t e d P

w a v e s

142

P and S wave s

Outer core

Inner coreP wave

shadow zone

103

Hypocentre of earthquare

Mantle

P and S wave s

P waveshadow

zone

1000

2000

3000

4000

5000

6370

P wavesS waves (donot propagatethrough liquids)

D e p t h o f t h e E a r t h ( k m )

Mohorovicic

Gutenberg

2900

5150

0 2 4 6 148 10 12

Speed of seismic waves (km/s)

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l

I

l

I

l

Station 1

Station 2

Station 3

Epicentre

5600 km

8600 km

1500 km

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Chemical reactions are constantly taking place in the kitchen. Two examples of thesechemical reactions are: the combustion of gas, or the coagulation of egg proteins.

These three experiments are easy to do.

Experiment 1: obtaining CO2 from egg shells

In this chemical reaction we will use an egg and vinegar, two ingredients easily found ina kitchen.

The egg shell is made of calcium carbonate, and the vinegar is an acid (acetic acid).When the two come into contact, this reaction takes place:

Acetic acid + calcium carbonate → calcium acetate + carbon dioxide + water

Materials needed

• Mortar.

• Glass with water.

• Spoon, plate and kitchen paper.

• One egg and vinegar.

Steps

1 Carefully break open the egg. Takethe shell and wash it. Dry the shell withkitchen paper.

2 Crush the shell using the mortar, tillthe pieces of shell are very small. Thiswill mean there is more contact surfacearea between the vinegar and the eggshell.

3 Place the pieces of egg shell in a glass.

4 Add four spoons of vinegar.

5 We will see bubbles forming becausethe CO2 is being produced.

CHEMICAL REACTIONS IN THE KITCHEN

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Activity 7

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Can an egg bounce?

You can also go the following experiment:

1 Place an egg in a glass and fill theglass with vinegar, till the liquid coversthe egg completely.

2 Cover the glass with clingfilm and leaveit in the fridge, replacing the vinegarapproximately every four hours.

Conclusions

A In this experiment you will notice that the egg loses its shell. Take it out of the glassand wash and dry it. What is the egg like now?

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B Hold it and try to bounce it softly against a plate. What happens?

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C Which component in the egg gives it hardness?

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Activity 7

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Activity 7

Experiment 2: inflating a balloon without blowing air into it

In this experiment, we will see what happens when sodium bicarbonate and citric acidfrom lemon juice are mixed together. In the chemical reaction water, sodium citrate, andcarbon dioxide are produced. The carbon dioxide will inflate the balloon.

Materials neede

• Empty plastic bottle.

• Two lemons, sodium bicarbonate in powder.

• Lemon squeezer.

• A balloon, and a rubber band.

• A knife and a tea spoon.

Steps

1 Squeeze the lemons and pour the juiceinside the bottle.

2 Place two teaspoons of sodiumbicarbonate inside the balloon.

3 Hold the balloon with the rubber bandaround the mouth of the bottle. And letthe powder fall into the bottle.

4 Bubbles of CO2 will be produced.

5 You will observe that the ballooninflates.

Conclusions

A Explain why the balloon inflates.

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B Repeat the experiment using vinegar, orange juice, apple juice, etc., and indicatewhich liquid produces more CO2. Explain your results.

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Experiment 3: the antioxidant power of vitamin C

Vitamin C is a vitamin which is soluble in water. This vitamin is necessary for growth,tissue repair, and keeping cartilage, teeth and bones healthy. It is a strong antioxidant(like vitamin E and beta-carotene). In this experiment this property will be investigated.

Materials

• Vitamin C tablets and an apple.

• Small plastic bag.

• Plate, knife, and mortar.

Steps

1 Cut the apple into thin slices. Placethem on a plate.

2 Place the vitamin C tablets inside thebag. Crunch the tablets using the mortaruntil a thin powder is obtained.

3 Cover half of the slices of apple with thevitamin C powder.

4 Leave the slices for 24 hours at roomtemperature and observe the colour ofthe slices the following day.

Conclusions

A Which slices are darker?

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B Wrap some slices with clingfilm, cover other slices with ice. Which slices get darker?

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C What phenomenon causes the apple to darken?

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D To keep the colour of the fruit in fruit salads we use lemon juice. Why do you thinklemon juice is used in fruit salads?

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Activity 7

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WHAT A FORCEMETER IS?

It is a device used to measure forces. The one we are going to build here was inventedby Isaac Newton, and it works because elastic bodies elongate when a force is appliedon them. Normally it uses a spring, but we are going to use a rubber band.

Materials needed • A tube made of plastic and a stopper or

cork with the same diameter as the tube.

• A rubber band.

• A piece of wire.

• A permanent marker.

• A stapler and a ruler.

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Activity 8

BUILDING A DYNAMOMETER

Steps1 Make a hook with the wire and hold it

to the rubber band.

2 Staple the other end of the rubber bandto the cork or stopper.

3 With a marker pen draw a line on theside of the rubber band. This point willbe the reference point.

4 Place the wire, rubber band and corkin the plastic tube. Draw a line and a 0on the tube at the height of the line onthe rubber band. This 0 corresponds to0 N.

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Using the dynamometer

Once our dynamometer is calibrated, we can use it to measure forces between 0 N and2 N. Try the following:

A Weigh an orange with your dynamometer. What is the reading? Do you know how to

find the mass of the orange? (remember P = m · g)

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B If you use this dynamometer on the Moon, will the objects weigh more or less? Why?

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Activity 8

Calibrating the dynamometer

We can calibrate our dynamometer byhanging objects with known masses on it,remembering that 1 kg of mass is equal to9.8 N.

1 Place 100 g of rice in a small plasticbag. Hang it from the hook of theforcemeter.

2 Check that the line you made on therubber band has moved. Mark 1N onthe tube where the mark of the rubberband is now.

3 Repeat step 2 with a mass of 50 g,which corresponds to 0.5 N, withanother of 150 g which corresponds to1.5 N, and with another mass of 200 gwhich corresponds to 2 N.

4 Once we have these 4 points drawnon the tube, we can mark the values inbetween these numbers using a ruler.

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En todos nuestros pueblos, ciudades, carreteras... hemos de «convivir» diariamentecon vehículos; por ello, y aunque no seamos conductores, hemos de ser perfectamenteconocedores de las diferentes señales de tráfico y de las normas básicas de educaciónvial; en estas páginas hacemos un repaso de ellas.

TRAFFIC SIGNS

There are different types of traffic signs:

• Road signs.

• Road markings.

• Light signals.

Road signs

Road signs are posted at the side of the road or above the road. There are four typesof road signs: signs that tell us what we must NOT do, signs that tell us what we MUST do, signs that give warnings and signs that provide information.

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Activity 9

ROAD EDUCATION WORKSHOP

60Signs that tell us what NOT to do

Signs that tell us what we MUST do

Signs that give warnings

Signs that provide information

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Road markings

Road markings.

Light signals

Light signals include traffic lights or signs warning of danger around construction work.There are traffic lights for both vehicles and for pedestrians.

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Activity 9

S T

O P

Tells us we

must stopArrow indicating which

way traffic must move

Traffic direction arrow

Broken line:

OVERTAKING IS ALLOWED

(if no one is coming

on the other side)

Solid line:

OVERTAKING

IS FORBIDDEN

If the broken line is on the

side closest to our car:

OVERTAKING IS ALLOWED

(if nobody is comingon the other side)

If the solid line is on the

side closest to our car:

OVERTAKING IS FORBIDDEN

Don’t cross, vehicles

have the right of way.

Pedestrians

may cross

Vehicles can go. Vehicles must

stop.

Tells us the

light is getting

ready to turn

red orto be careful.

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Activity 9

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ROAD SAFETY RULES

Whether we are in a vehicle in the city or on the motorway or are walking in the streetor on a main road, we must respect certain rules for our own safety as well as thesafety of others.

Rules when travelling in a vehicle

• When travelling by car you must always wear your seatbelt.

• On public buses you must always remain seated with your seatbelt fastened if one isavailable.

• Never lean out of windows or put your arms or any part of your body outside the vehicle.

• Never distract the driver of a moving vehicle.

• If travelling with animals, they should be in a separate compartment suitable for their size.

Rules for pedestrians

• Never walk on the hard shoulder of motorways.

• On main roads without pavements you must walk outside the boundaries of the road,never on the road itself, in single file and facing oncoming traffic.

• Only cross streets at pedestrian crossings.

• Look both ways when crossing the street to make sure no vehicle is coming.



Road Safety Rules

A Find information about these road signsand write which groups these signs belongto and what they mean.

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B Say which vehicle can overtake another,provided no vehicle is approaching onthe other side of the road. Is it the vehicledriving on side A or the one on side B?Explain why.

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Activity 9

A

B

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Electrical energy is one type of energy highly used in our society. Without electricalenergy we would not be able to watch television, heat food using a microwave or studyusing a lamp.

This type of energy is seen when electrical charges (electrons) move. The materialswhich electrons move in are called conductors.

In this experiment you are going to build a battery, you will obtain electrical energy fromchemical energy. Then you will light a low voltage light bulb.

WHAT IS A BATTERY?

A battery has two electrodes, usually made of two different metals (in this case copperand magnesium) that are inside an electrical conductor solution or electrolyte (in thiscase vinegar).

When the electrodes react with the electrolyte, the electrons will move from one(magnesium) to the other (copper). If the electrons move through the wire, we will haveproduced electricity.

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Activity 10

HOME-MADE ELECTRICITY

Materials

• Vinegar and plasticine.

• 1 metre of electrical wire.

• Low voltage light bulb (like those insidetorches).

• A piece of copper pipe.

• A pencil sharpener, scissors, pliers anda glass.

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Activity 10

Conclusions

A Where does the chemical energy that changes into electrical energy come from?(remember that chemical energy is associated with the chemical bonds).

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B Repeat the experiment but use lemon juice instead of vinegar. Does the bulblight up?

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C Repeat the experiment using a drink generally used to restore salts and sugars afterdoing sport. Does the bulb give out light?

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Steps

1 Cut two pieces of electrical wire 20 cmlong. Eliminate the sheath that coversthe ends of the wire, so that the endsare completely peeled.

2 Coil one end around the copper pipe.The pipe must be really clean, if it isnot, rub it down with sandpaper.

3 Coil the other end around the screwthat holds the blade of the sharpener in

place.

4 Coil the free ends of the wires to thebulb.

5 Fill the glass with vinegar and introducethe piece of pipe and the sharpener.

6 You will see bubbles form, which ishydrogen gas. They are formed whenthe magnesium from the sharpenerreacts with the vinegar.

Instead of using a low voltage light bulb, amusical device found found some greetingcards can also be used.

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Solar radiation travels from the sun in the form of electromagnetic waves which heatthe surface of the Earth and everything that is on it. We are going to prove it doing thefollowing experiment.

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Activity 11

CHECKING THE POWER OF LIGHT RADIATION

Materials needed

• Two empty cans of soda, water in a

measuring jug, and an empty jar.• Two thermometers and a liquid measurer.

• Plasticine, turpentine, black (enamel)

paint and white (enamel) paint.• A paint brush, latex gloves, and kitchen paper.

Steps

To do this experiment you must remeberthat the day you do the experiment shouldbe a sunny day:

1 Put on the latex gloves and pour someturpentine into the jar, this will be used

later, when cleaning the brush afterpainting the cans

2 Paint the surface of one the cans whiteusing the white paint and the brush.

3 Clean the brush using the turpentineand dry it afterwards with kitchenpaper.

4 Paint the other can black. Leave bothcans dry till they are dry (around 3hours).

5 Clean the brush again. Rememberto throw the jar with turpentine in thecorrect container, do not throw it awaydown the sink.

6 Once the paint of the cans is dry, fillthem with the same amount of tap

water using the measuring jug.

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Activity 11

Conclusions

A In which can does the temperature rise faster?

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B Why do you think this is? Which colour absorbs more heat?

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C In which of the two cans do the water molecules have more thermal energy fourhours after being exposed to the sun rays? Why?

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D If we use glass jars or plastic containers instead of cans. Will the temperature of thewater be higher, lower or the same as in our experiment? Why?

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7 Place a thermometer in each can,being careful when you handle them.The bulb of the thermometer should beinside the water. Cover the hole of thecan with plasticine, this will also holdthe thermometer in place.

8 Place the two cans on a windowsill,where the sun rays reach them.Check the temperature of the water byreading the thermometers every halfhour. Write your results in the followingtable.

CAN T (ºC)

30 minT (ºC)

60 min

T (ºC)

90 min

T (ºC)

120 min

T (ºC)

150 min

T (ºC)

180 min

T (ºC)

210 min

T (ºC)

240 min

Black

White

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As we have seen, sound needs a material medium in which to propagate. In this simpleexperiment this fact can be checked with different materials, to see with which one ofthem transmits sound most clearly.

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Activity 12

MAKING A TELEPHONE WITH COMMUNICATING VESSELS

Material necessary

• Any type of container with a base whichcan be easily perforated: plastic glasses,

empty yoghurt pots, plastic bottles, etc.

• Pieces of string, cable and wool ofdifferent thicknesses and lengths.

• Scissors with fine tips.

Doing the experiment

1 Perforate the bottoms of the containerswith the scissors, taking care not to tearthem.

2 Connect two of the containers with oneof the pieces of string, wool or cable as

shown in the photograph. You shoulduse the same type of container atboth ends in order to verify which typetransmits sound best.

3 To make sure the string, wool or cabledoes not come out, make several knotsinside the container

4 Pull the string, wool or cable tightand speak into one end while anotherperson listens at the other end.

5 The voice is transmitted through the airin the form of sound waves and, whenit reaches the bottom of the container,it causes it to vibrate. This vibrationis transmitted to the string, whichpropagates it to the other container,which vibrates creating a sound wavewhich reaches the ear of the personwho is listening.

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Interpreting the results of the experiments

A Through which container is the sound heard best?

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B If the string is pulled tighter, is sound heard more clearly?

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C Which material transmits the sound best: string, cable or wool?

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D Does the thickness of the string or wool influence the quality of the sound?

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E How does the length of the cable, string or wool influence the quality of the sound?

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F Is the sound heard best with more rigid or more flexible containers?

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Activity 12

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The spectrum of electromagnetic radiation, includes the range of wavelengths thatcorrespond to visible light. White light is composed of all the colours that make up therainbow you see when there is rain and the sun comes out.

In the illustration below, you can see the approximate wavelength that corresponds toeach colour.

400 nm 450 nm 500 nm 550 nm 600 nm 650 nm 700 nm 750 nm

Ultraviolet Infrared

Spectrum visible to the human eye

Additive mixtures of colours are made of different colour lights projected onto a whitesurface. The mixture of all of the colours produces white light.

When primary colours are mixed with each other in different proportions, all the coloursof the spectrum can be obtained; the additive primary colours are red, green and blue.

In this experiment, you are going to combine these colours, to produce others, whichform part of the spectrum.

This technique is used in the theatre. Different colour floodlights are mixed together toobtain the desired colour lighting. TV sets use the physical principles of additive coloursin the same way to generate all the colour images we see.

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Activity 13

WORKING WITH COLOURED LIGHTS

Material necessary

• Red, green and blue cellophane paper.

• Three rubber bands.

• Three torches.

• You have to do this experiment in thedark, in a room which has at least onewhite wall ©



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Interpreting the results of the experiment

A What happens if you focus all the lights on the same area? Which colour do you obtain?

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B What are the colours called which you obtained by mixing primary colours?

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C If we mix equal parts of red and green tempera paint, which colour do we obtain?

........................................ And if we mix red and blue? ................................................

And green and blue? .....................................................................................................

D What are these mixtures of pigments called? ................................................................

What are the primary colours? ......................................................................................

E Which colour do you obtain if you mix all the primary colours?

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Doing the experiment

1 Put different coloured cellophane paperover the three torches and secure it withrubber bands

2 Pull down the blinds and turn off thelight in the room.

3 Switch the three torches on and projecttheir lights onto the white wall.

4 Note that the colours you can see are

red, blue and green.

5 Now, mix the beams of different colourlight in pairs, to see which colour isproduced by the combination of twodifferent colour lights.

The colours you obtain are:

• Yellow: by mixing red and green light.

• Magenta: by mixing red and blue.

• Cyan: by mixing green and blue.

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Activity 13

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TRIP SUMMARY

During the visit to the museum make notes in your notebook so you will have all the

information you need to fill out this report:

Museum details

Museum name: ...................................................................................................................

Address: .............................................................................................................................

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Details of the visit

What area of science is this museum dedicated to?

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Briefly explain what the museum contains.

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What item or section of the museum did you find most interesting? Why?

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Activity 14

VISITING A SCIENCE MUSEUM

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OBJECTIVES

A wide range of audiovisual materials have been included in the science project sectionto provide teachers with an attractive resource which is easy to use. The objectives ofusing these materials are:

• To enable students to value the audiovisual medium, not only as entertainment, but alsoas a source of knowledge, which they can learn from.

• To bring examples from the wide world of natural sciences - life and naturalphenomena - into the classroom. This overcomes the obvious limitations of diagramsand photographs in textbooks, and lets students see these examples in a naturalcontext.

The audiovisual material can be used to:

• Reinforce the concepts dealt with in some units.

• Extend information related to some of the aspects studied.

• Introduce new vocabulary related to the subject.

• Stress some cross-curricular concerns, especially the conservation of the environment.

• Use easily understandable information to carry out activities which summarise andillustrate the content of the unit, engage in debates and develop positive attitudes.

As teachers may be interested in planning extra-curricular activities based aroundwatching videos, a selection of brief documentaries have been included, which are

appropriate for this stage of the education system.

These video documentaries can be used in numerous ways to produce a variety ofactivities for students throughout the course. For example:

• Gathering information about the species which appear in the documentaries(for example, about their diet, their habitat, their behaviour, whether theyare protected or threatened species, etc.) and then create a fact file about livingbeings.

• Complementing worksheets with blank maps to indicate the areas of distribution of

species, as well as their migratory routes. For this activity, it is necessary to have amap of Spain or the geographical area being studied.

• Drawing up a glossary of terms learnt from the video documentaries.

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Activity 16

ANALYSING A DOCUMENTARY

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SUGGESTIONS FOR THE DOCUMENTARY

REPRODUCTION IN SEAHORSES

This video documentary can be used to reinforce the concepts learnt in the unit aboutreproduction and also to go into further detail about the reproduction processes.

Vocabulary for the students:

Pouch

Hatch

CourtshipTo take advantage

Persistent

The documentary lets students find out about the curious system of reproduction foundin this fascinating species.

Interesting aspects which should be highlighted:

• The eye-catching appearance of the seahorse, with its long snout, curled tail and itsmanner of swimming upright.

• The peculiar system of reproduction, where the male fertilises the eggs that the femaledeposits in his pouch.

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Activity 16

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Name and surname: .....................................................................................................................................

Activity 16

Write a brief text describing the process of reproduction in the seahorse, explainingboth the courtship and what is unusual about the males of this species.

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ANALYSING A DOCUMENTARY: REPRODUCTION IN SEAHORSES

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SURFING THE INTERNET

You already know that the Internet is a network made up of many computers allover the world that are connected to one another.Many of these computers containinformation that can be accessed by people from any location.

In order to gain access to this information, all you need is a computer that is connectedto the internet. The computer must have a web browser installed. Web browsers areprograms that can explore the “addresses” of other computers on the Internet and canaccess the information held on these computers.

Virtual Visits

One of the most interesting activities we can do while surfing the net is make a virtualvisit to a museum. Let’s use the Louvre Museum in Paris as an example.

Ask your teacher to give you the address of the museum’s website. You will need toaccess the museum’s webpage to make your visit.

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Activity 17

SURFING THE INTERNET

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If, for example, you choose to visit the section on Ancient Egypt, you can get an overallidea of the artefacts held in the museum’s collection

In a virtual visit to the Louvre you can travel virtually through the different exhibitionrooms, see some of the pieces on exhibit up close and read the information given intheir descriptions.

Many museums, zoos, botanical gardens and other places offer virtual tours on theirwebsites. Write the names of two such places and make a virtual visit to them.

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Activity 17

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WHAT IS A WORD PROCESSOR?

A word processor is computer program that allows you to write text, order the text on apage, add images, save and print the documents you have created, etc.

Almost all computers have a word processor installed. All word processors work in asimilar way, although there are small differences in the way the different commands areordered on the screen.

WHERE DO I START?

Imagine your teacher asks you to use a word processors to write a report about yourpersonal information. You should ask for some help. After that, follow these steps:

1 Open the word processor and select a new blank document.

2 Use the keyboard to type the information. You will get something like this:

Although your report is adequate, it is very basic and not very attractive or clear. It ismuch better to make it easier to read and give it a more attractive appearance.

Name and surname: .....................................................................................................................................

Class: ...................................................................... Date: .......................................................................

Activity 18

USING A WORD PROCESSOR

Personal information Name: Xxxxxxx Surname: Xxxxxxx Xxxxxxx Street: Xxxxxxxxxxx xx xxxxx City: Xxxxxxx Features Sex: male or female Height: XXX cm Weight: XX kg Eye colour: xxxxxxxx

Hair colour: xxxxxxxx

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FORMAT THE TEXT

Formatting the text means organizing the text on the page, ordering it by using titles andparagraphs, making it more attractive and easy to read.

In order to achieve this, word processors have several tools you can apply to the lines oftext and paragraphs or even to single letters or words. E.g.:

• Change the font (type of letter) type, colour and size.

• Change the text’s alignment (left, centred, right).

Save Print

Now use the word processor to create a similar document.

• Change the text style of some words (bold, italics, shaded, underlined, numbered,etc.).

• By applying this to your text you can achieve something like what you see below, oreven better.

• Click on these icons to save orprint your document: Prn frmi

Name: Xxxxxxx

Surname: Xxxxxxx Xxxxxxx

Street: Xxxxxxxxxxx xx xxxxx

City: Xxxxxxx

Fer

Sex: male or female

Height: XXX cm

Weight: XX kg Eye colour: xxxxxxxx

Hair colour: xxxxxxxx

Name and surname: .....................................................................................................................................

Activity 18

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INSERT IMAGES IN A DOCUMENT

In many cases, when you work with a word processor, you may want to insert images.

Most of the word processors allow you to insert and align images with the text inseveral ways. It is also possible to enlarge or reduce the images and to make someother modifications.

Get the Image

The images for a document can come from different sources:

• You can take your own photographs by using a digital camera.

• You can use a scanner to digitalize drawings or printed photographs.

• You can save images from Internet sites.

The image files (jpeg, tiff, gif, eps formats, etc.) must be in a location that can beaccessed by the word processor (a computer hard disk, a CD with photographs or anyother storage device connected to the computer).

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Activity 18

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Inserting images into a document

Almost every word processor has the option “Insert” in the tool bar; within this option,there is the “Picture” option and inside it “From file”.

When you chose these options, a window opens for you to select the image from whereit is stored on your computer.

Choose a subject you are interested in and use a word processor to write an article, asif it was for a scientific magazine.

The final work must have these characteristics:

• Occupy one A4 sheet of paper.

• Have an attractive and easy to read format (the minimum size of the font must be 12).

• Include three images.

• The printed document must be handed in.

Name and surname: .....................................................................................................................................

Activity 18

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Gallery B

Link to file

Keep as image item

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Hander.jpg

Morgan.mov

Effrain.wmp

b.jpgas.gif

Photos

More

Gallery A

Low res

Desktop

Home

Applications

Documents

Movies

Music

Public

Mhsbnss

Mhsbnss

Gallery B

Select an image

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Notes





Notes



