Grade 1 - Session 10: “Designing Experiments!”
Architects: Aleeza Ayaz & Shayaan Haider - Markhor3D
Session Length: 50-60 minutes
Session Overview:
In this interactive, culminating session, students bring together all they’ve learned from previous sessions to design and conduct experiments using various MeasureLab sensors. By working through a series of fun, real-world challenges, they’ll learn to observe, measure, and record data as they explore forces, light, sound, temperature, and magnetism. This session not only reinforces their understanding of each sensor but also nurtures creativity and problem-solving skills, highlighting how science tools can help us understand and navigate everyday experiences.
Learning Objectives:
In this session, students will:
- Design experiments that combine various sensors used in Grade 1 MeasureLab.
- Understand how to use the provided sensors to solve real-life problems.
- Develop creative thinking and problem-solving skills.
- Learn to set expectations, record data, and take accurate observations.
Teacher Resource:
Equipment Required:
- MeasureLab with a built-in load cell sensor.
- MeasureLab with a built-in distance sensor.
- Magnets.
- Light sources.
- MeasureLab with a built-in light sensor.
- Objects for pushing (e.g., toy cars, blocks, soft balls, small boxes).
- MeasureLab with a built-in sound sensor.
- Temperature Probe.
- Beakers.
- Ice.
- Salt.
Teaching Aids:
- Projector (optional).
Introduction:
This session will guide students through six hands-on experiments that combine different sensors, exploring magnetic forces, jumping height, light and sound changes with distance, platform strength, and temperature effects on melting. Each experiment focuses on engaging students with basic scientific principles while using MeasureLab’s live data feedback to see results in real-time.
Experiment 1: Magnets and Load Cell—Measuring Magnetic Force
Objective:
Students will explore magnetic forces by using the load cell to measure the attractive and repulsive forces between magnets and small metal objects. They will learn about how magnets pull objects together or push them apart and how to measure these forces using sensors.
Materials:
- Load Cell connected to MeasureLab.
- Magnets (with marked North and South poles).
- Small metal objects (e.g., paper clips, toy cars with metal parts).
- Worksheet for recording observations.
Procedure:
- Introduction to Magnets:
You may ask:
“Have you ever noticed how magnets can stick to your refrigerator? Did you know magnets can push things away too?”
- Explain the concepts of attraction (pulling objects together) and repulsion (pushing objects apart).
-
Demonstration with Load Cell:
- Place a small metal object on the load cell and bring a magnet near it. Measure how the magnet pulls the object toward it (attraction).
- Next, use two magnets with the same poles facing each other and measure the force of repulsion on the load cell.
-
Recording Data:
- Students will record the magnetic force graphically, noting whether the graph goes up or down for both attraction and repulsion.
Experiment 2: How High Can You Jump?—Measuring Jump Height with the Distance Sensor
Objective:
Students will measure how high they can jump using the distance sensor. This active experiment introduces students to the concept of measuring height and allows them to see how sensors can measure their movement during a jump.
Materials:
- IR Distance Sensor connected to MeasureLab.
- A wall or flat surface for students to jump near.
- Tape measure or ruler to verify height.
- Worksheet for recording jump heights.
Procedure:
- Introduction to Jumping:
You may ask:
“How high do you think you can jump? What would be the best way to measure how high you go when you jump?”
- Introduce the distance sensor and explain that it will measure how high they jump.
-
Measuring Jump Height:
- Have students take turns jumping near the distance sensor, which will measure their height as they jump.
- Record the height for each student.
-
Comparing Results:
- Let students compare their jumps. You may ask: “Who do you think will jump the highest? Did the results surprise you?”
Experiment 3: Light and Distance—Measuring Light Intensity from Different Distances
Objective:
Students will explore how light intensity changes as they move farther away from a light source. They will use the light sensor to measure brightness at different distances and understand how light becomes dimmer as they move away.
Materials:
- Light Sensor connected to MeasureLab.
- Flashlight or desk lamp as the light source.
- Tape measure or ruler to measure distances.
- Worksheet for recording light intensity.
Procedure:
- Introduction to Light and Distance:
You may ask:
“What happens when you walk away from a light? Does it get dimmer or stay the same?”
- Explain that they will use the light sensor to measure how the brightness of the light changes as they move away.
-
Measuring Light Intensity:
- Start by measuring the light intensity close to the sensor.
- Move the light source farther from the sensor, measuring the light intensity at various distances (e.g., 30 cm, 60 cm, 90 cm).
-
Recording and Discussing Results:
- Students will record the intensity at each distance and discuss why the light gets dimmer the farther they are from the light source.
Experiment 4: Sound and Distance—Measuring Sound Intensity at Different Distances
Objective:
Students will measure how sound intensity changes as they move away from a sound source. Using the sound sensor, they will observe how sound becomes quieter as they move farther from the source.
Materials:
- Sound Sensor connected to MeasureLab.
- Sound source (e.g., bell, clapping, small speaker).
- Tape measure or ruler to measure distances.
- Worksheet for recording sound intensity.
Procedure:
- Introduction to Sound and Distance:
You may ask:
“Have you noticed that a car horn sounds quieter when it’s far away? Why do you think that happens?”
- Explain that they will measure how sound changes as they move farther from the source using the sound sensor.
-
Measuring Sound Intensity:
- Start with the sound source close to the sensor and measure the sound intensity.
- Move the sound source farther away, measuring the sound intensity at various distances (e.g., 30 cm, 60 cm, 90 cm).
-
Recording and Comparing Results:
- Students will record the sound intensity at each distance and compare their results. Discuss why sound becomes quieter as they move farther away.
Experiment 5: “Which Platform Holds the Most Weight?” - Exploring Styrofoam Platforms and Weight Capacity
Objective:
Students will explore how the size of a platform (made of Styrofoam) affects its ability to support weight. By gradually placing weights on different-sized platforms, students will learn about how surface area and structure influence weight-bearing capacity.
Materials:
- Styrofoam platforms of different sizes (e.g., small, medium, large).
- Small weights (e.g., metal washers, small blocks, coins).
- Load Cell connected to MeasureLab.
- Worksheet for recording observations.
Procedure:
- Introduction to Weight and Support:
You may ask:
“Have you ever stood on a small stool that felt wobbly or on a large surface like the floor that felt strong? Why do you think bigger surfaces feel stronger?”
- Let students share their ideas, then explain that today, they will test different-sized Styrofoam platforms to see which can support the most weight.
-
Gradually Adding Weight:
- Start with the smallest platform and gradually place weights on it. Use the load cell to measure the total weight being applied and record when the platform begins to sink or bend.
- Repeat this process for the medium and large platforms.
-
Recording Observations:
- Students will record the maximum weight each platform can support before it starts to sink or bend.
Data Table:
| Platform Size | Predicted Maximum Weight | Actual Maximum Weight (g or N) |
|---|---|---|
| Small Platform | ||
| Medium Platform | ||
| Large Platform |
Experiment 6: “How Does Salt Affect Ice?” - Measuring Temperature Changes with a Temperature Probe
Objective:
Students will explore how adding salt to ice affects the temperature and the melting rate of ice. Using the temperature probe, students will measure the temperature changes and observe how salt lowers the freezing point of water.
Materials:
- Temperature probe connected to MeasureLab.
- Ice cubes.
- Salt (regular table salt).
- Two small containers or beakers.
- Spoon for adding and stirring salt.
- Worksheet for recording temperature readings.
Procedure:
- Introduction to Ice and Melting:
You may ask:
“Have you ever seen people sprinkle salt on icy roads in winter? Why do you think they do that?”
- Let students share their ideas about melting and salt. Explain that today, they’ll see what happens to the temperature of ice when salt is added.
- **Measuring Initial
Temperature:**
- Use the temperature probe to measure the starting temperature of the ice in both containers. Record the initial temperature on the worksheet.
- Adding Salt to One Container:
- Add a spoonful of salt to one of the containers and stir. Leave the other container with just ice.
You may ask:
“What do you think will happen to the temperature when we add salt to the ice? Will the ice melt faster?”
- Monitoring Temperature Over Time:
- Use the temperature probe to measure the temperature in both containers at regular intervals (e.g., every 2 minutes). Record how the temperature changes over time.
Data Table:
| Time (Minutes) | Ice Only (°C) | Ice + Salt (°C) |
|---|---|---|
| 0 (Start) | ||
| 2 | ||
| 4 | ||
| 6 | ||
| 8 |
Discussion:
- Observing the Temperature Drop:
- You may ask: “What happened to the temperature of the ice when we added salt? Did it drop faster than the ice without salt?”
- Explain that adding salt lowers the freezing point of water, which causes the ice to melt faster and cool the surrounding water even more.
Conclusion:
We hope that through these fun and interactive experiments, students will gain a new appreciation for how science can help us explore and understand the world around us. By using sensors to measure things like force, motion, light, and sound, we’ve shown that everyday activities like jumping or listening to sounds can be scientifically observed and analyzed.
These hands-on experiences are designed to inspire curiosity and creativity in students, encouraging them to think like young scientists, asking questions and using tools like sensors to discover new things. This session not only teaches them important concepts but also sparks a lifelong love of learning and exploration.
Key Learning Points:
- Magnets can attract or repel objects, and the force can be measured.
- Jump height can be measured using sensors, helping us see how high we move during physical activity.
- Light and sound both get weaker the farther away they are from the source, and sensors help us measure those changes.
Experiment 7: “Pushing Force of the M3D GO Kit on Different Surfaces”
Objective:
Students will explore how different surface textures affect the pushing force exerted by the M3D GO kit on a load cell. They will measure how the force varies depending on whether the kit is moving over a smooth surface, rough surface, or sticky surface, and learn about how friction affects the force.
Materials:
- M3D GO kit.
- Load Cell connected to MeasureLab (positioned to measure the force exerted horizontally as the GO kit pushes against it).
- Various surface types (e.g., smooth tile, rough cardboard, sticky tape).
- Tape measure or ruler to standardize the distance the GO kit travels before hitting the load cell.
- Worksheet for recording data and observations.
Introduction and Hands-On Exploration: (30-35 minutes)
- Introduction to Friction and Surfaces:
- You may ask:
“What happens when you push something across a smooth floor compared to a rough one? Is it harder or easier to move?”
Let students share their experiences with friction and movement on different surfaces.
You may explain:
“Today, we’ll use our M3D GO kit to push against a sensor called a load cell. This sensor will measure the force the kit exerts when moving across different surfaces.”
- Setting Up the Experiment:
- Place the load cell at the end of a track or flat surface where the M3D GO kit can move forward and push against it.
- Set up three test surfaces (smooth, rough, and sticky) in front of the load cell.
- You may ask:
“Which surface do you think will let the kit push the hardest? Will it be easier to push on a smooth surface, or will a rough surface give it more grip?”
- Pushing Force on Different Surfaces:
- Start with the smooth surface. The M3D GO kit will drive forward until it pushes against the load cell, and students will observe the force displayed on MeasureLab.
- Repeat the test on the rough surface and the sticky surface.
- You may ask as the experiment is running:
“What do you notice about the force readings on the screen? Does the surface change how much force the GO kit can apply?”
- Recording Data:
- Students will record the pushing force for each surface and compare the results.
Data Table:
| Surface Type | Predicted Force | Actual Force (N) |
|---|---|---|
| Smooth Surface | ||
| Rough Surface | ||
| Sticky Surface |
Guided Activity and Discussion (15-20 minutes):
- Observing the Results:
- You may ask:
“Which surface let the M3D GO kit push with the most force? Why do you think that is?”
- Help students understand that different surfaces affect the grip of the wheels, which in turn impacts the force the kit can apply when it pushes.
- Real-Life Connection:
- You may explain:
“This is similar to how cars work on different roads. A car can push harder on a smooth road because there’s less friction, but it might struggle to move or push on a muddy or rough road because friction slows it down.” - You may ask:
“Where else do you think friction affects how things move? What happens when you try to run on a wet floor versus dry ground?”
Reflection Questions:
- Which surface allowed the M3D GO kit to push with the most force? Why do you think that happened?
- What is the relationship between surface friction and the force that the GO kit can apply?
- How might this experiment relate to vehicles moving on different road surfaces in real life?
Key Learning Points:
- Friction affects how much force an object can exert when it moves on different surfaces.
- Smooth surfaces allow objects to move with less friction, leading to more force, while rough surfaces or sticky surfaces create more friction and reduce the force.
- The load cell measures the force an object exerts, helping us understand how friction influences movement and force.
Glossary:
- Magnetic Force: The push or pull between magnets and metal objects.
- Light Intensity: How bright a light source is.
- Sound Intensity: How loud or soft a sound is.
- Distance Sensor: A tool that measures how far something is.
- Load Cell: A sensor that measures how heavy or forceful something is.
- Surface Area: The size of a surface, like how big or small something is on top.
- Freezing Point: The temperature at which a liquid turns into a solid (for water, 0°C).
- Temperature Probe: A tool that measures how hot or cold something is.