FOE Lab Station Directions and Teacher Info

Station 1 – Animal Push ‘N Go

1. Push down on the animal’s head

2. Observe what happens after you push the animal’s head down

3. Write observations on sheet

Station 1 – Animal Push ‘N Go 1. Push down on the animal’s head 2. Observe what happens after you push the animal’s head down 3. Write observations on sheet

Station 2 Action/Reaction

1. Pour 50 mL of vinegar into the beaker

2. Add 1 tablespoon of baking soda

3. Observe what happens

4. Record your observations

5. Clean beaker, measuring spoon, tray and counter

Station 2 Action/Reaction 1. Pour 50 mL of vinegar into the beaker 2. Add 1 tablespoon of baking soda 3. Observe what happens 4. Record your observations 5. Clean beaker, measuring spoon, tray and counter

Station 3 Edison’s Discovery

1. Take the red-wired clip and attach to the exposed red wire (coming out of the battery box) 2.Observe what happens

3. Record observations

4. Take clip off the exposed wire

Station 3 Edison’s Discovery 1. Take the red-wired clip and attach to the exposed red wire (coming out of the battery box) 2. Observe what happens 3. Record observations 4. Take clip off the exposed wire

Station 4 LED Converter

1. Shine light on square

2. Observe what happens when the light hits the square

3. Write down observations

Station 4 LED Converter

1. Shine light on square

2. Observe what happens when the light hits the square

3. Write down observations

Station 5 Eskimo Test Trial

1. Take a piece of the solid water form and place it in the palm of your hand

2. Close your hand and hold tight for 1 minute

3. Observe what happens and record on your sheet

Station 5 Eskimo Test Trial

1. Take a piece of the solid water form and place it in the palm of your hand

2. Close your hand and hold tight for 1 minute

3. Observe what happens and record on your sheet

Toys lab - Energy transformation lab - Teacher info and background

I have materials for 2 groups to do each station at the same time, to ensure that all students can have their hands on materials pretty much all of the time. Depending on your classroom layout, you could accomplish this by either having 5 stations with two sets of materials at each station, or 10 stations, 2 of each form of energy (I’m lucky enough to have a large lab area in the back of my room that I split down the middle and have 5 stations on each side of the split. In this manner, the stations are mirror images of each other, so the groups can kind of keep track of each the other station that is carrying out the like directions.)

These are the materials at each station: Station 1

Animal Push ‘n Go - The students push down on the animal’s head and the toy will move forward. This station represents mechanical energy. When the head is compressed, potential energy is stored, and when the head is released the car will move and the potential energy is changed to kinetic energy. The total amount of energy (potential + kinetic) represents the mechanical energy.

Station 2

Action/Reaction - This station will be one of the students’ favorites - the classic baking soda and vinegar reaction. The students will add baking soda to vinegar and watch the bubbling that happens. This stations represents chemical energy, and the energy for this reaction is stored in the bonds that hold the baking soda and vinegar molecules together. When they substances are mixed, those bonds are broken and the energy is released. This station is quite messy, so students will need ample time to clean up before rotating to the next station. You may need to keep an eye on students, as the may mix too much vinegar or baking soda to make a “bigger” reaction or may try to perform the experiment more than once.

Station 3

Edison’s Discovery - at this station the students will complete a circuit by attaching leads from a battery to a simple light bulb. The lighting of the light bulb represents electrical energy, as the energy needed to light the bulb is electrical. Electrical energy is the movement of electrons from a source around a circuit to resistors. Most students like this station, but it doesn’t take very long, so they will probably attach and reattach the wires several times. If you have the materials, it is good to have several different circuits at this station for the students to experiment with, such as motors and buzzers connected to batteries.

Station 4 LED Converter - At this station I have an LED converter that will play music when light is shined upon it. This station represents radiant (light) energy, because the energy needed to make the noise is light energy. You don’t need a LED converter for this experiment, however. In past years I have used solar calculators and just had the students complete a simple math problem in the normal manner, then have them try to do the same math calculation while they cover up the solar panel. This shows the students that if the light energy does not reach the panel, the energy can not be used.

Station 5

Eskimo Test Trial - At this station the students hold a piece of ice tightly in their hands and discover what happens after a minute. Obviously the ice starts to melt. This station represents thermal energy, as the heat from their hand moves to the ice and starts to melt it. The kids love/hate this station because their hand gets VERY cold gripping the ice for a minute. If you know middle schoolers, you know that this will lead to students trying to hold it longer for a minute, see how can hold it the longest, etc... It’s a very simple way to demonstrate thermal heat transfer.

I use an online timer that I project onto my screen. I generally give 3 minutes for the students to read the directions, then perform the experiment and a minute to clean up and write their responses. You may want to test these times out with your students and change the timing based on what works best with your classes. Some stations take a little longer than others, especially if there’s clean up, and some require less, so kids may get a little restless. Please tweak this as needed to best work within your classroom.

After all students have completed all of the stations and cleaned up, go over their responses as a class.