Experiments with air. Interesting experiments with air Experiments with air for educators
Routing experimental learning activities
O educational area: "Cognition", "Health"
Chapter: Natural science
T ema: " The secrets of our health»
Target: Expand children's ideas about the importance of air in human life. Give an idea that clean air is needed to be healthy.
Tasks:
Show that air is everywhere around us, ways to detect it. Teach children to perform elementary experiments. Arouse interest in research activities. To develop the ability to establish the simplest cause-and-effect relationships and draw conclusions based on elementary experience.
Form initial environmental views
Dictionary: Oto enrich and activate the lexicon with words-names of experiments.
Wed: teach children to answer the teacher's questions, to participate in the dialogue.
NS Preliminary work: learning poems about the air, solving riddles.
O equipment: plastic bags, transparent cups of water, balloons, cocktail tubes, napkins, feathers.
Vocabulary work : transparent, clean. light
Multilingual component: moldir- clear-transparent, pelvis-clean-tide
Stages
activities
Caregiver actions
Children's actions
Motivational
incentive
Offers organize a circle of joy:
Creates motivation for educational activities: Received sms messagefrom Luntik.
Is reading children messagethat he sent the children a parcel with a letter.
Informs, that I saw some kind of beautiful box in the waiting room on the closet.
Children stand in a circle and join hands.
Repeat words and movements after the teacher:
Hello, golden sun!
Hello, the sky is blue!
Hello, free breeze!
Hello little oak tree!
We live in the same land -
I greet you all!
Organizational - search
Sweeps a box in a group, reads a letter
Is considering with children injured ball.
Question for children:
Why do you think the balloon got small? What's inside the ball?
Puts a problem situation in front of children:
How to help Luntik?
Encourages to solve the problem:
To help Luntik, you need to learn everything about air
Helps children to get acquainted with the properties of air:
You and I breathe air, do we see it?
Experienced activities: How to see the air.
An experience"With a napkin"
And I have another question for you. You breathe out the air, which means that it is inside us. But how does it get to us?
The teacher notes all people breathe through the nose.
Offers show how the noses breathe. Apply a tissue to your face.
How else can you see the air
The tube experiment
Questions for children:
What's happening?
What did you see?
Experience with plastic bags
Can you catch air?
Offers try to catch the air.
Demonstrates plastic bag.
What's in the package?
Offers take the package open it with two hands, scooping up movements "catch air".
Questions:
What's in the package now? What is the package now? Has the package color changed?
What color is the air?
Conclusion: air has no color, it is transparent.
Is the package heavy?
Suggests to make a conclusion
Fan experience
Can you feel the air?
Offers close eyes, waving fanned out on children.
How do you feel?
Experience "How to hear the air"
Can you hear the air?
Suggests to squeeze the bag and listen to what is happening.
What do you hear?
What's happening?
Questions for children:
Can a person live without air?
What kind of air should you breathe?
What was the napkin?
What has she become?
Continues a conversation about the properties of air: The air itself is odorless, but it can carry odors. By the smell carried over from the kitchen, we guess what kind of dish they have prepared for us.
Experience "Air can carry odors"
He says that now children are learning that the air carries odors through experience.
Invites on the carpet, says that, first, you must prepare for the experiment, for this you need to do special breathing exercises.
Offers take the feathers, put them in the palm of your hand.
Offers with your eyes closed, smell the fragrance.
Distributes for children aromas: perfume, seasoning, coffee, orange.
Notes what have we learned today for healthy way life, we need air, what to do for this
And what else have we learned? How much air do we need to be healthy?
Offers a break
Held physical minutes in English.
He says that the children helped L, the balloon got big, we found out why L coughed.
Puts problematic situation. How can I send the parcel back to Luntik.
Offers build a railway from a Lego constructor.
Consider a parcel from Luntik,
listen to the letter.
“Dear guys, they gave me balloons for my birthday, but one of them became small in the morning, what happened to the balloon? Help me understand what.
Guys, I wanted to come to you myself, but I can't because I got sick, I have a cough.
And maybe you can make the balloon the same big and beautiful.
Thank you, your friend Luntik. "
Express their assumptions:
blown away
air
We need to make the ball big.
Fill it with air
children conclude:
the air is invisible
They go to the "laboratory". Put on aprons
- Through the nose
Notice that when we breathe in and out the air, the napkin moves.
We breathed in and out, the air moved and it turned out to be a breeze
As shown by the teacher, the end of the tube is lowered into the water and blown into it.
Bubbles are coming
This is the air coming out
Children do not know the answer, make assumptions
Pay attention to the package,
They mark it empty, flat.
They take the bag with two hands, open it, make scooping movements, fill the bag with air.
There is air in the package
note that it has become large, bulging, it is swollen.
Remained the same
Colorless
The package is light,
Children note that air has no weight
Children think
Conclusion: The air is weightless
Children answer that they do not feel the air.
Feel the breeze
Breeze
Conclusion: the air can be felt
Children don't know the answer
Gradually squeeze the package, listen.
Hiss
This is how the air comes out.
Conclusion - the air can be heard
Experience: they put a white damp cloth on the rug and knock on the carpet.
Pure, white
Gray, dirty
Output: the air around us must be clean.
Listen carefully to the teacher.
Children's stories about how they guess what mom is cooking.
They go to the carpet for further action.
They sit down on chairs, take a feather in their hands, put it on the palm.
By showing the teacher's sample. Take a deep breath and blow it strongly onto the feather. So that the feather flew away as far as possible.
Children close their eyes.
The smell is used to determine which scent the air has carried.
It smells like an orange
It smells like perfume, etc.
Output: the air itself is odorless, but it can carry odors and aromas.
Ventilate the room, go for a walk, do wet cleaning.
The air must be clean.
Repeat the words of the movement behind the teacher.
Children's answers:
By car
By bus
By rail.
Decide on the railroad.
They pass to the desks. Do team building work railroad... They fasten the parts together. After the end of the "road" they send a parcel to Luntik.
Reflective - corrective
Reflective conversation : Tells a gift from Luntik a balloon. Now we will pass it on in a circle and tell you what we have found out about the air today.
Children pass the balloon and say that they have learned that the air is colorless, does not smell, but tolerates smell. Lightweight, you can hear and feel it. That clean air is necessary for health.
Expected result
Reproduce: Words in Kazakh. mөldir - transparent, taza - clean; zhunil-light
Understand: air properties (colorless, odorless, light, invisible)
Apply: experimental skills.
Experiments and experiments with air.
AIR is a mixture of gases, mainly nitrogen and oxygen, that forms the earth's atmosphere. Air is necessary for the existence of the overwhelming number of terrestrial living organisms: the oxygen contained in the air, in the process of breathing, enters the cells of the body, where the energy necessary for life is created. Of all the various properties of air, the most important is that it is necessary for life on Earth. The existence of humans and animals would be impossible without oxygen. But, since oxygen is needed in a diluted form for breathing, the presence of other gases in the air is also vital. We learn about which gases are in the air at school, and in kindergarten we will get acquainted with the properties of air.
Balloon games.
Goals: to acquaint children with the fact that there is air inside a person and to discover it; develop curiosity, attention; to maintain interest in the knowledge of the surrounding reality by raising problematic questions; develop coherent speech; activate the dictionary.
Equipment: 2 balloons.
Methodical techniques : Invite the children to look at 2 balloons.
Play with them. Which ball is more convenient to play with? Why? (with the one that is more inflated, because it easily fights back, "flies", gradually descends).
Discuss the reason for the differences: one is elastic and the other is soft. What should be done with the second ball to play well with it? (inflate more). What's inside the balloon? Where does the air come from? (they breathe it out).
The teacher shows how a person inhales and exhales air by placing his hand under the stream of air.
Why does the wind appear?
Target: to acquaint children with the cause of the wind, to maintain interest in cognition of the surrounding reality by posing problematic questions, to teach how to establish cause-and-effect relationships.
Equipment: Strips of paper.
Methodological techniques: Invite the children to blow lightly, strongly, moderately on the strip of paper.
Output: if you blow strongly on a strip of paper, then the air movement will be very fast, you get a "wind", and if you blow lightly, the air movement will be weak, you get
"breeze". Wind is the movement of air.
"Pinwheel".
Target :
Material: Pinwheel, material for making it for each child: paper, scissors, sticks, carnations.
Methodological techniques: An adult shows the children the spinner in action. Then he discusses with them why she is spinning (the wind hits the blades, which are turned to him at an angle, and this causes the turntable to move).
An adult invites children to make a turntable according to an algorithm, to consider and discuss the features of its design.
Then he organizes games with a turntable outside; children observe under what conditions it spins faster.
"Jet ball".
Target: Reveal that air has elasticity. Understand how air force (movement) can be used.
Material: Balloons.
Methodological techniques: Children, with the help of an adult, inflate the balloon, release it and pay attention to the trajectory and duration of its flight.
They find out that in order for the balloon to fly longer, it is necessary to inflate it more: air, escaping from the "neck", makes the balloon move in the opposite direction.
An adult tells the children that the same principle is used in jet engines.
"Parachute".
Target: Reveal that air has elasticity. Understand how air force (movement) can be used.
Materials: A parachute, toy men, a container with sand.
Methodological techniques: Children examine the parachute, test it in action. An adult invites children to lower the toy man with and without a parachute.
Children lower the little man from the chair to the floor, and then into the sand, paying attention to the dent in the sand after the little man descended. A conclusion is made about the force of the blow in both cases. Find out why the descent is slower with a parachute,
and the impact is weaker (air pressure restrains the fall); what should be done to make the parachute descend more slowly (it is necessary to increase the canopy of the parachute).
Children remember that with an increase in the canopy, the air resistance to the parachute will be larger - the fall will be slower; as the canopy decreases, the air resistance to the parachute will be less, and the fall will be faster.
"Air movement".
Target: show children that although the air is invisible, it can be felt.
Methodical techniques : Wave your hand over your face. How does it feel? Blow on your hands. What did you feel? All these sensations are caused by the movement of air.
Output: no air"Invisible" , his movements can be felt by fanning his face.
« The air works. "
Target: give children an idea that air can move objects ( sailing ships, balloons, etc.).
Material: a plastic bath, a bowl of water, a sheet of paper; a piece of plasticine, a stick, balloons.
Methodological techniques: Grandfather Know invites children to consider balloons.What's inside them? What are they filled with? Can air move objects? How can this be verified? Launches an empty plastic tub into the water and offers the children:Try to make her float. Children blow on her.What can you think of to make the boat go faster? Attaches the sail, makes the boat move again.Why does the boat move faster with a sail? More air presses on the sail, so the tub moves faster.
What other objects can we make move? How can you make a balloon move? The balloons are inflated, released, children watch their movement.Why is the ball moving? Air bursts out of the ball and makes it move.
Children play independently with a boat, a ball.
“Air detection method, air is invisible. Experience 1 ".
Target: Prove that the jar is not empty, it contains invisible air.
Materials: Empty glass jar 1.0 liter, paper napkins - 2 pieces, a small piece of plasticine, a saucepan of water.
Methodical techniques : Let's try to dip a paper napkin into a pot of water. Of course she got wet. And now, with the help of plasticine, we will fix the exact same napkin inside the jar at the bottom. Turn the jar upside down and gently lower it into a pot of water to the very bottom. The water completely closed the jar. We carefully remove it from the water. Why did the napkin stay dry? Because there is air in it, it does not let water in. It can be seen. Again, in the same way, lower the jar to the bottom of the pan and slowly tilt it. Air escapes from the can in a bubble.
Output: The can only seems empty, in fact, there is air in it. The air is invisible.
“Air detection method, air is invisible. Experience 2 "
Target: Prove that the bag is not empty, it contains invisible air.
Materials: Durable transparent plastic bag, small toys.
Methodical techniques : Fill an empty bag with various small toys. The pouch has changed its shape, now it is not empty, but full, there are toys in it. Lay out the toys, expand the edges of the bag. He swelled up again, but we see nothing in him. The bag appears to be empty. We begin to twist the bag from the side of the hole. As the bag is twisted, it swells, becomes convex, as if it is filled with something. Why? Invisible air fills it.
Output : The bag only seems empty, in fact - there is air in it. The air is invisible.
"Invisible air is around us, we breathe it in and out."
Target: Prove that there is invisible air around us that we breathe in and out.
Materials: Glasses of water in an amount corresponding to the number of children, cocktail straws in an amount corresponding to the number of children, strips of light paper (1.0 x 10.0 cm) in an amount corresponding to the number of children.
Methodical techniques : Gently take a strip of paper by the edge and bring the free side closer to the spouts. We begin to inhale and exhale. The strip is moving. Why? Do we breathe in and out the air that moves the paper strip? Let's check, try to see this air. Take a glass of water and breathe out into the water through a straw. Bubbles appeared in the glass. This is the air we breathe out. The air contains many substances that are beneficial for the heart, brain and other organs of the person.
Output: We are surrounded by invisible air, we breathe it in and out. Air is essential for the life of humans and other living beings. We can't help but breathe.
"Air can move"
Target : Prove that invisible air can move.
Materials (edit) : Transparent funnel (can be used plastic bottle with a cut off bottom), a deflated balloon, a saucepan of water, slightly tinted with gouache.
Methodological techniques: Consider a funnel. We already know that it only seems empty, in fact, there is air in it. Is it possible to move it? How to do it? Put a deflated balloon on the narrow part of the funnel and lower the funnel into the water with a bell. As the funnel is lowered into the water, the ball inflates. Why? We see that water is filling the funnel. Where did the air go? The water displaced it, the air moved into a ball. We will tie the ball with a thread, we can play it. The ball contains air that we moved from the funnel.
Output: Air can move.
"Air does not move from an enclosed space ».
Target : Prove that air cannot move from an enclosed space.
Materials: An empty 1.0 liter glass jar, a glass pot of water, a stable Styrofoam boat with a mast and a paper or cloth sail, a transparent funnel (you can use a cut-off plastic bottle), a deflated balloon.
Methodical techniques : The ship floats on the water. The sail is dry. Can we lower the boat to the bottom of the pot and not soak the sail? How to do it? We take the jar, hold it strictly vertically with the hole down and cover the boat with the jar. We know that there is air in the bank, therefore, the sail will remain dry. Lift the can carefully and check it out. Again we will cover the boat with a can, and we will slowly lower it down. We see how the boat sinks to the bottom of the pan. We also slowly raise the can, the boat returns to its place. The sail is dry! Why? There was air in the can; it displaced the water. The ship was in the bank, so the sail could not get wet. There is also air in the funnel. Put a deflated balloon on the narrow part of the funnel and lower the funnel into the water with a bell. As the funnel is lowered into the water, the ball inflates. We see that water is filling the funnel. Where did the air go? The water displaced it, the air moved into a ball. Why did the water displace water from the funnel, but not from the can? The funnel has an opening through which air can escape, but the can does not. Air cannot escape from the enclosed space.
Output : Air cannot move from an enclosed space.
"The air is always in motion."
Target: Prove that the air is always in motion.
Materials: p strips of light paper (1.0 x 10.0 cm) in an amount corresponding to the number of children, illustrations: windmill, sailboat, hurricane, etc., a hermetically sealed jar with fresh orange or lemon peels (you can use a bottle of perfume) ...
Methodological techniques: Gently take a strip of paper by the edge and blow on it. She deviated. Why? We exhale air, it moves and moves the paper strip. Let's blow on our palms. You can blow harder or weaker. We feel strong or weak air movement. In nature, such a tangible movement of air is called wind. People have learned to use it (showing illustrations), but sometimes it can be too strong and cause a lot of trouble (showing illustrations). But the wind is not always there. Sometimes the weather is calm. If we feel the movement of air in the room, this is called a draft, and then we know that a window or a window is probably open. Now in our group the windows are closed, we do not feel the movement of air. I wonder if there is no wind and no draft, then the air is motionless? Consider a hermetically sealed jar. It has orange peels in it. Let's smell the jar. We do not smell because the can is closed and we cannot breathe air from it (air does not move from the closed space). Will we be able to breathe in the smell if the can is open, but far from us? The teacher takes the jar away from the children (about 5 meters) and opens the lid. No smell! But after a while, everyone smells oranges. Why? Air from the can moved across the room.
Output: The air is always in motion, even if we do not feel the wind or draft.
"Air is contained in various things."
Target : Prove that the air is not only around us, but also in different objects.
Materials (edit) : Glasses of water in the amount corresponding to the number of children, cocktail straws in the amount corresponding to the number of children, a glass saucepan with water, a sponge, pieces of brick, lumps of dry earth, refined sugar.
Methodical techniques : Take a glass of water and exhale into the water through a straw. Bubbles appeared in the glass. This is the air we breathe out. In water, we see air in the form of bubbles. Air is lighter than water, so the bubbles rise upward. I wonder if there is air in different objects? We invite the children to consider the sponge. It has holes in it. You can guess that there is air in them. Let's check this by dipping a sponge in water and applying slight pressure to it. Bubbles appear in the water. This is air. Consider brick, earth, sugar. Is there air in them? We put these items in the water one by one. After a while, bubbles appear in the water. This air comes out of objects, it was displaced by water.
Output : Air is not only in an invisible state around us, but also in various objects.
"Air has volume."
Target: Prove that air has a volume that depends on the space in which it is enclosed.
Materials: Two funnels of different sizes, large and small (you can use plastic bottles with a cut-off bottom), two identical deflated balloons, a pot of water.
Methodological techniques: Take two funnels, a large one and a small one. We put on their narrow parts the same deflated balloons. We lower the funnels with their wide part into the water. The balloons did not inflate equally. Why? In one funnel there was more air - the balloon turned out to be large, in the other funnel there was less air - the balloon was inflated small. In this case, it is correct to say that the volume of air in a large funnel is greater than in a small one.
Output: If we consider the air not around us, but in some specific space (funnel, can, balloon, etc.), then we can say that air has volume. You can compare these volumes in magnitude.
"Air has a weight that depends on its volume."
Target : Prove that air has a weight that depends on its volume.
Materials: Two identical deflated balloons, scales with two bowls.
Methodological techniques: Let us put on the scales of a not inflated identical balloon. The scales are balanced. Why? The balls weigh the same! Inflate one of the balloons. Why is the balloon inflated, what is in the balloon? Air! Put this ball back on the scale. It turned out that now he outweighed the not inflated balloon. Why? Because the heavier ball is filled with air. This means that air also has weight. Inflate the second balloon too, but smaller than the first. Put the balls on the scales. The big ball outweighed the small one. Why? It has more air volume!
Output: Air has weight. The weight of air depends on its volume: the larger the volume of air, the greater its weight.
"Air volume depends on temperature."
Target: Prove that air volume depends on temperature.
Materials: Glass test tube, hermetically sealed with a thin rubber film (from a balloon). The test tube is closed in the presence of children, a glass with hot water, glass with ice.
Methodological techniques: Consider a test tube. What's in it? Air. It has a certain volume and weight. We close the test tube with a rubber wrap, not pulling it very tightly. Can we change the volume of air in a test tube? How to do it? It turns out we can! Put the test tube in a glass of hot water. After a while, the rubber film will become noticeably convex. Why? After all, we did not add air to the test tube, the amount of air did not change, but the volume of air increased. This means that as the temperature rises, the air volume increases. Let's get the test tube out of hot water and place it in a glass with ice. What do we see? The rubber film has noticeably retracted. Why? After all, we did not let the air out, its amount did not change again, but the volume decreased. This means that with cooling (decreasing temperature), the volume of air decreases.
Output: The air volume depends on the temperature. As the temperature rises, the air volume increases. With cooling (decreasing temperature), the air volume decreases.
"Air helps fish swim."
Target: Explain how an air-filled swim bladder helps fish swim.
Materials: A bottle of sparkling water, a glass, a few small grapes, illustrations of fish.
Methodical techniques : Pour sparkling water into a glass. Why is it called that? There are many small air bubbles in it. Air is a gaseous substance, therefore water is carbonated. Air bubbles rise quickly and are lighter than water. Let's throw a grape into the water. It is slightly heavier than water and will sink to the bottom. But bubbles, similar to small balloons, will immediately begin to sit on it. Soon there will be so many of them that the grape will float. On the surface of the water, the bubbles will burst, and the air will fly away. The heavier grape will sink to the bottom again. Here it will again be covered with air bubbles and will emerge again. This will continue several times until the air "exhales" from the water. By the same principle, fish swim with the help of a swim bladder.
Output: Air bubbles can lift objects in the water. Fish swim in water using an air-filled swim bladder.
"There is air in an empty bottle."
Target: Prove that there is air in an empty bottle.
Materials (edit) : 2 plastic bottles, 2 funnels, 2 glasses (or any other identical containers with water), a piece of plasticine.
Methodical techniques : We put funnels in each bottle. We will cover the neck of one of the bottles around the funnel with plasticine so that there are no gaps left. We start pouring water into the bottles. In one of them, all the water from the glass poured out, and in the other (where the plasticine) very little water was poured, all the rest of the water remained in the funnel. Why? There is air in the bottle. Water flowing through the funnel into the bottle pushes it out and takes its place. The displaced air exits through the slots between the neck and the funnel. The bottle sealed with plasticine also contains air, but it has no way to get out of there and give way to water, so the water remains in the funnel. If you make at least a small hole in the plasticine, then the air from the bottle will be able to escape through it. And the water from the funnel will flow into the bottle.
Output: The bottle only seems empty. But there is air in it.
"Floating orange".
Target: Prove that there is air in the orange peel.
Materials: 2 oranges, large bowl of water.
Methodological techniques: Put one orange in a bowl of water. He will swim. And even if you try very hard, you won't be able to drown him. Peel the second orange and put it in the water. The orange drowned! How so? Two identical oranges, but one drowned and the other floats! Why? There are many air bubbles in the orange peel. They push the orange to the surface of the water. Without a peel, an orange sinks because it is heavier than the water it displaces.
Output: An orange does not sink in water because there is air in its skin and it keeps it on the surface of the water.
Air in us and around us, it is - an indispensable condition for life on Earth. Knowledge of the properties of air helps a person to successfully apply them in everyday life, household, construction and much more. In this lesson, we will continue to study the properties of air, conduct many exciting experiments, learn about the amazing inventions of mankind.
Theme: Inanimate nature
Lesson: Properties of Air
Let's repeat the properties of air that we learned about in previous lessons: air is transparent, colorless, odorless, and does not conduct heat well.
On a hot day, the window glass is cool to the touch, and the window sill and objects standing on it are warm. This is because glass is a transparent body that allows heat to pass through, but does not heat up itself. The air is also transparent, so the sun's rays pass through well.
Rice. 1. Window glass conducts the sun's rays ()
Let's carry out a simple experiment: we put a glass turned upside down into a wide vessel filled with water. We will feel a slight resistance and see that the water cannot fill the glass, because the air in the glass does not “yield” its place to the water. If you tilt the glass slightly without removing it from the water, an air bubble will come out of the glass, and some of the water will enter the glass, but even in this position of the glass, water will not be able to fill it completely.
Rice. 2. Air bubbles come out of the inclined glass, giving way to water ()
This is because air, like any other body, occupies space in the surrounding world.
Using this property of air, a person learned to work underwater without a special suit. For this, a diving bell was created: people and the necessary equipment stand under the bell-cap made of transparent material, and the bell is lowered with a crane under the water.
The air under the dome allows people to breathe for some time, long enough to inspect the damage to the ship, the support of the bridge or the bottom of the reservoir.
To prove the following property of air, you need to tightly cover the hole of the bicycle pump with your left hand, and press the piston with your right hand.
Then, without removing your finger from the hole, release the piston. The finger with which the hole is closed feels that the air is pressing very hard on it. But the piston will hardly move. This means the air can be compressed. Air is elastic because when we release the piston, it returns to its original position.
Elastic bodies are bodies that, after the cessation of compression, take their original shape. For example, if you compress a spring and then release it, it will return to its original shape.
Compressed air is also elastic, it tends to expand and take its original place.
In order to prove that air has mass, you need to make a homemade scale. Attach the deflated balloons to the ends of the stick with tape. Place the long stick in the middle of the short one, so that the ends balance each other. Let's connect them with a thread. Attach a short stick to two jars with duct tape. Inflate one balloon and reattach it to the stick with the same piece of tape. Let's install it in its original place.
We will see how the stick tilts towards the inflated balloon, because the air filling the balloon makes it heavier. From this experience, it can be concluded that air has mass and can be weighed.
If air has mass, then it must exert pressure on the Earth and everything that is on it. Indeed, scientists have calculated that the air of the Earth's atmosphere exerts a pressure of 15 tons on a person (like three trucks), but a person does not feel this, because the human body contains a sufficient amount of air, which exerts pressure of the same force. The pressure inside and outside is balanced, so the person does not feel anything.
Let's find out what happens to the air when it is heated and cooled. To do this, we will conduct an experiment: we heat the flask with the glass tube inserted into it with the warmth of our hands and we will see that air bubbles come out of the tube into the water. This is because the air in the flask expands when heated. If we cover the flask with a napkin soaked in cold water, we will see that the water from the glass rises up the tube, because the air is compressed during cooling.
Rice. 7. Properties of air during heating and cooling ()
To learn more about the properties of air, we will carry out another experiment: we will fix two flasks on a tripod tube. They are balanced.
Rice. 8. Experience in determining the movement of air
But, if one flask is heated, it rises higher than the other, because hot air is lighter than cold air and rises up. If strips of thin, light paper are fixed above a flask with hot air, you will see how they tremble and rise up, showing the movement of heated air.
Rice. 9. Warm air rises up
The man used the knowledge of this property of air when creating an aircraft - a balloon. A large sphere filled with heated air rises high into the sky and is capable of supporting the weight of several people.
We rarely think about it, but we use the properties of air every day: a coat, hat or mittens do not heat by themselves - the air in the fibers of the fabric does not conduct heat well, therefore, the fluffier the fibers, the more air they contain, and therefore the warmer the thing. made from such fabric.
Compressibility and elasticity of air are used in inflatable products (air mattresses, balls) and tires of various mechanisms (cars, bicycles).
Rice. 14. Bicycle wheel ()
Compressed air can stop even a train at full speed. Air brakes are installed in buses, trolleybuses, subway trains. Air provides the sound of wind, percussion, keyboard and wind instruments. When the drummer strikes the taut drum skin with his sticks, it vibrates and the air inside the drum makes a sound. In hospitals, lung ventilation devices are installed: if a person cannot breathe on his own, he is connected to such a device, which, through a special tube, delivers compressed air enriched with oxygen to the lungs. Compressed air is used everywhere: in book printing, construction, repair, etc.
Lebedeva Natalia Vyacheslavovna, Educator
Yamalo-Nenets Autonomous Prefecture city of Noyabrsk
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Interesting experiments with air.
MBDOU "Snow White" municipality the city of Noyabrsk
Prepared by the teacher Lebedeva Natalya Vyacheslavovna.
November 2017
Note to teachers. Air is a mixture of gases, mainly nitrogen and oxygen, that forms the earth's atmosphere. Air is necessary for the existence of the overwhelming number of terrestrial living organisms: the oxygen contained in the air, in the process of breathing, enters the cells of the body, where the energy necessary for life is created. Of all the various properties of air, the most important is that it is necessary for life on Earth. The existence of humans and animals would be impossible without oxygen. But, since oxygen is needed in a diluted form for breathing, the presence of other gases in the air is also vital - important. We will learn about what gases are in the air at school, and in kindergarten we will get acquainted with the properties of air.
Purpose: To give children an idea of the air as one of the four elements, to acquaint with the physical and some chemical properties air.
AIR IS EVERYWHERE.
Note to teachers. Like other gases, air has no definite shape. It fills any open space, so nothing is really empty. However, air cannot escape into space, since the force of gravity holds the atmosphere near the Earth.
Experience 1. Air is everywhere.
Show the children an empty bottle and ask if there is anything in it. Place the bottle in a bowl of water until it starts to fill. See what happens to the water. Bubbles come out of the neck of the bottle. This water displaces air from the bottle. Most items that look empty are actually filled with air.
Experience 2. What's in an empty bottle?
Insert a funnel into the neck of an empty narrow-necked bottle. Put plasticine on the gap between the funnel and the neck of the bottle. Pour water into the funnel. Pay attention to what is happening. Then carefully remove the clay while holding the funnel. What's happening? At first, the water remains in the funnel without getting into the bottle, when the plasticine is removed, the water flows freely into the bottle. Why is this happening? The "empty" bottle is filled with air. To fill it with water, it is necessary to clear a path for air to escape. Plasticine does not allow air to pass between the funnel and the neck of the bottle, when we remove the plasticine, the air flows freely, making room for water.
Experience 3. Let's find the air.
Invite the children to put a straw in a glass of water and blow into it. What appears in the water? (air bubbles are visible). Air comes out of the glass through a straw, and water takes its place
Experiment 4. "Air bubbles appear in the water" Consider a sponge. What do you see? (Holes, holes). What's in these holes? (Air). What happens if a sponge is immersed in water? Bubbles will appear in the water - the air from the holes will go out into the water.
AIR PRESSURE.
Note to teachers. Gases exert pressure in all directions. This pressure depends on how much gas is in a given location. When air is pumped into a tire (for example: a bicycle), the valve prevents it from escaping. As more air is pumped into the confined space, its pressure increases and it pushes hard against the tire walls, making it inflated tightly.
Experience 1. How to prove that air exists?
We all heard that we were constantly surrounded by air from all sides. But you can neither see it, nor touch it with your hands. So maybe there is no air, and all the conversations are just speculations of wise scientists? Let's not trust rumors, but check it out with an experiment.
Crumple a piece of paper and push it into the glass so that it does not fall when you turn the glass over.
Submerge the glass completely under the water, holding it down with the opening. Take out the glass and check if the paper is wet? What's happening? The paper in the glass remains dry. Why is this happening? Air does exist! Water cannot fill an inverted glass because it is already filled with air. An "empty" glass is full of air. Air is gas. It has no size or shape, but it can fill any space.
Experience 2. Air holds water
Instructions: Fill a glass or jar with water. Cover the container with a piece of cardboard or heavy paper. Turn the jar over, keeping the cardboard pressed firmly against the glass. (Better to do this over the sink) Remove the hand holding the cardboard. What's happening? The water remains in the jar.
Why is this happening? Water is held in the container by the outside air pressure. This air pressure is greater than the water pressure on the cardboard. If the experiment does not work out the first time, try again, this time fill the glass to the very rims and make sure there is no air bubble between the cardboard and the glass.
Experiment 3. We hold the liquid with a straw
Pour into a glass of juice or tinted water. Place the cocktail straw in the glass. Using your mouth, suck some liquid into the tube. Then, while holding your finger at the top of the straw, pull the straw out of the liquid. What's happening? The liquid remains in the tube. Remove your finger from the top hole and the liquid will drain into the glass. Why is this happening? By closing the upper hole with your finger, you prevent air from exerting pressure on the liquid from above, while the air pressure from below is stronger than gravity and does not allow the liquid to flow out. When you remove your finger, the air presses on the liquid both from above and from below, but since no one compensates for the force of gravity, under its influence the liquid flows out.
WEIGHT OF AIR.
Experience 1. Weigh the air.
Let's try to weigh the air. Take a stick about 60 cm long. In its middle, fasten a rope, to both ends of which tie two identical balloons. Hang the stick by the string. The stick hangs horizontally. Invite the children to think about what happens if you pierce one of the balls with a sharp object. Pierce one of the inflated balloons with a needle. Air will come out of the ball, and the end of the stick, to which it is attached, will rise up. Why? The balloon without air has become lighter. What happens when we pierce the second balloon too? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same, as well as inflated.
Experience 2. Which air is lighter hot or cold?
For this experiment, we will need our homemade scales from the previous experience.
Tie to one end weights light plastic bottle or jar with the hole down.
Balance the scale with sand or any grains.
Light a candle and hold it so that the flame is under the opening of the can.
What's happening? The balance was disturbed. A can of heated air rises up.
Why is this happening? Hot air is lighter than cold air occupying the same volume.
AIR CHANGES VOLUME.
Note to teachers. Like most substances, air is made up of tiny particles, molecules. When air heats up, its molecules move faster, and the distance between them increases, so a given amount of air takes up a larger volume. If the air is in an enclosed space and cannot expand, its pressure increases. As the air cools, the speed of its molecules decreases and they move closer to each other. Then the air pressure decreases.
Experience 1. The air is cooled.
Place a few ice cubes in a plastic bag and crush them with a rolling pin. Pour ice into the bottle and close the cap. Shake the bottle and put it down. See what happens to the bottle when the ice cools the air inside. When air cools, it contracts. The walls of the bottle are retracted, so that there is no free space inside. Cold air takes up less volume. In a thunderstorm, lightning heats the air around it. The air expands so quickly that it produces loud popping. This is the thunderclap.
Experience 2. Cold or Hot?
Tell your child that the air can be heated and cooled. Take a plastic bottle and put it open in the refrigerator for a while. Take out, put a balloon on the neck. Now we will put the bottle in a bowl of hot water. What's happening? The ball itself began to inflate. Why? Because air expands when heated. And if you put the bottle in the refrigerator again, the balloon will deflate.
Experience 3. How to compress air?
Smoothly immerse a transparent glass in a bowl of water, keeping its open part towards the bottom.
Observe the change in the height of water penetration into the glass.
As the glass is immersed in water, the water rises in the glass, and the air takes up less space, despite the fact that it does not go anywhere. Why is this happening?
When the glass is immersed in water, water pressure exerts pressure on the air. Water forces air to compress in a smaller space. Small air particles, molecules are forced to be closer to each other.
Experience 4. Disappearing dent.
See what happens when you heat the air inside a ping pong ball. First, make a dent in the ball. Now put it in a glass of warm water. To prevent the balloon from floating up, cover the glass with a lid. Watch the dent carefully. The water heats up the air inside the ball. The air will expand and correct the dent.
Experience 5. Dancing coin
Place a large coin on top of a bottle with a long neck, having previously moistened the rim of the neck. Place the coin bottle in the bowl. Start pouring warm water into the basin. You will see how the coin will start to move and even bounce - this is due to the fact that the air expands from the heat and tries to escape from the bottle, pushing the coin.
AIR MOVEMENT.
Experience 1. Where does the wind come from?
In cold weather, open the door to the outside. Light two candles. Hold one candle at the bottom and the other at the top of the resulting gap. Determine: where the candle flame leans (the flame of the lower one is directed towards the inside of the room, the upper one is directed outward). There is warm air in the room. He travels easily, loves to fly. In the room, such air rises and escapes through the gap at the top. He wants to get out as soon as possible and walk free. Cold air creeps in from the street. Cold air is heavy, clumsy, so it prefers to stay near the ground. At the top of the door slot, the flame of a candle tilts from warm air, and below from cold air. It turns out that warm air moves above, but when I meet it, below it, cold air creeps. Where warm and cold air move and meet, wind appears. Wind is the movement of air. So why is the wind blowing? The wind blows because the sun heats up areas of land and sea. Above these warm areas, the air heats up like over a radiator. Warm air rises, and cold air rushes into the vacated space. This air flow forms the wind.
Experience 2. The wind changes direction.
To determine where the wind is blowing from. You can do this:
When outside, wet your finger with water and lift it up. The coldest part of your finger will be standing on the side where the wind is blowing.
Throw dry blades of grass into the air and look in which direction the wind blows them.
You can make a weather vane: mark the directions on a board or on a cardboard (support): sowing, south, west, east. Early in the morning at 6-7, go outside and set the cardboard so that the east points towards the sun. Now all directions are in place. Cut an arrow out of cardboard or thin plywood (Make a big tail at the arrow). Attach it to the thread spool. Glue a circle on top of the coil to hold the arrow. In the middle, attach a thin stick or long knitting needle to the support with the sharp end up. Put the coil on top. The arrow shows where the wind is blowing from.
You can make a table for observing the direction of the wind.
Conduct experiments and observations in different time to see how often the wind changes direction.
Experience 3. We create dunes.
For this experiment, select an illustration of a sandy desert, which depicts dunes. Consider it before starting work. Where do you think such sand slides come from in the desert? (Listen to the answers, but do not comment, the children themselves will answer this question again after the end of the experiment).
Place a glass jar with dry sand and a rubber hose in front of each child. The sand in the jar is every child's personal desert. Again we turn into winds: not much, but for quite a long time we blow on the sand. What's going on with him? First, waves appear, similar to waves in a bowl of water. If you blow longer, the sand will move from one place to another. The most "conscientious" wind will have a sandy mound. These are the same sandy hills, only large ones, can be found in a real desert. The wind creates them. These sandy hills are called dunes. When the wind blows from different directions, sand hills appear in different places. This is how, with the help of the wind, the sand travels in the desert.
Return to the desert illustration. On the dunes, either no plants grow at all, or there are very few of them.
Experience 4. The air rises.
Note to teachers. Since when air is heated, its molecules diverge, a certain volume of hot air is lighter than the same volume of cold air. Therefore, hot air rises and floats above cold air.
When the air heats up, it becomes lighter, and therefore rises up. Release the small feather from the pillow over the warm radiator. Look where the feather will fly. The battery heats up the air. Warm air rises and carries the feather along with it.
Experience 5. Wriggling snake.
Draw a large circle on the paper. Cut it out and cut it in a spiral, making a snake. Use a needle to thread the thread through the snake's head. Hang or hold the snake over the battery. Warm air can make this snake wriggle.
Experiment 6. Warm air rises up
Rinse one jar with very cold water and the other with hot water. Wipe them thoroughly.
Place the cans one on top of the other, placing a cardboard box between them. At the same time, a cold can is set up, a warm can down. Light a piece of newspaper, throw it into the bottom can and blow out, so that smoke forms inside the can. Carefully remove the partition by pulling out the cardboard. You will see that the smoke will rise up from the bottom to the top vessel. What if we swap banks? What's happening? The smoke remained below. Warm air is lighter than cold air, since the molecules in it push each other more strongly. The denser and heavier cold air sinks downward, pushing the warm air upward.
Experience 7. "Odors are transmitted through the air"
The air has no definite shape, spreads in all directions and does not have its own smell. Take flavored napkins, orange peels, etc. and invite the children to consistently sense the odors in the room. You can use aroma in class - a lamp and lavender oil.
AIR WORKS.
Experience 1. "Balls".
The teacher asks the children what kind of toy they are familiar with has a lot of air. This toy is round, it can jump, roll, it can be thrown. But if a hole appears in it, even a very small one, then the air will come out of it and she will not be able to jump. (Answers of children are heard, balls are distributed). Children are encouraged to knock on the floor first with a deflated ball, then with a regular one. Is there a difference? What is the reason that one ball bounces off the floor easily, while the other barely bounces? Conclusion: the more air in the ball, the better it jumps.
Experience 2. "Balloons".
Children are encouraged to think about where you can find a lot of air at once? (In balloons). How do we inflate balloons? (By air) The teacher invites the children to inflate the balloons and explains: We catch air and lock it in a balloon. If the balloon is strongly inflated, it may burst. Why? All the air will not fit. So the main thing is not to overdo it (invites children to play with balls).
Experience 3. "Launching a rocket".
After the game, you can invite the children to release air from one ball. Is there a sound? Children are encouraged to place their palm under the stream of air coming out of the ball. How do they feel? Draws the attention of children: if air comes out of the ball very quickly, it pushes the ball, as it were, and it moves forward. If you let go of such a ball, it will move until all the air is released from it.
Now pull a thread between two chairs located at opposite ends of the room, after passing it through the juice tube. Inflate the balloon and pinch the end with a clothespin to keep air from escaping. Draw portholes on the ball with a felt-tip pen and sign it. Using tape, glue the ball to the tube and pull it to one end of the stretched thread. Unclench your clothespin and enjoy the high-speed rocket launch.
Experience 4. "Why doesn't it burst?"
Children know what will happen if the balloon is punctured. It will burst. Offer them an experiment. Stick a piece of scotch tape on both sides of the ball. Pierce the tape with a needle. What's happening? The ball will not burst. The air quietly leaves through the hole. Conclusion: if the ball is pierced, then the compressed air breaks the ball, and the adhesive tape holds and prevents the air from breaking the rubber ball
Experience 5. "Air is a lifesaver"
A.) Children are encouraged to "drown" toys filled with air, including lifebuoys. Why don't they sink?
Conclusion: Air is lighter than water.
B.) Take two identical oranges and carefully peel off one of them. Guess which of the oranges will sink faster - with or without the peel? The question is posed incorrectly - only one will drown at all. No peel. Despite the fact that the one in the peel is heavier, it will continue to float early, because it is wearing a "life jacket": there are many air bubbles in the peel, which work as lifeguards, pushing the sinking orange to the surface of the water.
C.) The same principle can be seen using soda water and a piece of plasticine the size of a grain of rice. If you throw plasticine into a glass of carbonated water, it will first drown and then float to the surface, covered with air bubbles. The effect will end when the gas is exhausted - the clay will sink.
Prepare bowls of water on the tables for each child. Each bowl has its own sea - Red, Black, Yellow. Children are the winds. They blow on the water. What happens? Waves.
Conclusion: The harder you blow, the more waves.
Lower the boats into the water. Children are blowing on boats, they are sailing. Likewise, real ships are moved by the wind. What happens to the ship if there is no wind? And if the wind is very strong? A storm breaks out, and the boat can be wrecked (children can demonstrate all this).
For this experience, use the fans made in advance by the guys themselves. Children wave their fans over the water. Why did the waves appear? The fan moves and, as it were, drives the air. The air also starts to move. And the guys already know that the wind is the movement of air (try for the children to draw as many independent conclusions as possible, because the question of where the wind comes from has already been discussed).
Now let's fan in front of our face. How do we feel? Why did people invent the fan? And what has replaced the fan in our life? (Fan, air conditioner).
Experience 9. Air Race
With the help of air movement, objects can be moved. To test this, arrange paper races. Bend about 2–3 cm up on one side of a sheet of paper, place the flat side on a clean table. Each player must have such a "racing" list. Draw a finish line or use thread to serve as finishing tape. On command, start waving the cardboard boxes behind the sheets of paper, moving them forward with air currents. As a variation of the game, you can use the strength of your breathing, at the same time you will train the nasolabial muscles, which is very useful for the development of the child's speech.
Experience 10. "Flying Seeds"
A.) Give the children one flying seed and one flightless seed each. Let them simultaneously release these seeds, such as beans and maple seeds, from their hands. The higher the seeds fall, the clearer the difference in the speed of their fall. If you throw seeds from a very low height, then you will not achieve the desired result. Maple seeds can be "twisted" a little, then they will fall, as in nature. Flying seeds fall more slowly.
B.) You can also do with a crumpled ball of paper and an ordinary piece of paper - see what flies next. Air resists the movement of objects. The larger the surface of an object, the more difficult it is for the object to move through the air. A flat sheet of paper has a larger surface area than a wrinkled wad.
B.) Make a paper pyramid. Throw it several times and see which side it lands on. The pyramid always lands with the pointed end down because the pointed end moves faster in the air than the wide base. Cars, trains and airplanes are streamlined to reduce the surface area of air resistance. The air flows around these cars and puts less pressure on them.
Experience 11. "Parachute".
Make a small parachute: take a handkerchief, attach threads of the same length with a needle to each corner of the scarf. Attach all ends to a small toy. Tell your child why the parachute descends smoothly: the air under the canopy expands and supports it.
Experience 12. "Singing air".
A.) Show your child how to play music with bottles. If you blow over the neck of an empty bottle, the air inside it vibrates and makes a sound. Arrange several bottles in a row with different amounts of water in them. The more water, the correspondingly less air will remain in the bottle, and the less air, the faster it vibrates and the higher the sound is. Guided by this principle, you can try to reproduce some simple melody.
B.) Many musical instruments make sounds because the air vibrates inside them. Let's make such a tool ourselves. Cut the tubes to different lengths. Lay them one at a time on the strip of tape, starting with the shortest. Place another duct tape on top. Bring a row of straws to your mouth and blow into each straw. Note which tube has the highest sound.
Experience 13. "Wind winch".
Cut a circle with a diameter of 4-5 cm from thin cardboard, make a hole in the center. Cut a circle from edge to center in straight lines to make the blades. Bend each blade slightly. Place the circle on the cocktail tube and secure it with plasticine. Insert a thin wooden skewer (or thin knitting needle) into the middle of the tube and attach clothespins to its ends. Make a support from the board with the edge using plasticine, attach the installation on clothespins to it. Use duct tape to glue the thread to the tube. Tie a button to the opposite end of the thread. The thread should hang over the edge of the support. Now we blow along the tube onto the blades. The thread is wound around a tube. Tie more buttons to the thread to see what kind of load the winch can lift. Explain to the children where the winch is used. Consider a circle with bent blades and clarify that the blades are used in children's toys - turntables, weather vane, helicopters, water and windmills. (For a long time flour was ground in windmills. The wind rotated the wings - the blades of the mill, which set the millstones in motion).
Experience 14. "Flying in the air."
Fold a paper airplane. Glue the rudder (cardboard triangle) to the back of the plane. Now make two cuts in it to make one flap. Make one flap at the back of the wing.
Send the plane forward and upward easily. The air presses upwards on the wings, so the airplane flies a certain distance. (The wings of real airplanes are made convex at the top. When the plane is flying, the air moves faster over the upper, convex surface. The slow moving air under the wing presses on the wing more than the air above the wing. This allows a heavy aircraft to rise in the air and can fly.)
Fold the handlebar flap to the right. How will the plane fly? Fold the handlebar flap to the left. What happened?
Straighten the handlebar flap. Launch the aircraft with both flaps folded up and then down. The air presses on the flaps and forces the plane to turn, rise, or tilt. All aircraft have wing and rudder flaps. The pilot controls the aircraft using levers that set these flaps in motion.
Airplanes can fly because the air presses on the wings.
Rationally conduct observation with children: Bring a sheet of paper to your mouth. Blow strongly over the surface of the sheet. The sheet of paper rises because the air from below is pressing harder than the air moving rapidly from above.
Experience 15. "We breathe air."
A.) We count the breaths.
The child stands calmly. We count how many breaths he will take in 30 seconds. Record the result. The child runs in place and stops. We count how many breaths he will take in 30 seconds. Record the result. See if there is a difference between the results. (The body uses some of the air we breathe in to restore energy. When we move quickly, we need more energy, so we breathe faster.)
B.) How much air can you breathe?
Fill a plastic bottle with water and release it neck down (close the neck with your hand until it is inlet) into a large bowl of water. Carefully insert the bent tube into the neck (try not to flatten the tube). Hold the bottle and straw in place. Take a deep breath and slowly exhale the air through the tube. Air enters the top of the bottle. The water-free space at the top of the bottle shows how much air you were able to exhale.
THE AIR IS POLLUTED.
Experience 1. "Flames pollute the air."
Light a candle. The flame is burning. Can it pollute the air? Hold a glass or porcelain cup over a candle flame (at a distance of 2 centimeters), in a word, an object made of material that will not melt, ignite or heat up very quickly. After a while, you will see that this object has turned black below - covered with a layer of soot.
Application.
Experimenting with air. Gradually fill the tables with pictures.
Experiments with air.
Experiments with air.
The air works.
Vitalia Begdai
Entertaining experiments with air and water.
Goal and tasks:
Create conditions for the development of children's interest in experienced- experimental activities;
introduce children to some properties air and water, teach how to carry out uncomplicated experiences using improvised means and items; teach to reason, analyze, draw conclusions; develop curiosity, inquisitiveness of mind, cognitive interest.
Equipment and materials:
Tables covered with oilcloth.
Empty glass jar 1.0 l,
paper napkins - 2 pieces,
a piece of plasticine
cup with water.
Glass test tube, hermetically sealed with a thin rubber film (from balloon,
glass with hot water, glass with ice.
2 Half-liter cans of clean water.2 raw eggs.
table salt, stirring spoon.
Glass -1.0 l, glass with hot water, thin metal lid on the jar,
ice cubes.
Course of the lesson
1st part introductory.
V group equipped with a mini-laboratory. For the convenience of subsequent activities, tables have been set. Kids are playing, are engaged free activity. The teacher puts on a hat, a white coat, begins to display test tubes and flasks. He does not comment on his actions in any way, the main thing is to arouse interest in children, to get the question from them - What are you doing? Why are you wearing a robe? etc.
What the teacher answers:
Today I will be a research assistant, I will conduct experiences. (We want to wait for the children's reaction, but I can, too, etc.)... Okay, who wants to be a scientist? (Invites those who wish to wear hats).
Oh, guys, what is it (holds flask number 1 in his hands, makes a riddle,
Always surrounds us
We breathe it without difficulty.
It is odorless, colorless.
Guess what is it?
Answers of children, (air) .
Educator: And what is it for air?
Children's answers.
Educator: Who needs air, how do you think?
Children's answers.
Educator: Would you like to know more about the air?
Children's answers.
Educator: Then go to this table, where we are waiting for various subjects for his study. Guys, what's on the table?
Children's answers.
2nd part: experiences.
Experience number 1.
(On the table lies: empty glass jar, paper napkins, a piece of plasticine, a cup with water).
Educator: Let's try to dip it into a cup with water paper napkin... What happened to her?
Children's answers.
Of course she got wet. And now, with the help of plasticine, we will fix the exact same napkin inside the jar at the bottom. Turn the jar upside down and gently lower it into a cup with water to the very bottom... The water completely closed the jar. We carefully remove it from the water.
Guys, why did the napkin stay dry, what do you think?
Children's answers.
Educator: Well done, this is because in her air, he does not let the water in. It can be seen. Now, again, in the same way, lower the jar to the bottom of the pan and slowly tilt it. What do you think is going on with us?
Children's answers.
Educator: Well done, air flies out of the can in a bubble.
What conclusion can we make?
Children's answers.
Educator: Well done, the bank only seems empty, in fact - in it air. The air is invisible.
He pours and pours and pours.
Wet weather.
Maybe it's a helicopter
Dropping Water?
No, water from the clouds.
Guess who he is? (Rain)
Educator: What do you guys think is this riddle about?
Children's answers.
Experience number 2.
(On the table lie: half-liter cans with clean water, empty liter jar, raw eggs, table salt, stirring spoon).
Educator: Look at the jar, it has clean water that you can drink. What do you think will happen to an egg if you put it in water?
Children's answers.
Educator: Let's see what happens to the egg.
Gently dip the raw egg into the water. It will sink. Take the second half liter jar and add 3 tablespoons of table salt to it. Dip a second raw egg into the resulting salt water.
Do you guys think it will float?
Children's answers.
Educator: Well done, guys, salt water is denser than fresh water, so the egg didn't drown, the water pushes it out. That is why it is easier to swim in salty sea water than in fresh river water. Now put the egg on the bottom of a liter jar. And gradually adding water from both small jars, you can get a solution in which the egg will neither float nor sink. It will hang suspended in the middle of the solution. Adding salt water will make the egg float. Adding fresh water - so that the egg will sink. Outwardly, salt and fresh water are no different from each other, and it will look amazing.
Educator: What conclusion will we draw with you?
Children's answers.
Educator: Well done, of course, salt water is denser than fresh water, it pushes out objects that drown in fresh water. That is why it is easier to swim in salty sea water than in fresh river water. Salt increases the density of the water. The more salt there is in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person can lie on its surface without any effort, without fear of drowning.
Experience number 3.
(On the table lie: liter jar, glass with hot water for s boiled water , thin metal lid on the jar, ice cubes).
Educator: Guys, in our laboratory you can learn a lot about rain. Let's go with you to the table where the ice cubes are.
Where do you think rain comes from?
Children's answers.
Educator: Well done, guys, now we will check it out with you.
I will pour boiling water into a three-liter jar (about 2.5 cm.)... Close with a lid. Put ice cubes on the lid. Warm air inside the can rising up, it will begin to cool. The water vapor contained in it will condense to form a cloud. This also happens in nature. Tiny drops of water, heated on the ground, rise up from the ground, cool there and collect into clouds. Meeting together in the clouds, the water droplets press against each other, increase, become heavy and then fall to the ground in the form of rain droplets.
Educator: output: Warm air rising up, carries with it tiny droplets of water. High in the sky, they cool down, gathering into clouds.
Experience number 4... Volcano.
Educator: Guys, I've always wanted to make a real volcano and I think I know how to do it. It is a pity that this cannot be done in our laboratory. Then let's make a geyser - it's a small water volcano. Here we have a crater (put a model of a volcano on the table, now we need to make it work! (Pours baking soda into the crater and pour food vinegar, the geyser erupts an effervescent fountain).
Summarizing:
Guys, for today our laboratory is finishing work. Did you enjoy being scientists? What exactly did you like? What was the most interesting thing? What new have you learned? I really enjoyed working with you. Very good staff worked in the laboratory. You know how to negotiate, help each other. Well done! Thanks for your work!
