1
Science Demonstration
The Science of Hot Drinks
EDUC 5473: Science for Elementary Students
Prepared by Allison Curran and Molly Kearney
February 8th, 2018
2
PART A: FOR THE TEACHER
SAFETY CONSIDERATIONS
Close teacher supervision is requirement as this experiment involves hot water.
MATERIALS NEEDED
1. A piece of string about 30 cm/ 1 foot long
2. A small jar
3. A large jar
4. Food colouring
OUTCOMES (NB Curriculum and NGSS)
New Brunswick Curriculum (Grade 5)
Physical Science: Properties and Changes in Materials (Unit 2)
● 104-7 Demonstrate the importance of using the languages of science and
technology to communicate ideas, processes, and results
● 204-5 Identify and control major variables in investigations
● 205-5 Make observations and collect information that is relevant to a given
question or problem
● 301-10 Identify and describe changes to materials that are reversible and come
which are not
● 301-11 Describe changes that occur in the properties of materials interact with
each other
Next Generation Science Standards
● 5-PSI-3 Matter and Its Interactions
○ 5-PSI-3 Make observations and measurements to identify materials based
on their properties.
● 5-PSI-4 Matter and Its Interactions
○ 5-PSI-4 Conduct an investigation to determine whether the mixing of two or
more substances results in new substances.
3
QUESTION TO BEGIN
● Before starting the demonstration, have the students answer the question: What
do you think is going to happen? Why? Hypothesize what you think is going to
happen. Will the demonstration work as well as hoped, or be a fail?
INSTRUCTIONS (For Teachers and Students)
What the teacher does: What the student does:
● Fill the large jar with cold water ● Observe and take notes as the
● Tie the string tightly around the demonstration is taking place.
neck of the small jar. You will need Answer questions like:
to be able to tie the string around ○ What is happening?
the neck of the small jar, as well as ○ Does anything happen
have enough string left, so you will instantly or does it take
be able to lower the smaller jar into time?
the larger jar. ○ What things are you
● Fill the small jar with hot water. noticing?
● Quickly stir the food colouring into
the hot water. Use a vibrant colour,
(red/blue), as it will show up better
in the water. Put in enough food
colouring to make a strong colour
in the small jar.
● Use the string, that is tied around
the small jar, to slowly and gently
lower the small jar, of hot water
and food colouring, into the larger
jar. As you are lowering the smaller
jar into the larger jar, it is
important to not let it tip or fall.
● As the smaller jar lowers you will
start to see the hot water and food
colouring raise to the top of the
larger jar.
● Let the smaller jar settle at the
bottom of the larger jar and watch
as something magnificent happens.
● Sponge activity: If extra time, have ● Answer the questions in the
the students answer the questions, “Questions to Consider” part of the
4
in the “Questions to Consider” part lesson, in your composition books.
of the lesson, in their composition
books.
HOW DOES IT WORK? THEORY BEHIND THE DEMONSTRATION
● Water is made up of molecules - two hydrogen atoms and one oxygen atoms,
which stick together. This allows for energy and movement.
● Warm water has more energy than co
● ld water does, therefore allowing the warmer water to move faster than the
molecules in the colder water.
● Water also expands, gets bigger, and rises when it is heated. This allows for the
hot water, in the smaller jar, to start to rise out of the jar and circulate to the top
of the larger jar of cold water.
QUESTIONS TO CONSIDER (after the demonstration)
1. Do you think that this experiment would work the same if ONLY cold water was
used?
2. Would our results have been different if two same size jars were used?
3. How long]] do you think that the food colouring will stay at the top of the larger
jar?
FOLLOW UP ACTIVITIES
● Underwater Volcano: Very similar demonstration, but could be explored when
working on Volcano units.
○ http://coolscienceexperimentshq.com/underwater-volcano/
● Divide students into smaller groups and have them conduct the same
demonstration/experiment. However this time, let them explore the question of
what happens when the experiment is conducted with only cold water. Having
the students do this demonstration allows for students to work hands on with a
curiosity of cold water, with little safety restrictions.
5
References
Cupples, P., Gold, C., Hendry, L., Holdcroft, T., & Ontario Science Centre. (1994).
The Jumbo book of science: 136 of the best experiments from the Ontario Science
Centre. Toronto: Kids Can Press.
