Glacial Heat

What’s Happening?

Inside the Glacial Heat, exists a supersaturated and super-cooled (below it’s freezing point) solution of sodium acetate and water.  This supersaturated solution was created by mixing the salt (sodium acetate) in hot water.  Hot liquid will dissolve more salt than a cold one. When this solution is cooled slowly, the salt stays in solution.

 A small, stainless steel, metal chip provides the “spark”. When the chip is squeezed, a small, single, solid salt molecule is created. This is the seed ,on which, the other salt crystals begin to form. The normal freezing point for sodium acetate is 130 degrees F (54 degrees C). The reaction occurs quickly, with heat being released and the liquid becomes solid (freezes). The heat being released is equal to the freezing point of the solution (54 degrees C). The sodium acetate (a salt) dissolving and freezing in the water is an example of a physical change.

How do I Teach With Glacial Heat?

Discuss physical and chemical properties:

Physical properties are observable (color, size, luster and smell) and also include characteristics, such as, freezing point, melting point, malleability, conductivity, volume, mass, weight and length.

Chemical properties are only observable during a chemical reaction and can include flammability or the ability to rust. In each of these examples, a new compound has been formed.

Discuss physical and chemical changes:

Physical changes include ice melting, molding clay, water evaporating, a coke freezing and sugar dissolving in water. In these examples, no chemical changes have occurred and the changes can be reversed.

Chemical changes include metal rusting, lighting a match, milk souring and the stomach digesting food. These changes are not easily reversed. The presence of light, color change, odor, gas production, heat or sound can indicate that a chemical change has taken place.

The Glacial Heat can be boiled (melted) for 7-10 minutes and reused over and over again.

The Carbon Cycle

Carbon is released into the environment in many ways. Animals and plants respire, releasing carbon dioxide into the atmosphere.  Animals release solid waste products into the soil and water. Also, leaves, roots, wood and dead animals decay. Finally, the burning of fossil fuels and wood release stored carbon into the atmosphere.

The carbon that is released into the environment, is used by many plants and animals. This is the part of the carbon cycle that removes carbon from the atmosphere. Plants and algae take in carbon dioxide during photosynthesis. Many sea creatures take in carbon when making shells and bones. When these animals die and sink to the ocean floor, this carbon is stored for some time.

The Ocean’s Role

The majority of photosynthesis  occurs in the oceans by algae and phytoplankton. Also, due to the large surface area of the oceans , carbon dioxide diffuses in and out in an attempt to equalize.

The dark color reduces the amount of photons reflected. Photons that are not absorbed by the panel cannot be used to produce electricity.

What are Photovoltaic Cells Made From?

Silicon is the major material in the cells. Pure silicon crystals are poor conductors of electricity. Other elements are added to the silicon, such as, phosphorus and boron. When the energy from the sun hits the cell, the electrons in the elements begin to move around. The sun causes the panel to have a positive and negative side. This electrical difference causes electrons to flow through a diode.

What Factors Affect the Production of a Solar Cell?

The factors that most affect the production of a solar cells are the angle of the panel in relation to the sun, the peak wattage, the light intensity and the hours of sun exposure.

How is Wattage (or Power) Calculated?

The formula for power is   Power=Current X Voltage. Power is measured in watts, current in amperes and voltage in volts.

The Solar Science Kit has a small motor, photovoltaic cell and disc that works well in demonstrating this in a classroom or home setting.

When a magnet moves toward a metal object, the electrons in the metal move. As a result, when a magnet moves near a copper wire, electrons in the copper move. Generators use this principle to convert mechanical energy (the rotation of a wire coil,or rotor around a magnet) into an electrical current (electrons flowing through the wire). A motor performs the opposite function by converting electrical energy into mechanical energy. For the most part, all generators work the same. The item that separates them is, “What turns the rotor?”

Windmill Generator Kit

 Energy Conversion in a Windmill 

 Obviously, in a windmill, the wind is rotating the wire coil around the magnet. This generator is taking the kinetic energy from the wind and converting it to electrical energy.

Windmills are rated based on output power (watts), working voltage (volts), start up windspeed (mph), survival wind speed (mph), rated rotation of the blades (rpm) and the diameter of the blades  (also called the rotor). In general, the larger the rotor diameter the more wind that is intercepted and the more electricity produced. There are do-it-yourself plans available for building your own windmill. No waste or pollution is produced during this process.

When discussing this in the classroom or entertaining your children on the weekend, there are some small demonstration kits available. The Windmill Generator from 4M Kidz Labz TM is an excellent activity.

How Does Nitrogen Enter the Soil?

Before nitrogen can be used by plants, it must enter the soil.  Atmospheric nitrogen is forced to the ground by rainfall. Also, urine, solid and liquid waste from living organisms and living organisms that have died are deomposed by bacteria and fungi.  The nitrogen from these sources then enter the soil. Commercial fertilizers are another source of nitrogen.

What Happens to Nitrogen in the Soil?

Plants cannot use organic nitrogen. Bacteria and fungi are needed to transform this unusable organic nitrogen into a usable form.  Although most nitrogen fixation is completed by bacteria, some is accomplished through lightning strikes. Since ammonia is fatal to most plants, bacteria convert this ammonia (NH4) into nitrates (NO3) and nitrites (NO2). At this time, the nitrogen can be assimilated into the plant, leached into the ground water or be transformed into a gas and re-enter the air.

In very wet soils, the oxygen content is low. The bacteria in these soils take the oxygen out of the nitrates (NO3) and produce nitrogen gas. This process is call denitrification.  Through a process called volatilization, the gas re-enters the atmosphere.

Dissecting

What is an Owl Pellet?

An owl pellet is the portion of an owl’s prey that has not been digested. Owl’s swallow their prey whole (they don’t have teeth to chew) and the feather’s, fur, bones and other undigestible parts are regurgitated by the owl.

How Does the Owl Pellet Form?

When the prey is swallowed, it travels through the esophagus and into the first part of the stomach, the proventriculus. Unlike other birds, the owl does not have a crop to store the food. As a result, the prey enters directly into the digestive tract. This part of the stomach has enzymes and acids (like our stomachs) to aid in digestion. From the proventriculus, the food travels to the second part of the stomach, the gizzard. The gizzard is a muscular organ that grinds the food and ”filters” undigestible parts from traveling into the intestines.

The pellet is formed from the hair, bones or feathers that are left in the gizzard. The pellet will take several hours to form and several more before it is regurgitated. The owl cannot eat again until this pellet is expelled.

Does the Regurgitation of the Pellet Benefit the Owl?

Yes.  Many scientists believe that this regurgitation of the pellet keeps the upper digestive tract clean.

Keep the lid over your plate to prevent contamination.

All living organisms require energy. They can get their energy from multiple sources: organic chemicals(carbon containing compounds), inorganic chemicals and light. Bacteria use organic chemicals, such as, sugars, starch, protiens and fats to grow. Bacteria are called heterotrophs.

Most bacteria grow best at normal, human body temperature (98-99 degrees F). When growing the bacteria, incubate at a temperature as close to this as possible. The bacteria will grow slower at lower temperatures.

Aseptic technique is the process of growing and transferring bacteria without contaminating the culture by touching or breathing on the sample.

Nutrient agar is a general purpose prepared media and grows many types of bacteria and fungi. If you have a specific bacteria culture, you can spread the bacteria on the plate using a sterile swab or innoculating loop. The bacteria will grow and become visible in 24-48 hrs. If you would like to determine the types of bacteria growing on a sink, chair, table or other areas, a sterile swab can be used to rub across the area you would like to test. After the sample is taken, you can transfer the bacteria to the nutrient agar plate by swiping the swab across the surface of the agar plate. After 24-48 hrs, you may find many, different looking colonies growing on the nutrient agar plate. Each type of bacteria look a little different (color, shape, size) when they grow.

Gram Staining Bacteria Procedure
1.Place a drop of distilled water on a slide and, using a swab or inoculating loop, mix the bacteria with the water an smear the mixture on the slide. The mixture will appear cloudy. Using a flame, heat fix the bacteria to the slide (pass the slide through the flame a few times to “dry” the bacteria and affix it to the slide).

2. Using a dropper, add crystal violet to the slide. Let stand for 1 minute.

3. Add iodine to the slide. Let stand for 3 minutes.

4. Decolorize the sample with alcohol. Let stand for 30 seconds.

5. Counter stain the sample with safranin. Let stand 1-2 minutes. Using a dropper, rinse with distilled water.
Gram Staining Results
Gram positive bacteria will appear purple under the microscope. They have a single, thick cell wall. The crystal violet and iodine combine to attach to this wall. The decolorizer (alcohol) dehydrates the cell wall, causing the pores to close, trapping the stain inside. the safranin added in the final step, does not penetrate the wall.

Gram negative bacteria will appear red. The have a cell wall and additional thin layers of fatty sugars. The decolorizer easily penetrates these thin sugar layers, washing away the crystal violet – iodine chemical (purple color). The safranin in the last step attaches to these layers and appears red.

No other bird in the world has a larger population than the chicken, chickens are used mostly as a food source as well as for their eggs. Succesfully hatching chicken eggs is a 21 day process. By using an automatic egg turner and still air incubator, the process can be very simple and successful.

Day 1 – Place the chicken egg incubator on a level surface, fill trough with water, place automatic egg turner in (if you have one), adjust temperature to 97 degrees F and place the chicken eggs small end down in the turner.

Day 2-3 – Monitor temperature and water level. During the chicken egg hatching process, leave the chicken egg incubator closed except for adding water.

Day 4 – Remove the red plugs for ventilation and check water level.

Day 5-13 – Monitor temperature and water.

Day 14 – Chick development and metabolism during the incubation may cause the temperature to rise. The temperature may need to be reduced. Monitor this until day 18.

Day 15-17 – Monitor temperature and water trough

Day 18 – The eggs are getting close to hatching. Remove chicken eggs from turner and the turner from the incubator. Place chicken eggs on the wire tray and fill the large and small trough with water. Raise the temperature to 98 degrees.

Day 19-21 – Maintain the temperature at 98 degrees. Allow the chicks to hatch and dry in the incubator.

Some chicken eggs may hatch slower. Leave them in the incubator for 2 more days. Supply heat lamp, chick feed and water for the chicks.

How Do Geodes Form?

A geode starts off as a bubble or a void left by an animal burrow, tree root, or something else. Water is trapped inside of the void, which contains silica precipitation that has other minerals or elements present in it such as calcite, iron or manganese. The basic crystals of a geode are made of quartz (silicon dioxide) and are colored based on the contents of the surrounding soil.  Over thousands of years different layers of silica precipitation cool and create different layers of crystals. There is no way to tell what is on the inside of a geode without cracking it open. You can view the process of cracking open a geode below.