We had a full day of liquid nitrogen demonstrations today. Merged 2-3 classes of 8th graders all day in the auditorium for observations and inferences of the following demonstrations:
1. “Fried Balloons”.
Prep: Pour a 3 cm layer of LN2 into a very large styrofoam container out of sight from the audience. Inflate and tie off 10 latex balloons, and store them in a very large garden trash bag. Before students enter the room, place the styrofoam container onto a table with the lid on the container. As students come in, do not draw attention to the box. (There will be some noise of LN2 bubbling and it’s best if students don’t notice.)
The “Patter”: “You know, the math department at our school has told us they’re very concerned that people just don’t understand basic geometry any more. They’ve asked us to incorporate some math lessons into our science, so here we go: look carefully at this balloon (hold it up), and estimate how many balloons of this size could fit into this box.” Depending on the size of your styrofoam container, people will typically respond anywhere from 2 to 6.
“OK, let’s see.”
Lift the lid slowly and slowly place the first balloon into the box. Try to do this without swirling the vapors over much. Hold the balloon down in the LN2 until it has shrunk to about half size. Repeat until you’ve got at least 8 balloons inside. You can push them down with your bare hands, just be careful not to let the liquid nitrogen drip onto your skin.
More “patter”: “I forgot to eat breakfast this morning, so I think I’m going to need to fry up something to eat. Hmm…. what do I have around… OH! I know! I’ll just use this NICE, HOT table (pat the surface of the table) to FRY some balloons!”
One by one, pick the balloons out of the container and ‘stir fry’ them on your table surface.
In my 8th grade classroom, warm ups are a helpful routine. I will often have a few questions on the board for students to work on in the first 5 minutes of class while I sort out attendance & other duties.
The only way I’ve found this works is if I collect the warmups at least once a month. I tell the students to write 3 warm ups per page of paper, use both sides so there are 6 per physical piece of paper. It *really* helps to have them draw 2 lines ahead of time on the paper to subdivide the sections, otherwise they end up getting really sloppy.
I tell the students to save their warmups in the front of their science section in their three-ring binder.
Kids often want to take the paper out of their binder to write. I try to discourage the less-organized students from this, since half the time when they are done writing, they just stuff the paper randomly back into the backpack abyss. I tell them just to open their binder and write on the paper as it stays securely inside the three rings.
Topics for warm ups…
- review of previously learned concepts. Particularly helpful to reinforce main standards. A little review, frequently, is better than a big chunk all at once.
- quantitative reasoning (math connections to the science curriculum)
- preview of new ideas with a motivating ‘hook’
- problems involving ambiguous answers or frequently misunderstood concepts that can inspire a quick “Think – Pair – Share” classroom discussion
The most important thing to remember about warm up problems is to keep them interesting, at least mildly. How? I try to use sports, movies, or references to common or interesting personal experiences in the topics (as in, “The mass of Harry Potter’s wand is 20 grams. If it is placed in a graduated cylinder filled with water to 55 mL, the water rises to 78 mL. What’s the density of the wand? Malfoy’s wand has a mass of 24 grams and displaces the same amount of water. If they both drop their wands in a lake, which wand will sink? Why?”)