In this activity, students will discuss the various methods by which pollination can occur in flowers or plants. Students will dissect and identify the different parts of a flower, hypothesize the function of each part, and discuss the importance or relevance of each part to pollination.
In this activity, students will perform an experiment to find out where flower colors come from. Students will extract petal juice, use acid and base indicators, and observe chemical reactions to investigate how the amount of acid or base influences the color of a petal.
In this activity, students will compare and contrast different forms of luminescence by observing how chemiluminescence, phosphorescence, and fluorescence produce or emit light. Students will also compare these forms of luminescence to bioluminescence.
In this activity, students will review and discuss weathering, erosion and mass wasting, to gain a stronger understanding of how Hickory Run’s Boulder Field was formed after the Laurentide Continental Glacier receded. Using edible materials, students will model and demonstrate the geological processes that formed this unique feature.
In this activity, students will perform three experiments using household ingredients to observe and record color changes, indicators that a chemical reaction has taken place. Students also will observe a chemical clock reaction and explore how reaction times can be sped up or slowed down.
In this activity, students will examine the different materials gardeners add to their soil, and discuss how these materials are important for plant growth. They will learn how to build a sustainable terrarium by adding a waterbed, mixing their own soil and transplanting a small plant into their terrarium.
In this activity, students will conduct a series of hands-on experiments that will demonstrate how the working of these veins, known as capillary action, enables water to travel throughout the length of a plant. Students will learn how the forces of water cohesion and adhesion contribute to the process of capillary action.
Chef Wylie Dufresne, the owner of New York City restaurant wd~50, experiments with food, literally. He has lab notebooks detailing what certain chemicals do to certain dishes. One of his signature dishes is a spin on eggs Benedict: he found that creating the plate’s centerpiece–a cube of fried hollandaise sauce–required a lot of scientific testing. Science Friday stopped in at Dufresne’s kitchen to see how he prepares the dish.
Astronauts are allowed to bring special “crew preference” items when they go up in space. NASA astronaut Don Pettit chose candy corn for his five and a half month stint aboard the International Space Station. But these candy corn were more than a snack; Pettit used them for experimentation.
Think oysters are good on the half shell? They may be even better whole. Oysters can restore marine habitats by cleaning water, creating homes for other sea life and preventing coastal erosion. But oyster populations around the world have declined, experts say. Find out how scientists in New York are working to replenish oyster populations in the waters around the city.
Basalt formations off the East Coast of the U.S. could hold a billion of tons of carbon dioxide, according to a new study in the Proceedings of the National Academy of Sciences. Paul Olsen, of Columbia University’s Lamont-Doherty Earth Observatory, takes us to a basalt quarry in New Jersey and explains what makes the rock ideal for soaking up emissions. Note: Another Teachers TalkingScience lesson, Sublime Sublimation, makes an excellent introduction to Capturing Carbon Dioxide, and to carbon dioxide itself.
Looking for ways to jazz up your party? Patrick Buckley, co-author of The Hungry Scientist Handbook, demonstrates how to make carbonated fruit. Materials required: fruit (the firmer the better), a pressure cooker and a handful of dry ice cubes. Note: This lesson provides a great introduction to another Teachers TalkingScience lesson, Capturing Carbon Dioxide.