CARD FILE OF EXPERIENCES AND EXPERIMENTS FOR PRESCHOOL CHILDREN "EXPERIMENTS WITH WATER"
Prepared by: teacher Nurullina G.R.
Target:
1. Help children get to know the world around them better.
2. Create favorable conditions for sensory perception, improvement of such vital mental processes as sensations, which are the first steps in the knowledge of the surrounding world.
3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.
4. Teach children to explore water in different states.
5. Through games and experiments, teach children to identify physical properties water.
6. Teach children to make independent conclusions based on the results of the survey.
7. To educate the moral and spiritual qualities of the child during his communication with nature.
EXPERIMENTS WITH WATER
Note to the teacher: you can buy equipment for conducting experiments in kindergarten in a specialized store " Kindergarten» childrensad-shop.ru
Experience number 1. "Coloring water."
Purpose: To identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; the warmer the water, the faster the substance dissolves.
Materials: Containers with water (cold and warm), paint, stirring sticks, measuring cups.
An adult and children examine 2-3 objects in the water, find out why they are clearly visible (the water is clear). Next, find out how you can color the water (add paint). An adult offers to color the water himself (in cups with warm and cold water). In which cup will the paint dissolve the fastest? (in a glass of warm water). How will the water be colored if there is more dye? (Water will become more colored).
Experience number 2. "Water has no color, but it can be dyed."
Open the faucet, offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be tinted by adding paint to it. (Children watch the coloring of the water). What color is the water? (Red, blue, yellow, red). The color of the water depends on what color paint was added to the water.
Conclusion: What did we learn today? What can happen to water if paint is added to it? (Water is easily dyed any color).
Experience number 3. "Playing with paints."
Purpose: To introduce the process of dissolving paint in water (arbitrarily and with stirring); develop observation, ingenuity.
Material: Two cans clean water, paints, spatula, cloth napkin.
Colors like a rainbow
They delight their children with the beauty
orange, yellow, red,
Blue, green - different!
Add some red paint to a jar of water, what happens? (the paint will dissolve slowly, unevenly).
Add a little blue paint to another jar of water, stir. What's happening? (the paint will dissolve evenly).
Children mix water from two jars. What's happening? (when blue and red paint are combined, the water in the jar turns brown).
Conclusion: A drop of paint, if not stirred, dissolves in water slowly, unevenly, and when stirred, evenly.
Experience number 4. "Everyone needs water."
Purpose: To give children an idea of the role of water in plant life.
Stroke: The teacher asks the children what will happen to the plant if it is not watered (it dries up). Plants need water. Look. Let's take 2 peas. We will place one on a saucer in a wet cotton wool, and the second - on another saucer - in a dry cotton wool. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, while the other did not. Children are clearly convinced of the role of water in the development and growth of plants.
Experience number 5. "A droplet walks in a circle."
Purpose: To give children basic knowledge about the water cycle in nature.
Move: Let's take two bowls of water - a large one and a small one, put it on the windowsill and observe which bowl the water disappears faster from. When there is no water in one of the bowls, discuss with the children where the water has gone? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; plants water, under the rays of the sun they return home again - to the clouds, from which they once came to earth in the form of rain.)
Experience number 6. “Warm and cold water».
Purpose: To clarify children's ideas that water can be of different temperatures - cold and hot; you can find out if you touch the water with your hands, soap lathers in any water: water and soap wash away dirt.
Material: Soap, water: cold, hot in basins, a rag.
Stroke: The teacher invites the children to lather their hands with dry soap and without water. Then he offers to wet his hands and soap in a bowl of cold water. Clarifies: the water is cold, transparent, soap is lathered in it, after washing the hands the water becomes opaque, dirty.
Then he offers to rinse his hands in a basin with hot water.
Conclusion: Water is a good helper of a person.
Experience number 7. "When it pours, when it drips?"
Purpose: To continue to introduce the properties of water; develop observation; to consolidate knowledge of safety rules when handling objects made of glass.
Material: Pipette, two beakers, plastic bag, sponge, rosette.
Stroke: The teacher invites the children to play with water and makes a hole in a bag of water. Children lift it above the outlet. What's happening? (water drips, hitting the surface of the water, droplets make sounds). Drop a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?
Children from one beaker pour water into another. Watching when faster water pours - when it drips or when it pours?
Children immerse the sponge in a beaker of water, take it out. What's happening? (water first flows out, then drips).
Experience number 8. "Which bottle will fill the water faster?".
Purpose: To continue to introduce the properties of water, objects different sizes, develop ingenuity, teach to follow safety rules when handling glass objects.
Material: Water bath, two bottles different size- with a narrow and wide neck, a cloth napkin.
Move: What song does the water sing? (boule, boule, boule).
Let's listen to two songs at once: which one is better?
Children compare bottles in size: consider the shape of the neck of each of them; immerse a bottle with a wide neck in water, looking at the clock, note how long it takes to fill with water; a bottle with a narrow neck is immersed in water, note how many minutes it takes to fill it.
Find out from which bottle the water will pour out faster: from a large one or a small one? Why?
Children immerse two bottles in water at once. What's happening? (water bottles fill unevenly)
Experience number 9. "What happens to the steam when it cools?".
Purpose: To show children that in a room, steam, cooling, turns into droplets of water; on the street (in the cold), it becomes frost on the branches of trees and bushes.
Stroke: The teacher offers to touch window glass- make sure that it is cold, then the three guys are invited to breathe on the glass at one point. Watch how the glass fogs up, and then a drop of water forms.
Conclusion: Steam from breathing on cold glass turns into water.
During a walk, the teacher takes out a freshly boiled kettle, puts it under the branches of a tree or shrub, opens the lid and everyone watches how the branches “grow” with frost.
Experience number 10. "Friends."
Purpose: To introduce the composition of water (oxygen); develop ingenuity, curiosity.
Material: A glass and a bottle of water, closed with a cork, a cloth napkin.
Progress: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).
Shake the water bottle with all your might. What's happening? (formed a large number of bubbles)
Conclusion: Water contains oxygen; it "appears" in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.
Experience number 11. "Where did the water go?".
Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).
Material: Two dimensional identical containers.
Children pour an equal amount of water into a container; together with the teacher make a mark of the level; one jar is closed tightly with a lid, the other is left open; both banks put on the windowsill.
During the week, the evaporation process is observed, making marks on the walls of the containers and recording the results in the observation diary. They discuss whether the amount of water has changed (the water level has fallen below the mark), where the water has disappeared from the open can (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from a closed container).
Experience number 12. "Where does the water come from?".
Purpose: To introduce the process of condensation.
Material: Hot water tank, refrigerated metal lid.
An adult covers the water container with a cold lid. After a while, the children are invited to consider inside cover, touch it with your hand. Find out where the water comes from (these are water particles that have risen from the surface, they could not evaporate from the jar and settled on the lid). An adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher, they conclude that the process of turning steam into water occurs when the steam cools.
Experience number 13. "Which puddle will dry faster?".
Guys, do you remember what remains after the rain? (puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain, the puddles are: (small). Offers to see which puddle dries faster - large or small. (The teacher pours water on the asphalt, making puddles of different sizes). Why did the small puddle dry faster? (There is less water there). And large puddles sometimes dry up all day long.
Conclusion: What did we learn today? Which puddle dries faster - large or small. (A small puddle dries out faster.)
Experience number 14. "Hide and seek."
Purpose: To continue to introduce the properties of water; develop observation, ingenuity, perseverance.
Material: Two Plexiglas plates, pipette, cups with clear and colored water.
One, two, three, four, five!
Let's look for a bit
Appeared from the pipette
Dissolved on glass...
Place a drop of water from a pipette on a dry glass. Why doesn't it spread? (the dry surface of the plate interferes)
Children tilt the plate. What's happening? (drop slowly flows)
Moisten the surface of the plate, drop on it from a pipette with clear water. What's happening? (it will “dissolve” on a wet surface and become invisible)
On the wet surface plate from a pipette to apply a drop of colored water. What will happen? (colored water will dissolve in clear water)
Conclusion: When a transparent drop enters the water, it disappears; a drop of colored water on a damp glass is visible.
Experience number 15. "How to push out the water?".
Purpose: To form ideas that the water level rises if objects are placed in water.
Material: Measuring container with water, pebbles, object in the container.
The task is set for the children: to get the item out of the container without putting their hands into the water and without using various helper items (for example, a net). If the children find it difficult to decide, then the teacher suggests putting the pebbles in the vessel until the water level reaches the brim.
Conclusion: Pebbles, filling the container, push out the water.
Experience number 16. "Where does the frost come from?".
Equipment: Thermos with hot water, a plate.
A thermos of hot water is taken out for a walk. Opening it, the children will see steam. A cold plate must be held over the steam. Children see how the steam turns into water droplets. Then this misted plate is left until the end of the walk. At the end of the walk, children can easily see the formation of frost on it. The experiment should be supplemented with a story about how precipitation is formed on the earth.
Conclusion: When heated, water turns into steam, steam - when cooled, turns into water, water into frost.
Experience number 17. "Melting ice."
Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolors, string, various molds.
The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. She lays out the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions. Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)
How can you get colored water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and put them on trays in the cold.
Experience No. 18. "Frozen water".
Equipment: Pieces of ice, cold water, plates, picture of an iceberg.
In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be hard? What happens to water if it is very cold? (Water turns to ice.)
Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (image display). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.
The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
Experience No. 19. "Water mill".
Equipment: Toy watermill, basin, jug with code, rag, aprons according to the number of children.
Grandfather Know conducts a conversation with children about what water is for a person. During the conversation, children recall its properties. Can water make other things work? After the answers of the children, grandfather Know shows them water mill. What's this? How to make the mill work? Children put on aprons and roll up their sleeves; take a pitcher of water right hand, and with the left they support it near the spout and pour water onto the blades of the mill, directing a stream of water to the center of the blade. What do we see? Why is the mill moving? What drives her? The water drives the mill.
Children play with a windmill.
It is noted that if water is poured in a small stream, the mill runs slowly, and if it is poured in a large stream, the mill runs faster.
Experience No. 20. "Steam is also water."
Equipment: Mug with boiling water, glass.
Take a mug of boiling water so that the children can see the steam. Place glass over the steam, water droplets form on it.
Conclusion: Water turns into steam, and steam then turns into water.
Experience No. 21. "Transparency of ice."
Equipment: water molds, small items.
The teacher invites the children to walk along the edge of the puddle, listen to how the ice crunches. (Where there is a lot of water, the ice is solid, durable, does not break underfoot.) Reinforces the idea that the ice is transparent. To do this, he puts small objects in a transparent container, fills it with water and puts it outside the window at night. In the morning, frozen objects are seen through the ice.
Conclusion: Objects are visible through the ice because it is transparent.
Experience number 22. "Why is the snow soft?".
Equipment: Spatulas, buckets, magnifying glass, black velvet paper.
Invite the children to watch the snow spin and fall. Have the children shovel the snow, and then carry it with buckets to a pile for a slide. Children note that snow buckets are very light, and in summer they carried sand in them, and it was heavy. Then the children examine the snow flakes that fall on black velvet paper through a magnifying glass. They see that they are separate snowflakes clasped together. And between the snowflakes there is air, therefore, the snow is fluffy and it is so easy to lift it.
Conclusion: Snow is lighter than sand, as it consists of snowflakes, between which there is a lot of air. Children complete from personal experience, they call what is heavier than snow: water, earth, sand and much more.
Pay attention to the children that the shape of snowflakes changes depending on the weather: when severe frost snowflakes fall in the form of solid large stars; in mild frost, they resemble white hard balls, which are called cereals; at strong wind very small snowflakes fly, as their rays are broken off. If you walk through the snow in the cold, you can hear how it creaks. Read the poem "Snowflake" by K. Balmont to the children.
Experience number 23. "Why does the snow warm?".
Equipment: Spatulas, two bottles of warm water.
Invite the children to remember how their parents in the garden, in the country, protect plants from frost. (Cover them with snow). Ask the children if it is necessary to compact, slap the snow near the trees? (Not). And why? (In loose snow, there is a lot of air and it retains heat better).
This can be verified. Before a walk, pour warm water into two identical bottles and cork them. Invite the children to touch them and make sure that the water is warm in both of them. Then, on the site, one of the bottles is placed on open space, the other is buried in the snow without slamming it. At the end of the walk, both bottles are placed side by side and compared in which water has cooled more, they find out in which bottle ice appeared on the surface.
Conclusion: In a bottle under the snow, the water has cooled less, which means that the snow retains heat.
Pay attention to children how easy it is to breathe on a frosty day. Ask the children to say why? This is because the falling snow picks up the smallest particles of dust from the air, which is also present in winter. And the air becomes clean and fresh.
Experience number 24. "How to get drinking water from salt water."
Pour water into a basin, add two tablespoons of salt, mix. Put washed pebbles on the bottom of an empty plastic glass, and lower the glass into the basin so that it does not float up, but its edges are above the water level. Stretch the film from above, tie it around the pelvis. Press the film in the center over the glass and put another pebble in the recess. Put the basin in the sun. After a few hours, unsalted water will accumulate in the glass. pure water. Conclusion: water evaporates in the sun, condensate remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.
Experience number 25. "Melting snow."
Purpose: To bring to the understanding that snow melts from any source of heat.
Move: Watch the snow melt on warm hand, mitten, on a battery, on a heating pad, etc.
Conclusion: Snow melts from heavy air coming from any system.
Experience number 26. "How to get water for drinking?".
Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty hole in the center of the hole. Plastic container or a wide bowl, put fresh green grass and leaves around it. Cover the hole with clean polyethylene film and fill its edges with earth so that air does not escape from the pit. Place a pebble in the center of the film and lightly press the film over the empty container. The device for collecting water is ready.
Leave your design until the evening. Now carefully shake the earth off the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did she come from? Explain to the child what is under the action solar heat grass and leaves began to decompose, releasing heat. Warm air always goes up. It settles in the form of evaporation on a cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you've slightly pressed the film and put a stone there. Now you have to come up with interesting story about travelers who went to distant lands and forgot to take water with them, and start an exciting journey.
Experience number 27. "Is it possible to drink melt water."
Purpose: To show that even the most seemingly pure snow is dirtier than tap water.
Progress: Take two light plates, put snow in one, pour ordinary tap water. After the snow melts, look at the water in the plates, compare it and find out which of them had snow (determined by the debris at the bottom). Make sure snow is dirty meltwater and not fit for human drinking. But, melt water can be used to water plants, and it can also be given to animals.
Experience No. 28. "Is it possible to glue paper with water."
Let's take two sheets of paper. We move one in one direction, the other in another. Moisten with water, squeeze lightly, try to move - unsuccessfully. Conclusion: water has a gluing effect.
Experience No. 29. "The ability of water to reflect surrounding objects."
Purpose: To show that water reflects surrounding objects.
Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask the children to find their reflection, remember where else they saw their reflection.
Conclusion: Water reflects surrounding objects, it can be used as a mirror.
Experience No. 30. "Water can pour, or it can splash."
Pour water into the watering can. The teacher demonstrates watering indoor plants(1-2). What happens to the water when I tilt the watering can? (Water pours). Where is the water pouring from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed in order to sprinkle on flowers in hot weather. We sprinkle and refresh the leaves, it is easier for them to breathe. Flowers take a shower. Offer to observe the spraying process. Note that the droplets are very similar to dust because they are very small. Offer to substitute palms, sprinkle on them. What have the palms become? (Wet). Why? (They were splashed with water.) Today we watered the plants with water and sprinkled water on them.
Conclusion: What did we learn today? What can happen to water? (Water can pour or splash).
Experience No. 31. "Wet wipes dry faster in the sun than in the shade."
Wet wipes in a container of water or under a tap. Invite the children to touch the napkins to the touch. What are the napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and dry napkins will be needed to lay on the table. What to do? (Dry). Where do you think wipes dry faster - in the sun or in the shade? This can be checked on a walk: we will hang one on the sunny side, the other on the shady side. Which napkin dried faster - the one that hangs in the sun or the one that hangs in the shade? (In the sun).
Conclusion: What did we learn today? Where does laundry dry faster? (Laundry in the sun dries faster than in the shade).
Experience No. 32. "Plants breathe easier if the soil is watered and loosened."
Offer to examine the soil in the flower bed, touch it. What does she feel like? (Dry, hard). Can you loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried up). In such soil, plants do not breathe well. Now we will water the plants in the flower bed. After Watering: Feel the soil in the flower bed. What is she now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.
Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).
Experience number 33. "Hands will become cleaner if you wash them with water."
Suggest using molds to make sand figures. Draw the children's attention to the fact that the hands have become dirty. What to do? Shall we shake our hands? Or shall we blow on them? Are your palms clean? How to clean your hands from sand? (wash with water). The teacher suggests doing so.
Conclusion: What did we learn today? (Your hands will be cleaner if you wash them with water.)
Experience No. 34. "Water Helper".
There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were dirty. It's not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and cloth). Or maybe you can do without water? Let's try to wipe the tables with a dry cloth. It was possible to collect the crumbs, but the stains remained. What to do? (Moisten a cloth with water and rub well). The teacher shows the process of washing tables, invites the children to wash the tables themselves. During washing emphasizes the role of water. Are the tables clear now?
Conclusion: What did we learn today? When do tables get very clean after eating? (If you wash them with water and a cloth).
Experience No. 35. "Water can turn into ice, and ice turns into water."
Pour water into a glass. What do we know about water? What water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into molds and put in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The fridge is very cold.) Leave the molds with ice for a while in a warm place. What will happen to the ice? Why? (The room is warm). Water turns to ice and ice turns to water.
Conclusion: What did we learn today? When does water turn to ice? (When it's very cold). When does ice turn into water? (When it's very warm).
Experience No. 36. "The fluidity of water."
Purpose: To show that water has no form, spills, flows.
Move: Take 2 glasses filled with water, as well as 2-3 objects made of solid material (cube, ruler, wooden spoon, etc.) determine the shape of these objects. Ask the question: “Does water have a form?”. Invite the children to find the answer on their own, pouring water from one vessel to another (cup, saucer, vial, etc.). Remember where and how puddles spill.
Conclusion: Water has no form, it takes the form of the vessel in which it is poured, that is, it can easily change shape.
Experience No. 37. "The life-giving property of water."
Purpose: To show the important property of water - to give life to living things.
Move: Observation of the cut branches of a tree placed in water, they come to life, give roots. Observation of the germination of identical seeds in two saucers: empty and with wet cotton wool. Observation of the germination of the bulb in a dry jar and a jar of water.
Conclusion: Water gives life to living things.
Experience No. 38. "Melting ice in water."
Purpose: To show the relationship between quantity and quality on size.
Move: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.
Conclusion: The larger the ice floe, the slower it melts, and vice versa.
Experience No. 39. “What does water smell like?”
Three glasses (sugar, salt, pure water). In one of them add a solution of valerian. There is a smell. Water begins to smell of those substances that are added to it.
Who loved at school laboratory works in chemistry? It is interesting, after all, it was to mix something with something and get a new substance. True, it didn’t always work out the way it was described in the textbook, but no one suffered about this, did they? The main thing is that something happens, and we saw it right in front of us.
If in real life if you are not a chemist and do not face much more complex experiments every day at work, then these experiments that can be carried out at home will definitely amuse you, at least.
lava lamp
For experience you need:
– Transparent bottle or vase
— Water
- Sunflower oil
- Food coloring
- Several effervescent tablets "Suprastin"
Mix water with food coloring, pour sunflower oil. You don't need to mix, and you won't be able to. When a clear line between water and oil is visible, we throw a couple of Suprastin tablets into the container. Watching lava flows.
Since the density of oil is lower than that of water, it remains on the surface, with an effervescent tablet creating bubbles that carry water to the surface.
Elephant Toothpaste
For experience you need:
- Bottle
- small cup
— Water
- dish detergent or liquid soap
- Hydrogen peroxide
- Fast acting nutritional yeast
- Food coloring
Mix liquid soap, hydrogen peroxide and food coloring in a bottle. In a separate cup, dilute the yeast with water and pour the resulting mixture into a bottle. We look at the eruption.
Yeast releases oxygen, which reacts with hydrogen and is pushed out. Due to the soap suds, a dense mass erupts from the bottle.
Hot Ice
For experience you need:
- container for heating
- Clear glass cup
- Plate
- 200 g baking soda
- 200 ml of acetic acid or 150 ml of its concentrate
- crystallized salt
We mix acetic acid and soda in a saucepan, wait until the mixture stops sizzling. Turn on the stove and boil excess moisture until an oily film appears on the surface. The resulting solution is poured into a clean container and cooled to room temperature. Then add a crystal of soda and watch how the water “freezes” and the container becomes hot.
Heated and mixed vinegar and soda form sodium acetate, which, when melted, becomes aqueous solution sodium acetate. When salt is added to it, it begins to crystallize and release heat.
rainbow in milk
For experience you need:
- Milk
- Plate
- Liquid food coloring in several colors
- cotton swab
— Detergent
Pour milk into a plate, drip dyes in several places. Wet a cotton swab in detergent, dip it into a bowl of milk. Let's see the rainbow.
In the liquid part there is a suspension of droplets of fat, which, in contact with detergent split and rush from the inserted stick in all directions. A regular circle is formed due to surface tension.
Smoke without fire
For experience you need:
– Hydroperite
— Analgin
- Mortar and pestle (can be replaced with a ceramic cup and spoon)
The experiment is best done in a well-ventilated area.
We grind hydroperite tablets to a powder, we do the same with analgin. We mix the resulting powders, wait a bit, see what happens.
During the reaction, hydrogen sulfide, water and oxygen are formed. This leads to partial hydrolysis with the elimination of methylamine, which interacts with hydrogen sulfide, a suspension of its small crystals which resembles smoke.
pharaoh snake
For experience you need:
- Calcium gluconate
- Dry fuel
- Matches or lighter
We put several tablets of calcium gluconate on dry fuel, set fire to it. Let's look at the snakes.
Calcium gluconate decomposes when heated, which leads to an increase in the volume of the mixture.
non-newtonian fluid
For experience you need:
- mixing bowl
- 200 g corn starch
- 400 ml of water
Gradually add water to the starch and stir. Try to make the mixture homogeneous. Now try to roll the ball out of the resulting mass and hold it.
The so-called non-Newtonian fluid during rapid interaction behaves as solid, and when slow - like a liquid.
Helpful Hints
Children are always trying to find out something new every day and they always have a lot of questions.
They can explain some phenomena, or you can show how this or that thing, this or that phenomenon works.
In these experiments, children not only learn something new, but also learn create differentcrafts with which they can play further.
1. Experiments for children: lemon volcano
You will need:
2 lemons (for 1 volcano)
Baking soda
Food coloring or watercolors
Dishwashing liquid
Wooden stick or spoon (optional)
1. Cut off the bottom of the lemon so that it can be placed on flat surface.
2. On the reverse side, cut a piece of lemon as shown in the image.
* You can cut half a lemon and make an open volcano.
3. Take the second lemon, cut it in half and squeeze the juice out of it into a cup. This will be the backup lemon juice.
4. Place the first lemon (with the part cut out) on the tray and spoon "remember" the lemon inside to squeeze out some of the juice. It is important that the juice is inside the lemon.
5. Add food coloring or watercolor to the inside of the lemon, but do not stir.
6. Pour dishwashing liquid inside the lemon.
7. Add a full tablespoon of baking soda to the lemon. The reaction will start. With a stick or spoon, you can stir everything inside the lemon - the volcano will begin to foam.
8. To make the reaction last longer, you can gradually add more soda, dyes, soap and reserve lemon juice.
2. Home experiments for children: electric eels from chewing worms
You will need:
2 glasses
small capacity
4-6 chewable worms
3 tablespoons of baking soda
1/2 spoon of vinegar
1 cup water
Scissors, kitchen or clerical knife.
1. With scissors or a knife, cut lengthwise (just lengthwise - this will not be easy, but be patient) of each worm into 4 (or more) parts.
* The smaller the piece, the better.
* If scissors don't want to cut properly, try washing them with soap and water.
2. Mix water and baking soda in a glass.
3. Add pieces of worms to the solution of water and soda and stir.
4. Leave the worms in the solution for 10-15 minutes.
5. Using a fork, transfer the worm pieces to a small plate.
6. Pour half a spoon of vinegar into an empty glass and start putting worms in it one by one.
* The experiment can be repeated if the worms are washed with plain water. After a few attempts, your worms will begin to dissolve, and then you will have to cut a new batch.
3. Experiments and experiments: a rainbow on paper or how light is reflected on a flat surface
You will need:
bowl of water
Clear nail polish
Small pieces of black paper.
1. Add 1-2 drops to a bowl of water clear varnish for nails. See how the varnish disperses through the water.
2. Quickly (after 10 seconds) dip a piece of black paper into the bowl. Take it out and let it dry on a paper towel.
3. After the paper has dried (it happens quickly) start turning the paper and look at the rainbow that is displayed on it.
* To better see the rainbow on paper, look at it under the sun's rays.
4. Experiments at home: a rain cloud in a jar
When small drops of water accumulate in a cloud, they become heavier and heavier. As a result, they will reach such a weight that they can no longer remain in the air and will begin to fall to the ground - this is how rain appears.
This phenomenon can be shown to children with simple materials.
You will need:
Shaving foam
Food coloring.
1. Fill the jar with water.
2. Apply shaving foam on top - it will be a cloud.
3. Let the child begin to drip food coloring onto the "cloud" until it starts to "rain" - drops of food coloring begin to fall to the bottom of the jar.
During the experiment, explain this phenomenon to the child.
You will need:
warm water
Sunflower oil
4 food coloring
1. Fill the jar 3/4 full with warm water.
2. Take a bowl and mix 3-4 tablespoons of oil and a few drops of food coloring in it. AT this example 1 drop of each of 4 dyes was used - red, yellow, blue and green.
3. Stir the dyes and oil with a fork.
4. Carefully pour the mixture into a jar of warm water.
5. Watch what happens - the food coloring will begin to slowly sink through the oil into the water, after which each drop will begin to disperse and mix with other drops.
* Food coloring dissolves in water, but not in oil, because. The density of oil is less than water (which is why it "floats" on water). A drop of dye is heavier than oil, so it will begin to sink until it reaches the water, where it begins to disperse and look like a small firework.
6. Interesting experiences: ina bowl in which colors merge
You will need:
- a printout of the wheel (or you can cut out your own wheel and draw all the colors of the rainbow on it)
Elastic band or thick thread
Glue stick
Scissors
A skewer or screwdriver (to make holes in the paper wheel).
1. Choose and print the two templates you want to use.
2. Take a piece of cardboard and use a glue stick to glue one template to the cardboard.
3. Cut out the glued circle from the cardboard.
4. Glue the second template to the back of the cardboard circle.
5. Use a skewer or screwdriver to make two holes in the circle.
6. Pass the thread through the holes and tie the ends into a knot.
Now you can spin your spinning top and watch how the colors merge on the circles.
7. Experiments for children at home: jellyfish in a jar
You will need:
Small transparent plastic bag
transparent plastic bottle
Food coloring
Scissors.
1. Lay the plastic bag on a flat surface and smooth it out.
2. Cut off the bottom and handles of the bag.
3. Cut the bag lengthwise on the right and left so that you have two sheets of polyethylene. You will need one sheet.
4. Find a center polyethylene sheet and fold it like a balloon to make a jellyfish head. Tie the thread around the "neck" of the jellyfish, but not too tight - you need to leave a small hole through which to pour water into the head of the jellyfish.
5. There is a head, now let's move on to the tentacles. Make cuts in the sheet - from the bottom to the head. You need about 8-10 tentacles.
6. Cut each tentacle into 3-4 smaller pieces.
7. Pour some water into the jellyfish's head, leaving room for air so the jellyfish can "float" in the bottle.
8. Fill the bottle with water and put your jellyfish in it.
9. Drop a couple of drops of blue or green food coloring.
* Close the lid tightly so that water does not spill out.
* Have the children turn the bottle over and watch the jellyfish swim in it.
8. Chemical experiments: magic crystals in a glass
You will need:
Glass cup or bowl
plastic bowl
1 cup Epsom salt (magnesium sulfate) - used in bath salts
1 cup hot water
Food coloring.
1. Pour Epsom salt into a bowl and add hot water. You can add a couple of drops of food coloring to the bowl.
2. Stir the contents of the bowl for 1-2 minutes. Most of the salt granules should dissolve.
3. Pour the solution into a glass or glass and place it in the freezer for 10-15 minutes. Don't worry, the solution isn't hot enough to crack the glass.
4. After freezing, move the solution to the main compartment of the refrigerator, preferably on top shelf and leave overnight.
The growth of crystals will be noticeable only after a few hours, but it is better to wait out the night.
This is what the crystals look like the next day. Remember that crystals are very fragile. If you touch them, they are most likely to break or crumble immediately.
9. Experiments for children (video): soap cube
10. Chemical experiments for children (video): how to make a lava lamp with your own hands
Children are always trying to learn something new every day and they always have a lot of questions. They can explain some phenomena, or you can clearly show how this or that thing, this or that phenomenon works. In these experiments, children will not only learn something new, but also learn how to create different crafts, which they can then play with.
1. Experiments for children: lemon volcano
You will need:
– 2 lemons (for 1 volcano)
- baking soda
- food coloring or watercolors
- dishwashing liquid
– wooden stick or spoon (optional)
- tray.
1. Cut off the bottom of the lemon so it can be placed on a flat surface.
2. On the reverse side, cut a piece of lemon as shown in the image.
* You can cut half a lemon and make an open volcano.
3. Take the second lemon, cut it in half and squeeze the juice out of it into a cup. This will be the backup lemon juice.
4. Place the first lemon (with the part cut out) on the tray and spoon "remember" the lemon inside to squeeze out some of the juice. It is important that the juice is inside the lemon.
5. Add food coloring or watercolor to the inside of the lemon, but do not stir.
6. Pour dishwashing liquid inside the lemon.
7. Add a full tablespoon of baking soda to the lemon. The reaction will start. With a stick or spoon, you can stir everything inside the lemon - the volcano will begin to foam.
8. To make the reaction last longer, you can gradually add more soda, dyes, soap and reserve lemon juice.
2. Home experiments for children: electric eels from chewing worms
You will need:
- 2 glasses
- small capacity
- 4-6 chewing worms
- 3 tablespoons of baking soda
- 1/2 tablespoon of vinegar
– 1 cup of water
- scissors, kitchen or clerical knife.
1. With scissors or a knife, cut lengthwise (just lengthwise - this will not be easy, but be patient) of each worm into 4 (or more) parts.
* The smaller the piece, the better.
* If scissors don't want to cut properly, try washing them with soap and water.
2. Mix water and baking soda in a glass.
3. Add pieces of worms to the solution of water and soda and stir.
4. Leave the worms in the solution for 10-15 minutes.
5. Using a fork, transfer the worm pieces to a small plate.
6. Pour half a spoon of vinegar into an empty glass and start putting worms in it one by one.
* The experiment can be repeated if the worms are washed with plain water. After a few attempts, your worms will begin to dissolve, and then you will have to cut a new batch.
3. Experiments and experiments: a rainbow on paper or how light is reflected on a flat surface
You will need:
- a bowl of water
– clear nail polish
- small pieces of black paper.
1. Add 1-2 drops of clear nail polish to a bowl of water. See how the varnish disperses through the water.
2. Quickly (after 10 seconds) dip a piece of black paper into the bowl. Take it out and let it dry on a paper towel.
3. After the paper has dried (it happens quickly) start turning the paper and look at the rainbow that is displayed on it.
* To better see the rainbow on paper, look at it under the sun's rays.
4. Experiments at home: a rain cloud in a jar
When small drops of water accumulate in a cloud, they become heavier and heavier. As a result, they will reach such a weight that they can no longer remain in the air and will begin to fall to the ground - this is how rain appears.
This phenomenon can be shown to children with simple materials.
You will need:
- shaving foam
- food coloring.
1. Fill the jar with water.
2. Apply shaving foam on top - it will be a cloud.
3. Let the child begin to drip the food coloring onto the “cloud” until it starts to “rain” – drops of food coloring begin to fall to the bottom of the jar.
During the experiment, explain this phenomenon to the child.
You will need:
- sunflower oil
- 4 food colorings
1. Fill the jar 3/4 full with warm water.
2. Take a bowl and mix 3-4 tablespoons of oil and a few drops of food coloring in it. In this example, 1 drop of each of the 4 dyes was used - red, yellow, blue and green.
3. Stir the dyes and oil with a fork.
4. Carefully pour the mixture into a jar of warm water.
5. Watch what happens - food coloring will slowly sink through the oil into the water, after which each drop will begin to disperse and mix with other drops.
* Food coloring dissolves in water, but not in oil, because. The density of oil is less than water (which is why it “floats” on water). A drop of dye is heavier than oil, so it will begin to sink until it reaches the water, where it begins to disperse and look like a small firework.
6. Interesting experiences: in a bowl in which colors merge
You will need:
- a paper-cut wheel painted in the colors of the rainbow
- rubber band or thick thread
– cardboard
- glue stick
- scissors
- skewer or screwdriver (to make holes in the paper wheel).
1. Choose and print the two templates you want to use.
2. Take a piece of cardboard and use a glue stick to glue one template to the cardboard.
3. Cut out the glued circle from the cardboard.
4. Glue the second template to the back of the cardboard circle.
5. Use a skewer or screwdriver to make two holes in the circle.
6. Pass the thread through the holes and tie the ends into a knot.
Now you can spin your spinning top and watch how the colors merge on the circles.
7. Experiments for children at home: jellyfish in a jar
You will need:
- a small transparent plastic bag
- transparent plastic bottle
- food coloring
- scissors.
1. Lay the plastic bag on a flat surface and smooth it out.
2. Cut off the bottom and handles of the bag.
3. Cut the bag lengthwise on the right and left so that you have two sheets of polyethylene. You will need one sheet.
4. Find the center of the plastic sheet and fold it like a ball to make a jellyfish head. Tie the thread around the “neck” of the jellyfish, but not too tight - you need to leave a small hole through which to pour water into the head of the jellyfish.
5. There is a head, now let's move on to the tentacles. Make cuts in the sheet - from the bottom to the head. You need about 8-10 tentacles.
6. Cut each tentacle into 3-4 smaller pieces.
7. Pour some water into the jellyfish's head, leaving room for air so the jellyfish can "float" in the bottle.
8. Fill the bottle with water and put your jellyfish in it.
9. Drop a couple of drops of blue or green food coloring.
* Close the lid tightly so that water does not spill out.
* Have the children turn the bottle over and watch the jellyfish swim in it.
8. Chemical experiments: magic crystals in a glass
You will need:
- glass cup or bowl
- plastic bowl
- 1 cup Epsom salt (magnesium sulfate) - used in bath salts
- 1 cup hot water
- food coloring.
1. Pour Epsom salt into a bowl and add hot water. You can add a couple of drops of food coloring to the bowl.
2. Stir the contents of the bowl for 1-2 minutes. Most of the salt granules should dissolve.
3. Pour the solution into a glass or glass and place it in the freezer for 10-15 minutes. Don't worry, the solution isn't hot enough to crack the glass.
2Children are always trying to learn something new every day and they always have a lot of questions. They can explain some phenomena, or you can clearly show how this or that thing, this or that phenomenon works. In these experiments, children will not only learn something new, but also learn how to create different crafts, which they can then play with.
1. Experiments for children: lemon volcano
You will need:
– 2 lemons (for 1 volcano)
- baking soda
- food coloring or watercolors
- dishwashing liquid
- wooden stick or spoon (optional)
- tray.
1. Cut off the bottom of the lemon so it can be placed on a flat surface.
2. On the reverse side, cut a piece of lemon as shown in the image.
* You can cut half a lemon and make an open volcano.
3. Take the second lemon, cut it in half and squeeze the juice out of it into a cup. This will be the backup lemon juice.
4. Place the first lemon (with the part cut out) on the tray and spoon "remember" the lemon inside to squeeze out some of the juice. It is important that the juice is inside the lemon.
5. Add food coloring or watercolor to the inside of the lemon, but do not stir.
6. Pour dishwashing liquid inside the lemon.
7. Add a full tablespoon of baking soda to the lemon. The reaction will start. With a stick or spoon, you can stir everything inside the lemon - the volcano will begin to foam.
8. To make the reaction last longer, you can gradually add more soda, dyes, soap and reserve lemon juice.
2. Home experiments for children: electric eels from chewing worms
You will need:
- 2 glasses
- small capacity
- 4-6 chewing worms
- 3 tablespoons of baking soda
- 1/2 tablespoon of vinegar
– 1 cup of water
- scissors, kitchen or clerical knife.
1. With scissors or a knife, cut lengthwise (just lengthwise - this will not be easy, but be patient) of each worm into 4 (or more) parts.
* The smaller the piece, the better.
* If scissors don't want to cut properly, try washing them with soap and water.
2. Mix water and baking soda in a glass.
3. Add pieces of worms to the solution of water and soda and stir.
4. Leave the worms in the solution for 10-15 minutes.
5. Using a fork, transfer the worm pieces to a small plate.
6. Pour half a spoon of vinegar into an empty glass and start putting worms in it one by one.
* The experiment can be repeated if the worms are washed with plain water. After a few attempts, your worms will begin to dissolve, and then you will have to cut a new batch.
3. Experiments and experiments: a rainbow on paper or how light is reflected on a flat surface
You will need:
- a bowl of water
– clear nail polish
- small pieces of black paper.
1. Add 1-2 drops of clear nail polish to a bowl of water. See how the varnish disperses through the water.
2. Quickly (after 10 seconds) dip a piece of black paper into the bowl. Take it out and let it dry on a paper towel.
3. After the paper has dried (it happens quickly) start turning the paper and look at the rainbow that is displayed on it.
* To better see the rainbow on paper, look at it under the sun's rays.
4. Experiments at home: a rain cloud in a jar
When small drops of water accumulate in a cloud, they become heavier and heavier. As a result, they will reach such a weight that they can no longer remain in the air and will begin to fall to the ground - this is how rain appears.
This phenomenon can be shown to children with simple materials.
You will need:
- shaving foam
- food coloring.
1. Fill the jar with water.
2. Apply shaving foam on top - it will be a cloud.
3. Let the child begin to drip the food coloring onto the “cloud” until it starts to “rain” – drops of food coloring begin to fall to the bottom of the jar.
During the experiment, explain this phenomenon to the child.
You will need:
– warm water
- sunflower oil
- 4 food colorings
1. Fill the jar 3/4 full with warm water.
2. Take a bowl and mix 3-4 tablespoons of oil and a few drops of food coloring in it. In this example, 1 drop of each of the 4 dyes was used - red, yellow, blue and green.
3. Stir the dyes and oil with a fork.
4. Carefully pour the mixture into a jar of warm water.
5. Watch what happens - food coloring will slowly sink through the oil into the water, after which each drop will begin to disperse and mix with other drops.
* Food coloring dissolves in water, but not in oil, because. The density of oil is less than water (which is why it “floats” on water). A drop of dye is heavier than oil, so it will begin to sink until it reaches the water, where it begins to disperse and look like a small firework.
6. Interesting experiences: in a bowl in which colors merge
You will need:
- a paper-cut wheel painted in the colors of the rainbow
- rubber band or thick thread
– cardboard
- glue stick
- scissors
- skewer or screwdriver (to make holes in the paper wheel).
1. Choose and print the two templates you want to use.
2. Take a piece of cardboard and use a glue stick to glue one template to the cardboard.
3. Cut out the glued circle from the cardboard.
4. Glue the second template to the back of the cardboard circle.
5. Use a skewer or screwdriver to make two holes in the circle.
6. Pass the thread through the holes and tie the ends into a knot.
Now you can spin your spinning top and watch how the colors merge on the circles.
7. Experiments for children at home: jellyfish in a jar
You will need:
- a small transparent plastic bag
- transparent plastic bottle
- food coloring
- scissors.
1. Lay the plastic bag on a flat surface and smooth it out.
2. Cut off the bottom and handles of the bag.
3. Cut the bag lengthwise on the right and left so that you have two sheets of polyethylene. You will need one sheet.
4. Find the center of the plastic sheet and fold it like a ball to make a jellyfish head. Tie the thread around the “neck” of the jellyfish, but not too tight - you need to leave a small hole through which to pour water into the head of the jellyfish.
5. There is a head, now let's move on to the tentacles. Make cuts in the sheet - from the bottom to the head. You need about 8-10 tentacles.
6. Cut each tentacle into 3-4 smaller pieces.
7. Pour some water into the jellyfish's head, leaving room for air so the jellyfish can "float" in the bottle.
8. Fill the bottle with water and put your jellyfish in it.
9. Drop a couple of drops of blue or green food coloring.
* Close the lid tightly so that water does not spill out.
* Have the children turn the bottle over and watch the jellyfish swim in it.
8. Chemical experiments: magic crystals in a glass
You will need:
- glass cup or bowl
- plastic bowl
- 1 cup Epsom salt (magnesium sulfate) - used in bath salts
- 1 cup hot water
- food coloring.
1. Pour Epsom salt into a bowl and add hot water. You can add a couple of drops of food coloring to the bowl.
2. Stir the contents of the bowl for 1-2 minutes. Most of the salt granules should dissolve.
3. Pour the solution into a glass or glass and place it in the freezer for 10-15 minutes. Don't worry, the solution isn't hot enough to crack the glass.
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