Inquiry-based activities
Mentos-Diet Coke eruption
This experiment is better done outside. If that is not an option, consider putting the liquid containers in a large
dishpan or sided tray to assist with the cleanup. Prior to conducting the
experiment, discuss with the investigators how the team will document the
results. Get any data collection materials needed.
Supplies—each round of the experiment requires:
1 large Diet Coke
½ pack Mentos
geyser tube or other funnel tool (even a rolled paper tube helps)
Procedure:
Stand the Diet Coke upright and take the cap off. Drop ½ pack of Mentos in
all at one time. This requires a swift action and is easier with a geyser tube
that can be purchased on-line or at many toy, hobby, or superstores.
Then run/jump out of the way. If done correctly, a huge geyser
results. According to the Science Kids website the record height of
the spray is 29 feet. (see the experiment at http://www.sciencekids.
co.nz/experiments/dietcokementos.html)
For variations, allow children to select 2-3 other
liquids to test, vary the amount of Mentos used,
or substitute other candies and compare results.
Have enough candies and liquids to conduct multiple rounds of
the experiment. The diet drink seems to have a more intense result than
sugared drinks. Children may want to compare results using a flat soda
or water or a non-diet soda.
Background information:
The most common explanations for why a spout of liquid results
involves the rapid release of CO₂. Before looking up an explanation,
ask the children to think about what the results tell about the
cause of the eruption. How close is their explanation to the
ones offered at on-line sites?
(source: Science Kids http://www.sciencekids.co.nz)
page 1 of 3
Radioactive golf balls
3.Share the challenge with the students: They
must construct a device that can move the five
“radioactive” golf balls from one bag to the other.
They will only have twenty minutes and must also
observe the following rules:
Supplies—per group of
2-3 students:
2 brown paper bags
5 golf balls (placed inside one of the paper bags)
• No group can alter the supplies in any way.
4 four-inch pieces of string
• The golf balls must be moved one at a time.
4 drinking straws
• The paper bags must remain upright and cannot
be tipped or moved.
2 skewers
4 paper clips
• No part of a person’s body or clothing can
touch the golf balls. If anyone does touch a golf
ball or one is dropped, it must be treated as a
“contamination leak,” and must be returned to the
original bag.
4 rubber bands
5 Post-it® Notes
3 push pins
1 pencil
• This is a speed competition! The team whose
device successfully completes the task in the
shortest amount of time wins.
1 one-foot length piece of transparent tape
1 plastic basket, bucket, or bag to hold materials.
Other materials:
4.The students can have twenty minutes to create
their designs before asking them to demonstrate
their devices. Time each group’s use of their device
because the team that moves all of the radioactive
golf balls from one bag to another in the shortest
amount of time “wins.”
tape measure
stopwatch
roll of masking tape
measuring tape
optional prize for the winning team
5.Engage the students in a discussion after the
devices have been demonstrated. Ask them
questions such as: Which devices were successful?
Which ones weren’t successful and why? How did
the time limit affect the end product?
Procedure:
Work collaboratively through a challenge that requires
creativity and speed. Each group will be tasked with
constructing a device that can move a number of
“radioactive” golf balls from one paper bag to another
without touching the golf balls directly.
Background information:
In the end, point out that there is more than one
way to get the task done–many methods work. Ask
students to consider what other challenges or tasks
have more than one solution. (see the experiment at
http://www.cosi.org/downloads/campcosi/camp-inpre-visit-and-post-visit-activities-2014.pdf )
1.Before the activity, prepare each group’s materials
(except for the paper bags) in a plastic basket,
bucket, or bag. Each team will need two paper bags,
placed 8 feet apart. To ensure that the bags don’t
move, tape each bag to the floor.
(source: Center of Science and Industry http://www.
cosi.org )
2.Arrange the students into groups of 2-3 and pass
out the materials.
page 2 of 3
Sticky situation
Measure yourself
Supplies—for each team:
Supplies:
sticky notes
metric measuring tape or ruler
pencil
paper and pencil
ruler
computer with internet access
Procedure:
stop watch
Build a structure made only of sticky-notes that can
hold a pencil 5 inches off a flat surface (table/floor).
Depending on the experience level in the group, the
facilitator may limit the number of sticky notes per
team (start with 8-10 and see what results).
Using a metric measuring tape or ruler, measure your
ear, foot, and height. Then go to this website to see
the experiment and submit your results:
Procedure:
http://www.lawrencehallofscience.org/kidsite/
portfolio/measure-yourself/
Background information:
Did you know? Post-it® Notes began as a mistake.
“The Post-it note was invented in 1968 by Dr.
Spencer Silver, a 3M scientist who stumbled upon a
glue that was not sticky enough. In 1974, a colleague
of his, Arthur Fry, was singing in a church choir and
frustrated that his bookmarks kept falling out of his
hymnal. In a moment of insight, Fry realized that
Silver’s reusable adhesive would provide precisely
what he needed, and the Post-it note concept was
born … Both Silver and Fry eventually won 3M’s
highest honors for research and numerous awards
within the international engineering community.
3M launched the product in 1977 but it failed as
consumers had not yet tried the product and could
not easily visualize how they might use it. A year
later 3M swamped Boise, Idaho, with samples. 90%
of people who tried them said that they would
buy the product. By 1980 the product was sold
nationwide and a year later they were launched in
Canada and Europe.” (source: TryEngineering http://
tryengineering.org)
Compare your measurements to those of other
creatures in the animal kingdom. What animals share
similar measurements to you? How much variation
in size is there in your peer group on each of these
physical features?
To extend this investigation, print the data chart for
“Blink” at http://www.lawrencehallofscience.org/
kidsite/activities/files/ee_pdf_activities/measure/
Blink.pdf to time, count, and record physical reflexes
like blinking and breathing. Check out interesting
“Did you know” facts on the page. (source: Lawrence
Hall of Science, University of California, Berkeley
http://www.lawrencehallofscience.org )
For lots more ideas, check out
http://www.tryengineering.org or
http://www.sciencebuddies.org
extension.psu.edu/youth/betterkidcare
Visit Penn State Extension on the web: extension.psu.edu
Copyright ©2014 The Pennsylvania State University
Penn State is an equal opportunity,
affirmative action employer,
and is committed to providing
employment opportunities to
minorities, women, veterans,
individuals with disabilities,
and other protected groups.
Nondiscrimination: http://guru.
psu.edu/policies/AD85.html
page 3 of 3
This publication is available in
alternative media on request.
Claudia C. Mincemoyer, Ph.D.,
Better Kid Care Program Director
341 North Science Park Road –
Suite 208, State College, PA 16803
Web site: extension.psu.edu/
youth/betterkidcare
HO_C2S_InquiryBasedActivities–Dec 17, 2014