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language-23190914
by Bruce Yeany

Arlington, Virginia
Claire Reinburg, Director
Judy Cusick, Senior Editor
Andrew Cocke, Associate Editor
Betty Smith, Associate Editor
Robin Allan, Book Acquisitions Coordinator

ART AND DESIGN

Will Thomas, Director
Linda Olliver, cover art
Bruce Yeany, photographs and interior illustration

PRINTING AND PRODUCTION

Catherine Lorrain-Hale, Director
Nguyet Tran, Assistant Production Manager
Jack Parker, Electronic Prepress Technician

NATIONAL SCIENCE TEACHERS ASSOCIATION

Gerald F. Wheeler, Executive Director
David Beacom, Publisher

Copyright © 2006 by the National Science Teachers Association.

All rights reserved. Printed in the United States of America.
09 08 07 06 4 3 2 1

Library of Congress Cataloging-in-Publication Data

Yeany, Bruce.
If you build it, they will learn : 17 devices for demonstrating physical science / by Bruce Yeany.
p. cm.
Includes bibliographical references.
ISBN-13: 978-0-87355-267-7
ISBN-10: 0-87355-267-9
1. Science--Study and teaching (Elementary)--Activity programs. 2. Science--Study and teaching (Middle school)--
Activity programs. I. Title.
LB1585.Y43 2006
372.3’5--dc22
2006010887

NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of
actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additional
precautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in this
book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personal
injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions,
or materials contained therein.

Permission is granted in advance for photocopying brief excerpts for one-time use in a classroom or workshop. Permissions requests for
coursepacks, textbooks, and other commercial uses should be directed to Copyright Clearance Center, 222 Rosewood Dr., Danvers, MA
01923; fax 978-646-8600; www.copyright.com.
 Table of Contents

Preface ....................................................................................................................... vi

Introduction
Why Build It?................................................................................................... 1
Building the Device ........................................................................................5
Safety First ......................................................................................................6
Common Construction Practices..................................................................8

Devices
1 Galileo’s Track ........................................................................................... 11
Instructional Information ................................................................................. 11
Directions for Assembly ..................................................................................18

2 Can You Top This? ....................................................................................25

Instructional Information .................................................................................25
Directions for Assembly—Wood Version ........................................................36
Directions for Assembly—Student Model ......................................................40

3 Inertia Block ...............................................................................................43

Instructional Information .................................................................................43
Directions for Assembly ..................................................................................49

4 Resonant Pendulums ................................................................................55

Instructional Information .................................................................................55
Directions for Assembly—Coupled Pendulum ................................................65
Directions for Assembly—Wilberforce Pendulum Wood Model ....................... 69
Directions for Assembly—Wilberforce Pendulum Clay Ball Model .................. 76

5 Hero’s Fountainn .......................................................................................81

Instructional Information .................................................................................81
Directions for Assembly ..................................................................................88

6 String Racers .............................................................................................97

Instructional Information .................................................................................97
Directions for Assembly—Propellers ............................................................102
Directions for Assembly—Balloons .............................................................. 112

7 Solar Motor .............................................................................................. 115

Instructional Information ............................................................................... 115
Directions for Assembly ................................................................................121
 Table of Contents

8 Weigh Your Cans .....................................................................................133

Instructional Information ...............................................................................133
Directions for Assembly ................................................................................144

9 Balanced Breakfast Box .........................................................................151

Instructional Information ...............................................................................151
Directions for Assembly ................................................................................159

10 Heavy Foam ...........................................................................................163

Instructional Information ...............................................................................163
Directions for Assembly ................................................................................172

11 Mystery Boxes .......................................................................................175

Instructional Information ...............................................................................175
Directions for Assembly—Wooden Box ........................................................181
Directions for Assembly—Cardboard Box ....................................................189

12 Balloon in a Bottle .................................................................................193

Instructional Information ...............................................................................193
Directions for Assembly ................................................................................200

13 Hot, Warm, or Cold? ..............................................................................205

Instructional Information ...............................................................................205
Directions for Assembly ................................................................................212

14 What Color Is Inside? ............................................................................215

Instructional Information ...............................................................................215
Directions for Assembly—Paint Can ............................................................221
Directions for Assembly—Cardboard Box ....................................................226

15 Gum Wrapper Thermostat ....................................................................229

Instructional Information ...............................................................................229
Directions for Assembly ................................................................................234

16 Simple Motor, Two-Coil Motor .............................................................241

Instructional Information ...............................................................................241
Directions for Assembly—Student Motors ....................................................247
Directions for Assembly—Two-Coil Motors ..................................................251

17 Lightbulbs ..............................................................................................257
Instructional Information ...............................................................................257
Directions for Assembly—Filament Board ....................................................264
Directions for Assembly—Jelly Jar Lightbulb ...............................................269

Appendix A—Resources ..............................................................................277

Appendix B—Research Review ...................................................................279

vi National Science Te a c h e r s Association

Preface
Science supply companies offer more materials than a classroom could possibly
use, so why would any teacher want to build his or her own demonstration pieces?
For starters, some of you may have problems with equipment cost, quality, size for
classroom needs, and availability of a product. Or you may want to be able to adjust
variables to meet specific student needs and to gain a sense of accomplishment
when you complete the task. You will find using pieces of equipment you have built
for yourself extremely satisfying, and you may gain a deeper understanding of the
concepts you want to teach. Perhaps most important, building or having students
build equipment helps create an environment rich in opportunities for students to
make observations and investigate ideas.

When I’ve demonstrated the devices in this book at workshops and inservice pro-
grams, I’ve found many people who want to make their own equipment but are lacking
in two fundamental areas: how to construct and how to use the equipment within the
classroom setting. This book addresses those areas.

Step-by-step directions for the device are given in the second part of each section—
“Directions for Assembly.” Some of you may find the building section more detailed
than you need, but I want to be sure anyone can make these devices—even those
who are unaccustomed to building these types of projects. If you lack any of the tools
or skills needed, look for help from a variety of people—students, friends, parents,
or other teachers, possibly those who are in the school shop programs.

Once the equipment is built, you will need to know the best way to use it. Each section
starts with suggestions for instruction—“Instructional Information.” Good demonstra-
tions and activities need the proper groundwork laid before they are used. You must
verify that students are learning the concepts set out as the objective during and
after each demonstration is performed in the classroom, and this part will help you
do that. You will probably want to add ideas of your own.

Bruce Yeany

If You Build It, They Will Learn vii

 Introduction

Why Build It?

Demonstrations and equipment should continue to play a role in the acquisition of knowl-
edge. Research overwhelmingly supports using materials that can help discover or rede-
fine how the processes of science operate. What is also clear is that teachers must use
demonstration and exploratory materials with a clear, well-thought-out purpose in mind.
The days of unconnected demonstrations for the fun of it are gone.

You need to establish what knowledge students already possess and then determine
what methods will build effectively on the established base. In some cases, you should
use inquiry and discovery methods before discussing concepts. Or you could use lecture
demonstrations followed by activities that would clarify the conceptual knowledge.

You must make sure that students are not passive learners, whatever your method of
instruction. Students must be involved, whether through hands-on activities, diagramming,
interactive discussions, Socratic questioning, or other techniques.

Research reaffirms that science can be as interesting as we want it to be. A classroom filled
with materials to explore will spark a student’s interest in the subject matter. The moment
students walk into your room, something should prod them on to further studies. A science
room indistinguishable from any other classroom can impart only a neutral or even negative
attitude toward the subject matter. This not only makes the teacher’s job harder, but also
can determine the degree of success students will have within your classroom.

Improving Learning Through Demonstrations

There is strong pedagogical argument to be made in favor of using demonstrations
in the classroom. If the demonstration is going to achieve any of the lofty goals that
the National Science Education Standards (NRC 1996) have described, however,
it must be carried out effectively. Here are a few guidelines that can increase the
effectiveness of equipment and teacher demonstrations.
• Present real science, not a sideshow. Demonstrations should serve
serious educational purposes. Avoid demonstrations in which the concepts
will not be studied.
• Keep demonstrations as simple as possible while still making your point.
Complex demonstrations tend to confuse students and may lead to
reinforcing misconceptions.
• Use examples that students can relate to. Concepts are easier to
understand when students are familiar with the demonstrated materials.
• Encourage students to try experiments for themselves. Give them
opportunities for additional research and exploration.
• Have students predict the outcomes of a demonstration by themselves and
then have them discuss their predictions with other students before seeing
the demonstration.

1
 Introduction

• Use discrepant events sparingly. Don’t leave discrepant events as a

misconception; make sure students understand the concept before continuing.
• Have students explain their observations to others.
• Ask questions of students and encourage them to ask questions of you. Ask
students to explain what they saw. Have students use diagrams to illustrate
the demonstrated concept.
• Have students observe, write, and explain. Students need to show
understanding of concepts. Do not assume that they “got it.”
• Make the demonstration visible. If students cannot see what happens,
there is no reason to demonstrate.
• Do not be afraid of failure. An experiment that does not work can be a
learning experience.
• Keep demonstration pieces in plain view. Too many pieces of equipment
stay locked up in closets, never to see the light of day, or are shown
only for brief periods. Keep your demonstration pieces out for days after
a demonstration.

Classroom Guidelines
Each of the devices in this book is in a single section consisting of two parts “Instruc-
tional Information,” and “Directions for Assembly.”

“Instructional Information,” the first part of each section, reviews the intended concept
and how it can be presented in the classroom setting. “Instructional Information” in-
cludes explanations and examples and may list brief instructions for creating additional
activities. This part is broken down and labeled with the following subheadings.

Picture and Overview

Each chapter starts with a photo or photos of the completed device. The overview
briefly describes the concept demonstrated by each piece and how the device
can be used.

Student Skills
Each device and its suggested additional activities offer the students a platform on
which to build or “construct” several educational processes and skills. In many cases,
the demonstrations are just the starting point for more advanced studies. To expand
the demonstrations beyond the point of entertainment, you should identify what skills
you want to concentrate on and then develop stronger lessons in those areas. One
or more skills or processes related to the activity are listed under this subhead.

Related Concepts or Processes

This list suggests areas of study in which the device can be used. You can use it
also as a list of vocabulary terms.

2 National Science Te a c h e r s Association

 Introduction

Prior Knowledge
The term prior knowledge is essential. Using demonstrations when students don’t
have a basis of understanding is merely entertainment. This section suggests un-
derlying principles that will help students understand the device. The ideas listed are
the concepts you can lay as groundwork for understanding for the ideas to follow.
Without prior knowledge, demonstrations can promote or reinforce misconceptions
that become harder to correct with the passage of time.

Predemonstration Discussion
This subhead is an extension of the prior knowledge subhead. Although it is difficult to
suggest all possible scenarios that lead to the use of each device, this section reviews
the most basic concepts. It contains questions that can be used for discussions and,
in several cases, suggests activities that can review prior knowledge concepts. You
can review quickly or extensively, depending on your classroom requirements. In
either case, going over the concepts listed here will be beneficial to students when
they view the demonstration.

Suggestions for Presentation

This subhead suggests methods for presenting the device and questions for discus-
sion. The sequences of interactive questions will guide students to an understanding
of the concept rather than their being dependent solely on instructor explanations.
The questions will promote discussions about the action of each device. You should
develop additional questions that apply to your specific objectives. The intent of
questions is to have students arrive at their own understanding and then demon-
strate understanding by answering questions. You should listen carefully through the
questioning process to determine that students have reached the level of knowledge
they need. It is better to ask too many questions rather than too few. Many times we
as instructors assume that students have grasped the concept only to find out later
that they have missed central points of a demonstration.

Postdemonstration Activities
This segment offers additional methods for exploring the central concepts given
in the primary demonstration. It may include additional questions for discussion,
opportunities for writing prompts, variations of the demonstration, and additional
experiments to try.

Discussion of Results
The discussion of results is intended primarily for you. It is a brief explanation of what
the device does and how it works. It explains the concept that is demonstrated. You
can modify the explanation to the level you want for your students.

If You Build It, They Will Learn 3

 Introduction

Additional Activities
This segment offers additional pieces or activities for further study. Students can
explore some of the ideas offered in this section on their own as a science project
or as an independent study.

Reference
National Research Council (NRC). 1996. National Science Education Standards. Washington, DC: National
Academy Press. Online version at www.nap.edu/books/0309053269/html/index.html.

4 National Science Te a c h e r s Association

 Introduction

Building the Device

“Directions for Assembly,” the second part of each section gives a detailed, illustrated
procedure on how to build each demonstration piece. In chapters in which directions
for more than one piece are given, each is listed separately. This part of each sec-
tion has two segments.

Materials
Everything needed to build the device is listed here. Common items such as varnish
and tape may be omitted.

Directions for Assembly

This section is a step-by-step guide that explains in detail how to build each piece.
Pictures and drawings have been included as visual aids. These pieces have been
constructed using the minimum number of tools. In many cases, the wood dimensions
are matched to existing purchased wood widths. The dimensions in these pieces are
not critical and can be changed to fit available supplies. You don’t need a complete
woodshop to produce the devices. The list of power tools has been kept to a mini-
mum, but they would make the production easier. Please refer to the manufacturer’s
instructions for proper and safe use of each tool listed.

Suggested Tools
• Drill with a set of drill bits—a counter sink for screws would also be very useful
• Screwdrivers, Phillips and slotted blade
• Saw—many options here include handsaw, circular saw, miter box, saber
saw, band saw, and table saw
• Balance or spring scale
• Sander—a powered hand sander or belt sander would be helpful but is
not required
• Propane torch or other heat source
• Carpenter’s square
• Pencil
• Scissors
• Sandpaper, medium to fine grit
• Paintbrush

If You Build It, They Will Learn 5

 Introduction

Safety First
Safety should be everyone’s first concern,
whether it’s in the classroom with students or
in the workshop preparing materials for use in
the classroom. Safety notes accompany each
piece. Pay attention to them.

Equipment
The safety equipment shown here is inex-
pensive and may save you from a trip to the
doctor.

The type of goggles shown provides protec-

tion from flying objects and from irritating
dust particles. NSTA recommends that you
use safety goggles that conform to the ANSI
Z87.1 standard and that provide both impact
and chemical-splash protection for all science
laboratory work.

The dust mask provides good protection from

breathing in dust particles while cutting or sand-
ing; however, it is not adequate for blocking
fumes from varnishing.

A long sleeved shirt and leather gloves complete

the wardrobe for safety. The leather gloves are
particularly useful when you are holding wooden
parts during sawing, drilling, and sanding.

6 National Science Te a c h e r s Association

 Introduction

Whenever possible, cut, drill, and sand outside.

It helps reduce the amount of sawdust that gets
spread around inside the house.

Staining and varnishing of the finished pieces

should be done outside to help reduce fumes
inside the house.

If You Build It, They Will Learn 7

 Introduction

Common Construction Practices

In some of the sections, photographs will show wood parts being held by hand during
the cutting and drilling process. This was done only to make the instructions clear.
It is not the best or safest method for construction.

Using a clamp or clamps is one alternative to holding

parts by hand. Several types of clamps are available
and can be found in most hardware stores. The wood
is shown clamped down to a workstation. This is more
secure and safe than holding it in your hand and will
yield greater precision in cuts and drilled holes.

Using a vise is the safest and most secure method for

holding pieces of wood during construction.

8 National Science Te a c h e r s Association

 Introduction

Clamping wood pieces in the vise can also be

helpful when sanding. With the vise holding
the wood securely, you smooth the edges with
a sander while you use a hose from a vacuum
to capture most of the dust particles.

Several of the devices need screws to hold

pieces of wood together. A countersink drill bit
is a cheap but practical purchase for use during
the construction of these pieces.

Screws put into an ordinary hole can split the

wood due to the large screw-head size. The
countersink drill bit will drill a hole for the shaft of
the screw. The black portion of the countersink
should be drilled into the wood deep enough to
fit the head of the screw.

If You Build It, They Will Learn 9

 Introduction

The face of the screw should be slightly beneath

the surface of the wood into which it is screwed.
This will keep the sharp edge of the screw head
from scratching against other surfaces.

Sign your name! If you make the effort to build

a project, take time to sign it and add the date.
It adds a nice personal touch and you will ap-
preciate it years later—as you can see from
the photograph.

10 National Science Te a c h e r s Association

 G a l i l e o ’s Tr a c k

Section 1
Instructional Information

Overview
Galileo’s track is made from one long continuous rail that joins two different angled
ramps together. The first ramp of the track has a short, steep slope. After a ball or
marble rolls down this first ramp, it will then roll up a longer gently sloping part of
the track on the opposite ramp. With both sides of the track at the same height, the
questions to be asked center around how far a ball will roll up the opposing hill when
released from either of the sides. It was with such a track that Galileo studied the
motion of objects, and it led him to the concept of inertia.

Student Skills
Prediction. Have students list all of the possible results of rolling the ball down one ramp
and then the other ramp. Then have them predict the most likely outcome for each trial.
Application. Have students identify similar situations in which acceleration is deter-
mined by the steepness of an incline.
Measurements and Data. Have students run trials to determine if a change in the
angles or height of a ramp will change the final velocity of a ball rolling down a track.
Historical Research. Have students research the life and contributions made by
Galileo in several areas of science and his methods of investigation.
Conclusion. Students can conclude that height and friction are the two variables that
will determine the final velocity of a ball rolling down a track. The angle will determine
the rate of acceleration.

11
 G a l i l e o ’s Tr a c k
Section 1

Related Concepts or Processes

Speed Acceleration
Potential energy Mechanical energy
Kinetic energy Friction
Inertia Rotational inertia
Newton’s first law Law of conservation of energy

Prior Knowledge
The Galileo track is very easy to operate, and it is this simplicity that makes it appeal-
ing to students of all ages. Elementary school students can play with it as a toy, but
introducing some basic science concepts can turn it into a learning tool. Students at
this age may have some understanding that gravity is the force pulling the ball down
the ramps. They should also know that a ball should speed up—accelerate—as it
rolls down a ramp. Intuition will tell them that the balls will accelerate at different
rates. At this age they know that objects slow down due to something called friction,
but they may not know why.

Middle school students should be able to identify that the ball has potential energy
that changes into kinetic energy as it rolls down the track. They should be able to
define acceleration as a rate, and they may have been introduced to Galileo’s idea
of inertia.

Predemonstration Discussion
Before using Galileo’s track, a 4- to 6-foot piece of shelving track can be a simple tool
to review some concepts about motion. This track, available at any hardware store,
is used for holding shelving brackets. The ball can be purchased through a science
catalog. Other solid balls are suitable for use, such as a pool ball.

12 National Science Te a c h e r s Association

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