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Activity Guides - North Carolina Science Festival

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THORP SCIENCE NIGHT<br />

GARDEN IN A<br />

GLOVE<br />

1<br />

BIG IDEA<br />

Explore what seeds need to grow<br />

by “planting” 5 different kinds of<br />

seeds.<br />

YOU WILL NEED<br />

What we gave you:<br />

• disposable gloves<br />

• permanent markers<br />

• cotton balls<br />

• containers for water<br />

• 5 different kinds of seeds<br />

• popsicle sticks<br />

• pipe cleaners<br />

• Garden in a Glove<br />

instructions<br />

Stuff you provide:<br />

• scissors<br />

• water<br />

• paper towels<br />

• copies of the At-Home guide<br />

• optional: paper<br />

• optional: markers<br />

IF THEY LOVE IT<br />

Encourage families to create<br />

a journal to track the growth<br />

and changes in their seeds<br />

over the next couple weeks.<br />

Categories families may want<br />

to consider including are: seed,<br />

date, observation, and a space to<br />

include a drawing or photo.<br />

FUN OPTIONS<br />

During <strong>Science</strong> Night<br />

Provide additional types of seeds for families to<br />

choose from when planting their Garden in a Glove,<br />

like herbs or wildflowers.<br />

SET IT UP<br />

Cut the pipe cleaners in half and fill the containers<br />

half-full with water. Lay out the materials in order<br />

from left to right: disposable gloves, markers, cotton<br />

balls, water, seeds, popsicle sticks, pipe cleaners, At-<br />

Home guide. Place the Garden in a Glove instructions<br />

on the table. It’s a good idea to make your own<br />

Garden in a Glove as an example. This way the<br />

students can see the finished product, and you get a<br />

chance to make sure you understand the instructions<br />

as well as anticipate any issues children may face<br />

when “planting” their gardens.<br />

IT’S SHOWTIME<br />

As families approach your table, ask them: What do<br />

you think seeds need in order to grow into plants?<br />

They will probably say things like water, sunlight<br />

and dirt. Explain that most seeds only need water<br />

and a warm place to begin to grow. Seeds have their<br />

own food stored inside of them, a tissue rich in<br />

starch and protein called endosperm, so they do not<br />

need sunlight or nutrients from soil until they have<br />

sprouted and developed roots. Help students “plant”<br />

their Garden in a Glove according to the instructions.<br />

Note: Younger children may have trouble getting<br />

the cotton ball into specific fingers of the glove.<br />

Encourage an adult or an older sibling to help them<br />

by rolling down the top of the glove and holding it<br />

open for them (just as if you were putting on a sock).


WHY IS THIS SCIENCE?<br />

Most new plants begin their life cycle as seeds. While seeds come in many shapes<br />

and sizes, they all pretty much serve the same function. Each seed contains a baby<br />

plant that will start to grow under the right conditions. The first stage in seed growth<br />

is called germination, which is when a tiny root(s) emerges from the outer seed<br />

covering. After the root(s) emerge, the stem and leaves begin to grow upward. Once a<br />

seed has germinated, the tiny growing plant is usually called a seedling.<br />

There are several external factors which can effect seed germination. The most<br />

important external factors include: temperature, water, oxygen and sometimes light<br />

or darkness. Common garden seeds, like those used in this activity, germinate with<br />

water and warmth.<br />

TAKE IT BACK THE CLASSROOM<br />

The Garden in a Glove activity is a great way to explore and experiment with<br />

variables. If you would like to do a more in-depth experiment, you could allow the<br />

students to create the experiment and choose which factors or variables to test.<br />

Half the group could store their gloves in a dark place and the other half in a sunny<br />

location, or a warm vs. cold location. Students could also hypothesize which seed<br />

will germinate the quickest. As a group, create a list of different variables that you<br />

could explore. Then, choose one or two variables from the list to test. Set up your<br />

experiment (light vs. dark, warm vs. cold, which seed will grow quickest, etc.). Decide<br />

how long to give your experiment. Give the students a proposed timeline for their<br />

experiments—for example, checking the Gardens next week. When the time has<br />

passed, check on the Gardens that were tested. Go over the results with the students.<br />

The seeds should germinate in light or dark, with water, and in a warm environment.<br />

PROUDLY PRODUCED BY<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

© 2012, Permission The University is granted of to <strong>North</strong> duplicate <strong>Carolina</strong> for educational Chapel Hill. purposes All rights only. reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

BUILD-A-BUBBLE<br />

2<br />

BIG IDEA<br />

Explore properties of soapy<br />

water and surface tension by<br />

blowing bubbles!<br />

YOU WILL NEED<br />

What we gave you:<br />

• Dawn dish soap<br />

• aluminum pans<br />

• pipe cleaners<br />

• straws<br />

• string<br />

• Bubble Challenges<br />

Stuff you provide:<br />

• water<br />

• large mixing container<br />

• paper towels<br />

• scissors<br />

• optional:<br />

additional supplies<br />

for creating bubble<br />

wands (hangers,<br />

plastic soda rings,<br />

funnels, etc.)<br />

IF THEY LOVE IT<br />

Challenge students to<br />

build a bubble wand that<br />

blows square (cube-shaped)<br />

bubbles. It can be done!<br />

SET IT UP<br />

Mix Dawn dish soap and water together in a large<br />

container, like a bucket or mixing bowl, to create<br />

a bubble solution. There’s no magic formula; a lot<br />

depends on the humidity and temperature of the day.<br />

If the water in your area is very hard, you may have<br />

better results with purchasing distilled water. A basic<br />

ratio to start with is 1 part Dawn to 4 parts water.<br />

Measure the water first, and then slowly stir soap into<br />

the water. If the solution gets too frothy, allow it to<br />

settle before using it.<br />

Pour some bubble solution into the aluminum<br />

pans (about ½ full) and save the rest in your<br />

mixing container – you’ll probably have to top it off<br />

throughout the event. Set out pipe cleaners, straws,<br />

string, scissors and Bubble Challenge sheet. It’s<br />

a good idea to have paper towels on hand for this<br />

activity.<br />

IT’S SHOWTIME<br />

Show students that they can blow bubbles with their<br />

hands as long as their hands are wet. They simply<br />

need to dip one or both of their hands into the bubble<br />

solution, then form a circle with their fingers and<br />

blow through it. Then, give them a single pipe cleaner<br />

and ask them to construct a bubble wand. Show them<br />

the challenge sheet and see what kind of bubbles they<br />

can create. You can also encourage them to use the<br />

straws to blow bubbles within bubbles. The string can<br />

be used to make wands that will create larger bubbles.<br />

Start with two straws. Take a piece of string (about<br />

4 times the length of one of the straws) and thread it<br />

through both straws. Then, tie the ends of the string<br />

together. Dip everything into the bubble solution.<br />

Using the straws as handles, pull the two straws apart<br />

from each other, forming a rectangle frame. Carefully<br />

pull the frame out of the bubble solution and wave it<br />

through the air. As you pull it through the air slowly<br />

flip the frame up or down to release the bubble. This<br />

will take a little practice.


WHY IS THIS SCIENCE?<br />

From physics to geometry to light to color to reflection and dish soap chemistry,<br />

bubbles are full of science! Bubbles are made of a very thin film of soap and water<br />

with a gas inside. The bubbles we’re blowing are full of air, but they can be made with<br />

any kind of gas. You can picture a bubble like a balloon – it’s a thin, stretchy skin<br />

surrounding a pocket of gas.<br />

A single bubble that’s not touching any other bubbles will always be round, because<br />

a sphere (or ball shape) contains the most gas (air) using the least amount of surface<br />

area (soap film). But once a bubble touches other bubbles, it changes shape, because<br />

they form a common wall where they touch. Bubbles touching each other create<br />

angles of 120 degrees, no matter how big the bubbles are or how many there are.<br />

Think about a beehive: the beeswax is arranged in hexagons, with angles of 120<br />

degrees. Just like the beehive, bubbles arrange themselves in a hexagonal pattern<br />

that conserves surface area (soap film or beeswax).<br />

TAKE IT BACK TO THE CLASSROOM<br />

This fun activity uses bubbles to make an artistic print and also teaches some<br />

mathematics along the way! Directions are available online at:<br />

http://chemistry.about.com/od/bubbles/a/bubbleprints.htm<br />

Students add paint to bubbles and make a print, giving them a chance to be creative<br />

by making different bubble designs and mixing colors. Once the prints are dry,<br />

students can practice using protractors to measure the angle where bubble walls<br />

meet. The class can collect data from everyone’s bubble print, and then graph the<br />

data to see if they confirm that the angle is always 120 degrees.<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


GROSS GOO<br />

THORP SCIENCE NIGHT<br />

3<br />

BIG IDEA<br />

Mixing together some basic<br />

household chemicals makes a<br />

fun, squishy goo.<br />

YOU WILL NEED<br />

What we gave you:<br />

• Borax<br />

• glue<br />

• plastic cups<br />

• sealable plastic bags<br />

• pipettes<br />

• food coloring<br />

• Gross Goo instructions<br />

Stuff you provide:<br />

• 2–4 clean, empty 2-liter soda<br />

bottles with a cap<br />

• 1-cup measuring cup<br />

• water<br />

• wet wipes or paper towels<br />

FUN OPTIONS<br />

Ahead of time<br />

If you want, you can provide<br />

glitter to mix in to the goo, or<br />

a safe, non-toxic fluorescent<br />

solution made from hi-lighter<br />

ink. These should be added<br />

to the glue and water solution<br />

before adding Borax.<br />

SET IT UP<br />

Ahead of time, mix 2 different solutions using the<br />

following recipes found on the instruction card.<br />

You may need to make more of these mixtures<br />

throughout the night depending on attendance.<br />

Set out the materials in order on the table, from<br />

left to right: sealable plastic bags, glue solution<br />

with pipettes, food coloring, Borax solution with<br />

pipettes. You may want to create an assembly line<br />

set up with one volunteer in charge of the<br />

plastic bags and glue solution and the<br />

other in charge of food coloring and<br />

the Borax solution. It’s a good idea to<br />

make a trial batch of Gross Goo before<br />

the event begins. This way you can<br />

make any adjustments necessary.<br />

IT’S SHOWTIME<br />

As families approach your table, let them know<br />

that they will be combining 2 solutions in a bag<br />

and will get to find out what happens when they<br />

mix them together. Encourage guardians to help<br />

by holding the bags open for younger students.<br />

Help them mix up a batch of Gross Goo according<br />

to the instructions. You may need to show students<br />

how to use a pipette – squeeze the bulb and slowly<br />

release to fill. A completely full pipette is 7mL.<br />

Students can open their bags and touch the goo,<br />

but be aware that the food coloring can stain. Let<br />

the students know that their goo will stay good<br />

as long as they store it in their sealed bag.<br />

IF THEY LOVE IT<br />

Supplies permitting, students can try a second goomixture,<br />

varying the amounts of the solutions to see<br />

how it changes the final result.


WHY IS THIS SCIENCE?<br />

The goo is a polymer, a substance made of long chains of molecules. These long<br />

chains of molecules link together, but are flexible. This gives the goo its sticky,<br />

stretchy quality. Notice that goo has properties of both a liquid (can change shape<br />

to fit its container) and solid (can be picked up and squeezed). It is these chains of<br />

molecules that give the goo its contradictory characteristics.<br />

Many polymers are flexible plastics, like balloons, plastic water bottles, and the soles<br />

of your sneakers. Some polymers, like a skateboard wheel, are strong and hard, yet<br />

flexible enough to absorb shocks and allow for a smooth ride. Other polymers, like<br />

chewing gum or the slimy goop you just made (which contains mostly water), are<br />

fluid and stretchy.<br />

How did you make a polymer? Combining the borax and glue mixtures caused a<br />

chemical reaction. By themselves, glue molecules move about freely (until they dry).<br />

But when you add borax, it binds the slippery glue molecules together in a web, so<br />

they can’t move around as much. Borax turns the watery glue into a denser, more<br />

rubbery substance.<br />

TAKE IT BACK TO THE CLASSROOM<br />

You and your students can make and play with another kind of goo that also has<br />

properties of both a liquid and a solid. This is a messy activity, so do it outdoors or<br />

lay down lots of newspaper. Commonly known as oobleck, this is easy to make with<br />

1.5-2 parts cornstarch to 1 part water. Mix small amounts of the cornstarch into the<br />

water until it is all dissolved, and then play with your oobleck! It flows and stirs like<br />

a liquid, but if you hit it, it feels like a solid. If you fill a kiddie pool with oobleck,<br />

you can actually run across the surface of the substance because your running feet<br />

hit it hard enough to make it behave like a solid. Good instructions and a video are<br />

available here: http://www.instructables.com/id/Oobleck/<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

INVISIBLE INK<br />

4<br />

BIG IDEA<br />

Write a secret message while<br />

experimenting with acids and<br />

bases.<br />

YOU WILL NEED<br />

What we gave you:<br />

• goldenrod paper<br />

• vinegar<br />

• baking soda<br />

• cotton swabs<br />

• pH chart<br />

• plastic cups<br />

• trays<br />

• plastic spoon<br />

• Invisible Ink instructions<br />

Stuff you provide:<br />

• water<br />

• scissors<br />

• paper towels<br />

• garbage bag<br />

SET IT UP<br />

Cut the sheets of goldenrod<br />

paper in halves or quarters.<br />

Place an instruction sheet<br />

and 3 cups on each tray. Fill<br />

the cups about ½ full with the<br />

corresponding liquids. For the<br />

baking soda solution, fill the cup<br />

1/2 full with water then add 1<br />

teaspoon of baking soda. Stir the<br />

solution to dissolve the baking<br />

soda. Place a bunch of cotton<br />

swabs in a cup, for each tray.<br />

FUN OPTIONS<br />

During <strong>Science</strong> Night<br />

Create a reusable secret message. Mix some of the<br />

baking soda solution in a spray bottle. Make another<br />

spray bottle with vinegar. Use a yellow crayon to write<br />

a message on the goldenrod paper. Then, spray the<br />

paper with the baking soda solution, this will reveal<br />

the message. To conceal the message, spray the paper<br />

with vinegar. The wax from the crayon protects the<br />

surface of the paper, so that the message can be used<br />

over and over again.<br />

IT’S SHOWTIME<br />

As families approach your table, give them each a<br />

sheet of goldenrod paper and direct them to a tray.<br />

Encourage them to explore how each of the liquids<br />

reacts with the paper. They should use a different<br />

cotton swab for each liquid.<br />

Explain that they are drawing with chemical<br />

reactions. Chemical reactions are the heart of<br />

chemistry. There are different kinds of evidence<br />

(things you can see or feel) of a chemical reaction.<br />

Typically there is a change in color, smell,<br />

temperature, or production of a gas. In this case, there<br />

was a change in color.<br />

Ask guests if they know any examples of chemicals<br />

called acids (i.e. vinegar, lemon juice) or bases (i.e.<br />

baking soda, ammonia). Explain that they are creating<br />

their own artwork by testing how acids and bases<br />

react with the paper (bases will cause the goldenrod<br />

paper to turn red; acids will cause it to remain<br />

yellow); therefore, the paper is an indicator.<br />

IF THEY LOVE IT<br />

Guests may also use the base (baking soda solution)<br />

to “draw,” and then use the acid (vinegar) to “erase.”


WHY IS THIS SCIENCE?<br />

The goldenrod paper contains a pigment that changes color when it comes in contact<br />

with certain chemicals called bases. The baking soda solution is a base, and causes<br />

the paper to change in color from gold to red. This chemical reaction can be reversed<br />

if an acid, such as vinegar is added. No color change occurred when water was added<br />

because water is neither an acid nor a base.<br />

The pH scale goes between 0 – 14. Acids are substances with a pH below 7; the lower<br />

the number, the stronger the acid. Acids include citrus juices, vinegar, and stronger<br />

acids such as hydrochloric acids (those in the stomach). Acids cause goldenrod<br />

paper to remain yellow. Bases are substances with a pH above 7; the higher the<br />

number, the stronger the base. Bases include baking soda, soap/detergent, ammonia,<br />

and chalk. Bases cause goldenrod paper to turn red.<br />

NORTH CAROLINA CONNECTION<br />

In 1585, Sir Walter Raleigh sent a group of pioneers under the command of John<br />

White, to establish a foothold in the New World. These pioneers landed on Roanoke<br />

Island and established the Roanoke Colony, the first English Colony in the New<br />

World. Sometime between 1587 and 1590, the entire colony seemingly vanished.<br />

There was no sign of a struggle or battle, and what happened to the settlement and<br />

its inhabitants has never been discovered.<br />

As the fate of the final group of colonists has never been determined, people have<br />

been left to wonder just what happened to them. Stories about the “Lost Colony” have<br />

circulated for more than 400 years. In the 21st century, as archaeologists, historians<br />

and scientists continue to work to resolve the mystery a clue may have emerged…in<br />

the form of invisible ink!<br />

The discovery came from a watercolor map in the British Museum’s permanent<br />

collection that was drawn by John White. The map was incredibly detailed and<br />

accurate, but contained two small patches of paper affixed to the surface of the map.<br />

For centuries it was thought that these patches were just corrections to the map, a<br />

technique used in map making at the time. In May 2012, the British Museum revealed<br />

that they had discovered a symbol of a fort beneath one of the patches of paper<br />

believed to be written in invisible ink. This discovery has led researchers to question<br />

if the Roanoke Colony settlers went, or intended to go, to that location. Though the<br />

map doesn’t provide definite answers about what happened to the Lost Colony, it<br />

does give researchers a new place to look for clues.<br />

For more information about the First Colony, check out:<br />

http://www.firstcolonyfoundation.org<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

SOUND<br />

SANDWICH<br />

5<br />

BIG IDEA<br />

Build a wooden noisemaker and<br />

discover why we can hear and<br />

sometimes feel sound.<br />

YOU WILL NEED<br />

What we gave you:<br />

• jumbo popsicle sticks<br />

• big rubber bands<br />

• little rubber bands<br />

• straws<br />

• Sound Sandwich instructions<br />

Stuff you provide:<br />

• scissors<br />

FUN OPTIONS<br />

During <strong>Science</strong> Night<br />

Ask kids if they can play a<br />

recognizable song on their<br />

sound sandwich. It’s hard for<br />

one person to do it, but see<br />

what happens if each person<br />

sets his or her sandwich to play<br />

a different note. Kids can work<br />

together to play a simple song<br />

like “Twinkle, Twinkle, Little<br />

Star” if they each have one note<br />

to play.<br />

SET IT UP<br />

Cut the straws into pieces a little longer than the<br />

width of the jumbo popsicle sticks (1-1 ½ inches<br />

long). Lay out the materials in order from left to right:<br />

jumbo popsicle sticks, big rubber bands, straws, little<br />

rubber bands. Place the instructions out on the table.<br />

It’s a good idea to make your own Sound Sandwich<br />

as an example. This way the students can see the<br />

finished product, and you get a chance to make sure<br />

you understand the instructions as well as anticipate<br />

any issues children may have assembling their Sound<br />

Sandwich.<br />

IT’S SHOWTIME<br />

Help students build their Sound Sandwich according<br />

to the instructions. Younger children may have<br />

difficulty wrapping the small rubber bands around the<br />

ends of the popsicle sticks. Encourage their guardian<br />

or an older sibling to help them with this part. Once<br />

they are built, encourage them to experiment with<br />

their Sound Sandwich.<br />

Note: Things to look for if a Sound Sandwich isn’t<br />

making noise –<br />

1. Check to make sure the large rubber band is<br />

around only one of the popsicle sticks – not both.<br />

2. Make sure the rubber bands on the ends are<br />

wrapped tightly, pressing the two popsicle sticks<br />

together.<br />

3. Watch to see that they are blowing air between<br />

the two popsicle sticks – not into the straws.<br />

IF THEY LOVE IT<br />

Supplies permitting, encourage families to make<br />

alterations to their Sound Sandwich, like adding<br />

more straw pieces, rubber bands, or popsicle sticks.<br />

Participants could create a double or even tripledecker<br />

Sound Sandwich. How do the changes affect<br />

their Sound Sandwich?


WHY IS THIS SCIENCE?<br />

In order to understand how musical instruments create sound, you need to know a<br />

little bit about the physics of sound waves. Sound is the vibration, or back-and-forth<br />

movement, of air particles. We hear sound when those vibrations hit our eardrums.<br />

All sound is created by vibration, but not all vibrations are made in the same way.<br />

You can make vibrations by hitting something (like a drum, or stomping your<br />

foot), by plucking something (like a guitar string), or by using your breath to make<br />

vibrations in a column of air (like playing the flute, or a horn).<br />

In the Sound Sandwich, what’s vibrating? The big rubber band sandwiched between<br />

the two popsicle sticks. When you blow through the sound sandwich, you force air<br />

through the space created by the straws, and that air makes the big rubber band<br />

vibrate. The movement of the rubber band makes the air move, and that movement of<br />

air is what we hear as sound.<br />

Sound can have pitch, meaning how high or low it sounds. Moving the straws closer<br />

together makes the pitch higher, because a shorter portion of the rubber band is<br />

vibrating. Moving the straws farther apart makes the pitch lower, because a longer<br />

portion is vibrating. Think about big instruments versus small ones: the double bass<br />

makes much lower sounds than the violin, and the tuba is much deeper than the<br />

trumpet. A longer vibration makes a lower sound.<br />

TAKE IT BACK TO THE CLASSROOM<br />

Challenge your students to create a homemade orchestra! Using classroom crafting<br />

supplies and items they bring from home, like plastic bottles, shoeboxes, or dried<br />

beans, see how many different kinds of instruments they can make. The internet<br />

is full of ideas for building your own instrument. The real challenge is to use those<br />

instruments to play a tune that sounds good!<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


MARSHMALLOW<br />

TOWERS<br />

THORP SCIENCE NIGHT<br />

6<br />

BIG IDEA<br />

In engineering, all shapes are<br />

not equal. Use simple building<br />

materials to investigate which<br />

shapes are the strongest.<br />

YOU WILL NEED<br />

What we gave you:<br />

• stale mini-marshmallows<br />

• toothpicks<br />

• Kelvin the Robot stuffed toy<br />

• Marshmallow Challenges<br />

• Marshmallow Shapes<br />

Stuff you provide:<br />

• Nothing else<br />

SET IT UP<br />

Set out the mini-marshmallows<br />

and toothpicks on your<br />

table or floor space. Set out<br />

Marshmallow Challenges and<br />

Marshmallow Shapes diagrams<br />

- think about taping these down<br />

so they don’t wander off. Put the<br />

Kelvin the Robot stuffed toy in a<br />

safe place until some structures<br />

have been built.<br />

IT’S SHOWTIME<br />

Encourage families to build structures using<br />

marshmallows to connect toothpicks. Once they<br />

have built on their own for a while, you can point<br />

out the shape diagrams and suggest that they build<br />

triangles and squares and see where that<br />

takes them. Suggest that families add on<br />

to a communal effort to build a really<br />

giant tower. Kelvin the Robot will be the<br />

test for stability. Challenge families to<br />

see if they can build something that<br />

supports his weight.<br />

IF THEY LOVE IT<br />

Encourage families to check out the challenges and<br />

try to build:<br />

• the tallest tower<br />

• the tower with the narrowest base<br />

• a bridge<br />

• a structure that adds onto someone else’s building<br />

• a building with a hole big enough for your arm to fit<br />

through<br />

FUN OPTIONS<br />

Ahead of time<br />

You can also buy small<br />

gumdrops (like Dots) or colored<br />

toothpicks to make the towers<br />

more colorful.


WHY IS THIS SCIENCE?<br />

This is engineering! Comparing the stability and weight-bearing ability of different<br />

shapes is what engineers do. A triangle is the most stable shape that can be made<br />

with straight lines, because when pressure is added to one point, the corners (or<br />

vertices) stay at the same angle and the triangle doesn’t change shape. In contrast,<br />

pressure added to one corner (vertex) of a square will squish the square, changing<br />

its shape. This means that squares aren’t as good for building strong supports. It is<br />

easy to see triangles in structures such as power-line pylons, radio towers, and some<br />

bridges.<br />

TAKE IT BACK TO THE CLASSROOM<br />

This fun activity takes geometry and shapes commonly used for construction outside<br />

to the playground. Take a geometry tour with your students or send them on a<br />

geometric shape scavenger hunt. <strong>Activity</strong> directions are available online at:<br />

http://www.exploratorium.edu/geometryplayground/Activities/GP_<br />

OutdoorActivities/GeometryScavengerHunt.pdf<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

FINGERPRINTS<br />

7<br />

BIG IDEA<br />

Explore the 3 main fingerprint<br />

patterns and discover which<br />

type(s) you have.<br />

YOU WILL NEED<br />

What we gave you:<br />

• Fingerprint Patterns sheet<br />

• ink pads<br />

• white latex balloons (caution:<br />

allergy warning)<br />

• magnifying glasses<br />

• hand wipes<br />

Stuff you provide:<br />

• paper<br />

• garbage bag<br />

SET IT UP<br />

Set out the ink pads, balloons<br />

and hand wipes on your table.<br />

Display the pictures of different<br />

fingerprint types where they can<br />

be easily seen. You may want to<br />

tape these down to the table or<br />

on a wall.<br />

FUN OPTIONS<br />

During <strong>Science</strong> Night<br />

Offer a twist on traditional<br />

fingerprint art — provide<br />

additional art supplies like<br />

paper, crayons and markers and<br />

encourage families to create a<br />

fingerprint family portrait.<br />

IT’S SHOWTIME<br />

As families approach your table ask them look at the<br />

tip of one of their fingers. Ask: Can you see any lines<br />

on your fingertip? Explain that those lines that make<br />

up the pattern of their fingerprints are called friction<br />

ridges. Forensic scientists classify these patterns into<br />

three different types: whorl, arch, and loop. Direct<br />

the families to the enlarged images of each type of<br />

fingerprint pattern. Explain the characteristics of<br />

each type of print:<br />

• Whorl – ridges form a circular pattern<br />

• Arch – ridges form a hill or tent-shaped pattern<br />

• Loop – ridges form an elongated loop pattern<br />

Let them know that they are going to have the<br />

opportunity to take a closer look at their fingerprint<br />

and determine which type it is. To do this they will<br />

carefully roll one finger on the ink pad and then<br />

transfer the print to the surface of a balloon. Rolling<br />

their finger from one side to the other works best to<br />

evenly coat it with ink and transfer the print. Caution<br />

them to not press too hard or they might smudge<br />

their fingerprint. Once they have transferred their<br />

fingerprint they may blow up their balloon – this will<br />

enlarge the print so that they can see it more easily<br />

and determine its pattern. When they are finished,<br />

they may use a hand wipe to remove the ink from<br />

their finger(s).<br />

Fun Fact: Loops are the most common type of<br />

fingerprint; on average 65% of all fingerprints are<br />

loops. Approximately 30% of all fingerprints are<br />

whorls, and arches only occur about 5% of the time.<br />

IF THEY LOVE IT<br />

Allow participants to make impressions of other<br />

fingerprints on a sheet of paper. Most people should<br />

have some combination of the different fingerprint<br />

patterns among their 10 fingers.


WHY IS THIS SCIENCE?<br />

Every person has tiny raised ridges of skin on the inside surfaces of their hands and<br />

fingers and on the bottom surfaces of their feet and toes, known as ‘friction ridge<br />

skin’. The friction ridges provide a gripping surface - in much the same way that the<br />

tread pattern of a car tire does. No two people have exactly the same arrangement<br />

of ridge patterns – not even identical twins who share the same DNA! Although<br />

the exact number, shape, and spacing of the ridges changes from person to person,<br />

fingerprints can be sorted into three general categories based on their pattern type:<br />

loop, arch, and whorl.<br />

During the third to fourth month of fetal development, ridges are formed on the<br />

epidermis, which is the outermost layer of skin, on your fingertips. Fingerprints are<br />

static and do not change with age, so an individual will have the same fingerprint<br />

from infancy to adulthood. The pattern changes size, but not shape, as the person<br />

grows (just like the fingerprint on the balloon in this activity). Since each person has<br />

unique fingerprints that do not change over time, they can be used for identification.<br />

For example, forensic scientists use fingerprints to determine whether a particular<br />

individual has been at a crime scene. Fingerprints have been collected, observed and<br />

tested as a means of unique identification of persons for more than 100 years.<br />

TAKE IT BACK TO THE CLASSROOM<br />

Measure how your students’ fingerprints compare to the national population. Have<br />

students analyze their fingerprints to determine each pattern type. Then, create a<br />

graph showing the distribution of different patterns within your class. A version of<br />

this activity can be found online at:<br />

http://forensics.rice.edu/en/materials/activity_ten.pdf<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

MY GENES<br />

BRACELET<br />

8<br />

BIG IDEA<br />

See what traits you have<br />

and represent them with a<br />

personalized bracelet showing<br />

your genes.<br />

YOU WILL NEED<br />

What we gave you:<br />

• 12 colors of pony beads<br />

• pipecleaners<br />

• My Genes trait cards<br />

Stuff you provide:<br />

• optional: mirror<br />

SET IT UP<br />

Lay out the trait cards in the<br />

order shown in diagram. Open<br />

each container of beads and<br />

place the corresponding colors<br />

below each of the trait cards. Put<br />

the pipe cleaners on the left side<br />

of the table. Imagine the table as<br />

a buffet where participants start<br />

at the left and work their way to<br />

the right, adding beads to their<br />

pipe cleaners as they go.<br />

FUN OPTIONS<br />

Ahead of time<br />

Order PTC testing papers and<br />

add another trait: tasting or<br />

non-tasting ability. Create a<br />

chart of the different traits and<br />

have people fill in which they<br />

are. In general, are there more<br />

people with dominant traits?<br />

SET IT UP<br />

IT’S SHOWTIME<br />

When families approach the table, give them each<br />

a pipe cleaner and tell them they’re going to figure<br />

out what genes they have inside their bodies by<br />

looking at some cool traits on their outsides. Have<br />

participants look at the pictures on each trait card<br />

and decide which trait they have, and then add a bead<br />

of the corresponding color to their pipe cleaner. They<br />

should end up with six beads representing their six<br />

traits. They can twist the pipe cleaner around their<br />

wrist and wear it as a bracelet.<br />

Encourage students to compare their bracelets with<br />

their family members and friends. See if you can lead<br />

them to notice that there are usually more similarities<br />

within families.<br />

IF THEY LOVE IT<br />

Ask students to compare their traits to their parents’.<br />

Explain how dominant and recessive traits work. Ask<br />

students if they can figure out how their traits came<br />

from their parents’ traits. Obviously, be sensitive to<br />

non-traditional family compositions – we don’t want<br />

to upset anyone.


WHY IS THIS SCIENCE?<br />

Each of these traits is controlled by a single gene, meaning that the trait you show<br />

on the outside is the simple result of your two copies of the gene on the inside. You<br />

have two copies of every gene, one from your mother and one from your father. These<br />

copies are called alleles. Alleles can be dominant or recessive. A dominant allele<br />

will always be visible in your traits, even if your other allele is recessive. So the only<br />

way you can show a recessive trait is to have two recessive alleles. This means we<br />

expect more people to show dominant traits, since there are two ways you can show a<br />

dominant trait – by having two dominant alleles or by having one dominant and one<br />

recessive allele. Interestingly, two parents who both have a dominant trait can have<br />

a child with a recessive trait – if both parents had one dominant and one recessive<br />

allele, there is a ¼ chance that the child will end up getting the recessive allele from<br />

both parents, and will therefore show a recessive trait. However, there is no way for<br />

two parents who both have a recessive trait to have a child who shows a dominant<br />

trait.<br />

Note: Although these traits are commonly used for activities like this one, there is<br />

some debate about whether all of them are actually controlled by a single gene. There<br />

are exceptions to every rule; however, we still think it’s worthwhile to do this activity<br />

and learn a bit more about our genes.<br />

TAKE IT BACK TO THE CLASSROOM<br />

There is a wealth of information about single-gene traits and gene inheritance on the<br />

internet. Gregor Mendel was a monk who experimented with pea plants to discover<br />

how this kind of gene inheritance works. Use search terms like “Mendel”, “pea<br />

plants”, “Mendelian genetics”, “Punnett Square”, and “mono-hybrid cross” to find<br />

these resources.<br />

Here is a lesson plan about Mendel’s pea plants, which you can scale to fit your time<br />

frame and your students’ comprehension level.<br />

http://www.lessonplansinc.com/lessonplans/mendel_pea_plants_ws.pdf<br />

Here is a worksheet on Punnett Squares that uses the pea plants:<br />

http://www.lessonplansinc.com/lessonplans/pea_plant_punnett_squares_ws.pdf<br />

… and here are two fun variations on Punnett Squares that use SpongeBob<br />

Squarepants characters.<br />

http://sciencespot.net/Media/gen_spbobgenetics.pdf<br />

http://sciencespot.net/Media/gen_spbobgenetics2.pdf<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

PAPER FLYING<br />

MACHINES<br />

9<br />

BIG IDEA<br />

It doesn’t have to look like an<br />

airplane in order to fly! Build<br />

different flying machines to<br />

experiment with the 4 forces of<br />

flight.<br />

YOU WILL NEED<br />

What we gave you:<br />

• straws<br />

• index cards<br />

• masking tape<br />

• transparent tape<br />

• Flying Machine instructions<br />

Stuff you provide:<br />

• paper<br />

• scissors<br />

• tape measure or yard stick<br />

• optional: stopwatches<br />

FUN OPTIONS<br />

Ahead of time<br />

Provide markers and other art<br />

supplies for children to use to<br />

decorate their Flying Machines.<br />

During <strong>Science</strong> Night<br />

Challenge them to invent their<br />

own flying machine design and<br />

teach it to someone else.<br />

IT’S SHOWTIME<br />

Lay out flying machine instructions, paper,<br />

straws, index cards, tape, and scissors<br />

on table. Use masking tape to define<br />

a runway on the ground and use the<br />

tape measure or yard stick to mark<br />

distances.<br />

IT’S SHOWTIME<br />

Encourage families to have fun making and flying<br />

their paper flying machines. Instructions are included<br />

for Straw Gliders and Whirligigs, and they can use<br />

the instructions or create their own designs. They can<br />

test how far the Straw Gliders fly using the runway,<br />

and see how accurately they can aim the gliders.<br />

Whirligigs spin rather than fly, but families can use<br />

the stopwatches (or their own smart phones!) to see<br />

how long they stay in the air.<br />

IF THEY LOVE IT<br />

Challenge families to adapt the designs – what’s the<br />

biggest Straw Glider they can make that still works?<br />

What happens if they add more loops to the Straw<br />

Glider? What’s the craziest Whirligig design that will<br />

spin? Try moving the location of the notches on the<br />

Whirligig, or cutting the ends of the strip into points.


WHY IS THIS SCIENCE?<br />

In order to fly, a flying machine has to overcome the force of gravity. The earth’s<br />

gravity pulls things down, so these flying machines have to take advantage of other<br />

forces that temporarily override gravity’s pull. Lift is a force created by air flowing<br />

over the curved surfaces of the Straw Glider’s paper loops, and thrust is the force<br />

given to the glider when you throw it. Both lift and thrust help keep the flying<br />

machine in the air. Drag is the resistance met when the machine moves through the<br />

air; it slows forward motion, which reduces lift. So if lift and thrust are stronger than<br />

drag and gravity, the machine will fly.<br />

NORTH CAROLINA CONNECTION<br />

<strong>North</strong> <strong>Carolina</strong> is the “First in Flight” state because the Wright brothers flew the<br />

first sustained, powered, heavier-than-air human flight in Kill Devil Hills in 1903.<br />

The Wright brothers’ achievement began aviation as we know it today. People have<br />

always been fascinated with the idea of flying. While flying machines like these Straw<br />

Gliders and Whirligigs wouldn’t work to carry people, they help demonstrate that<br />

there are a huge variety of shapes that will fly.<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

PARACHUTES<br />

10<br />

BIG IDEA<br />

Build and design a parachute<br />

with a few simple household<br />

materials.<br />

YOU WILL NEED<br />

What we gave you:<br />

• napkins (2 different sizes)<br />

• string<br />

• stickers<br />

• rulers<br />

• paperclips (2 different sizes)<br />

• masking tape<br />

• small Post-it notes<br />

Stuff you provide:<br />

• scissors<br />

• markers<br />

FUN OPTIONS<br />

Ahead of time<br />

If you want, you can provide<br />

additional materials like coffee<br />

filters, newspaper, tissue paper,<br />

etc. Small plastic animals make<br />

fun parachute passengers while<br />

providing a little extra challenge<br />

to the parachute design.<br />

During <strong>Science</strong> Night<br />

If you have an additional<br />

volunteer, you can add a<br />

ladder to the activity to make<br />

the parachute launches more<br />

dramatic. The volunteer can<br />

“spot” children while on the<br />

ladder to ensure their safety.<br />

SET IT UP<br />

Use masking tape to create a bull’s-eye type target<br />

on the ground. Start with the center ring about<br />

the size of a paper plate and move outward in<br />

concentric rings. Make each new ring a foot or so<br />

larger than the previous. The target should consist<br />

of 3 or 4 rings. You may choose to provide additional<br />

targets depending on space available. Lay out the<br />

materials in order from left to right: string, rulers,<br />

scissors, napkins, stickers and paperclips. Place<br />

the instructions on the table. It’s a good idea to<br />

make your own parachute beforehand. This way the<br />

students can see the finished product, and you get a<br />

chance to make sure you understand the instructions<br />

as well as anticipate any issues children may face<br />

when constructing and testing their parachutes.<br />

IT’S SHOWTIME<br />

Challenge families to build a parachute and drop it so<br />

that their passenger, a paperclip, lands as close to the<br />

center of the target as possible. To help track where<br />

parachutes land, ask each participant to put their<br />

name or initials on a small post-it note – each time<br />

they drop their parachute they can place the post-it<br />

note where their paperclip landed. Show families how<br />

to make a parachute according to the instructions.<br />

Encourage them to explore different variables when<br />

testing and building their parachutes. For example:<br />

the height from which it is dropped, where they are<br />

standing when they drop their parachute, the angle at<br />

which it is released, the length of the strings, etc.<br />

IF THEY LOVE IT<br />

After participants have successfully built one<br />

parachute, challenge them to change things (one<br />

thing at a time!) to see how it impacts the flight of<br />

their parachute.


WHY IS THIS SCIENCE?<br />

When you throw something into the air, like your parachute, it falls because the<br />

force of gravity pulls it to the ground. As something falls or moves through the air<br />

it experiences another force called drag, which is caused by the air pushing back<br />

against that object. Have you ever put your hand outside a car window as it was<br />

moving? The air rushing past the car pushes your hand backwards. Drag slows the<br />

object down and the more drag, the slower the object will move. As a parachute falls,<br />

the part that fills with air is called the canopy. A parachute works because air gets<br />

trapped in the canopy which increases the force of drag on the parachute, slowing its<br />

descent to the earth. Successful parachutes will increase drag enough to allow the<br />

object to land safely.<br />

TAKE IT BACK TO THE CLASSROOM<br />

Challenge your students to a classic egg drop experiment. Students will need to<br />

design a system that protects a raw egg from a significant fall. An egg drop is a<br />

fun and dramatic way to get students involved in engineering. With this activity,<br />

students will gain the ability to design a product (a container), evaluate the product,<br />

and communicate the process of design modification. An egg drop can be related to<br />

anything from the air bags in a car to landing a rover on Mars!<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

RUNAWAY<br />

MARBLES<br />

11<br />

BIG IDEA<br />

Experiment with the forces of<br />

motion by constructing a track<br />

that will send a marble soaring<br />

through the air!<br />

YOU WILL NEED<br />

What we gave you:<br />

• foam insulation tube<br />

• masking tape<br />

• marbles<br />

Stuff you provide:<br />

• 2 chairs<br />

• 2 clean, empty milk jugs or<br />

coffee tins<br />

FUN OPTIONS<br />

Ahead of time<br />

Get extra tubing, available at<br />

any home improvement store,<br />

and build a track that forks, or<br />

one with a loop-the-loop!<br />

IF THEY LOVE IT<br />

Once a group successfully lands<br />

the marble in the target, move<br />

the target back a little. Challenge<br />

families to get their marble to<br />

jump the furthest distance. What<br />

do they need to change about their<br />

track to make the marble jump<br />

farther?<br />

SET IT UP<br />

Take a look at the set-up diagram on the back of this<br />

guide. You will be creating two set-ups side by side.<br />

Use masking tape to attach one end of the foam tube<br />

to a wall or the back of a chair. Prepare your targets:<br />

cut off the top of the milk jugs, leaving the walls<br />

between 3 and 8 inches tall. You may want to make<br />

the two targets different heights so families get two<br />

different challenges. Place the target on the ground<br />

3-5 feet away from the wall or chair. Do a few test-runs<br />

to make sure the marble is rolling smoothly down<br />

the track and the target is in a reasonable place. You<br />

will need to work with a partner to shape and aim<br />

your track so that the marble rolls down the track and<br />

jumps off the end. Try to set up the tracks so that the<br />

runaway marbles are aimed away from people passing<br />

by.<br />

IT’S SHOWTIME<br />

Challenge families to roll the marble down the track<br />

and into the target. This activity will work best if<br />

members of a group are responsible for different<br />

jobs. Encourage group members to choose one of the<br />

following roles:<br />

• Marble Dropper – releases the marble at the top<br />

of the track when the group is ready to test their<br />

design.<br />

• Marble Catcher – collect the marble once it leaves<br />

the track (this will help control the number of<br />

marbles rolling on the floor).<br />

• Construction Crew – the track is flimsy and<br />

flexible, the remaining members of the group will<br />

support the track and create the shape and angle to<br />

successfully land the marble in the target.<br />

Encourage families to use observations they make<br />

about how their marble is traveling to adjust the<br />

shape of their track.


SET IT UP<br />

WHY IS THIS SCIENCE?<br />

We’re dealing with some basic physical forces: velocity, gravity, acceleration.<br />

Participants should be able to see the marble’s trajectory, or path, through the air<br />

and to make adjustments in the track that change the trajectory. Gravity pulls the<br />

marbles down, but the velocity (which is both speed and direction) that the marbles<br />

are traveling in when they leave the track allows them to resist dropping immediately<br />

and gives them a chance to fly through the air and land in the target.<br />

TAKE IT BACK TO THE CLASSROOM<br />

Attach the two foam tubes together to make a very long track, and then add in a loopthe-loop!<br />

Ask your students to work together as a class to figure out how to give the<br />

marble enough velocity to be able to complete the loop. Try using larger or heavier<br />

marbles and see how that affects the jump. Or, change the parameters of the target.<br />

Make it farther away, or with taller sides, or with a narrower opening. Follow up the<br />

experimentation with a little bit of research into ski-jumps. Watch some skiing You-<br />

Tube videos and talk about how the physical forces at work during ski-jumping are<br />

the same as the forces affecting these runaway marbles.<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.


THORP SCIENCE NIGHT<br />

STOMP ROCKETS<br />

12<br />

BIG IDEA<br />

Stomp Rockets let you blast<br />

rockets high into the air. And<br />

you can make your own rockets!<br />

YOU WILL NEED<br />

What we gave you:<br />

• Stomp Rocket, Jr.<br />

• construction paper<br />

• 2 wooden dowels<br />

• transparent tape<br />

• masking tape<br />

Stuff you provide:<br />

• scissors<br />

FUN OPTIONS<br />

Ahead of time<br />

Provide foam sheets as<br />

well as paper – the stiffness<br />

makes for great fins and nose<br />

cones, but the extra weight<br />

does affect the flight.<br />

SET IT UP<br />

Set up the stomp rocket launcher according to<br />

directions. Use masking tape to draw two or three<br />

targets on the ground or on a wall, approximately<br />

15-25 feet away. Each target should be about<br />

5 feet away from other targets. The goal is to<br />

provide a couple of different challenges.<br />

Consider safety: aim all rockets away<br />

from people passing by. Lay out<br />

dowels, construction paper, scissors,<br />

and cellophane tape on tables.<br />

IT’S SHOWTIME<br />

Show families how the stomp rocket works: place the<br />

rocket on the launcher and stomp! Have them aim for<br />

the target or work on improving their distance. They<br />

can vary the angle of the launcher or how hard they<br />

stomp. The challenge increases when they aim for<br />

different targets.<br />

Students can also make their own rockets. Tightly<br />

roll a piece of construction paper around the dowel<br />

and tape the edges shut. This creates a paper tube<br />

that’s the correct size for this launcher. Then use<br />

more paper and tape to add an air-tight nose cone to<br />

one end of the paper tube. Rockets need a nose cone<br />

so that the air from the launcher doesn’t just whoosh<br />

out the front of the rocket. Students don’t have to add<br />

fins, but they might want to, because fins stabilize the<br />

rocket and make it fly better. Once the nose-cone and<br />

fins are added, slide the paper rocket off the dowel<br />

and go practice launching the home-made rockets!<br />

IF THEY LOVE IT<br />

Challenge students to build a rocket that separates<br />

into two parts, like many rockets designed to<br />

go into space.


WHY IS THIS SCIENCE?<br />

This is aerospace engineering! For stomp rockets, the force of stomping on the rocket<br />

launcher provides a large push of air that shoves the rocket and launches it. For<br />

rockets that are launched into space or low-earth orbit, igniting massive amounts of<br />

fuel creates this pushing force. For both kinds of rockets, the pushing force has to be<br />

strong enough to overcome gravity in order to launch the rocket. Aiming the rockets<br />

is a challenge in real life just as it is for the stomp rockets, and aerospace engineers<br />

use both mathematics and physics to help them aim, guide, and time the launches<br />

correctly.<br />

TAKE IT BACK TO THE CLASSROOM<br />

Stomp rockets make a great addition to your classroom! You can take them outside<br />

and have distance or height competitions. You can focus on making and perfecting<br />

rockets using different nose cone and fin designs. You can have the students test<br />

one variable that changes the rocket’s flight by designing two rockets with only<br />

one difference, then testing both rockets repeatedly and comparing the data. You<br />

can even model the challenges of aiming rockets by having the students try to hit a<br />

moving target. If you or your students love to build, you can find instructions online<br />

for making your own rocket launcher in addition to your own rockets.<br />

PROUDLY PRODUCED BY<br />

THORP SCIENCE NIGHT<br />

© 2012, The University of <strong>North</strong> <strong>Carolina</strong> at Chapel Hill. All rights reserved.<br />

Permission is granted to duplicate for educational purposes only.

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