Activity Guides - North Carolina Science Festival
Activity Guides - North Carolina Science Festival
Activity Guides - North Carolina Science Festival
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
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.