Presence of Carbohydrates in Food

Today we are going to check one of the major food nutrients in our food.

What do we need?
So little scientist we need following things for this experiment
 Soaked Chickpea Seed
 Bread slice
 Potato Slice
 Petri Dish
 3% Iodine Solution
 Dropper
How will we proceed?
1. In individual and clean Petri dishes, place a slice of bread, a slice of potato, and
some chickpea seeds with the seed coat removed.
2. Using a dropper, add 2-3 drops of iodine solution to each item.
3. Observe the color change and take notes on your findings.

What did we observe?

Bread slice: The iodine solution turned the bread slice dark blue, indicating the presence
of starch in the bread.
Potato slice: The iodine solution turned the potato slice dark blue, indicating the presence
of starch in the potato.
Chickpea seeds: The iodine solution did not change the color of the chickpea seeds,
indicating that there is no starch present in the chickpea seeds

What do we conclude?
1. Starch is a type of carbohydrate present in many of our food items. Carbohydrates
are energy-yielding components of food.
 Check Acidity or Alkalinity of Substance
Today we are going to check whether substance is acid or alkali………

What do we need?
So little scientist we need following things for this experiment
 Beakers
 1 tablespoon turmeric
 Water
 Lemon extract
 Any Detergent
 Dropper
How will we proceed?
1. Add one teaspoon of turmeric to 1 ml water in beaker to make turmeric solution.
2. Add few drops of lemon extract and observe the color change and take notes on
your findings.
3. Add halt teaspoon of detergent and observe the color change and take notes on
your findings.

What did we observe?

Lemon: There will be no color change.
Detergent: solution will become it changes to deep orange-red color.

What do we conclude?
1. Turmeric Solution is an indicator use to check whether substance is acid or alkali.
It changes its color from yellow to deep orange-red if alkali is added into it and
doesn’t change any color if acid is added into it.
2. When lemon is added to the turmeric solution no color change occur, this means
lemon is acidic.
3. When detergent is added into turmeric solution it becomes dark orange-red, this
concludes that detergent is Basic in nature.
 Find Out What Exhaled Air Contains
Today we are going to check what exhaled air contains. Let’s find out together……

What do we need?
So little scientist we need following things for this experiment
 Two test tubes
 Two thin glass tubes/plastic tubes/straws (6-8 inch long)
 Lime water
 Water

How will we proceed?

1. Take two clean test tubes and label them as ‘A’ and ‘B’.
2. Fill test tube ‘A’ halfway with tap water and do the same with freshly prepared
lime water in test tube ‘B’.
3. Insert a glass tube/plastic tube/straw into each test tube, making sure that one
end is immersed properly in the solution.
4. Exhale air into test tube ‘A’ for 2-3 minutes. Shake the tube vigorously. Repeat
this process 2-3 times and place it in a test tube stand.
5. Repeat the same process of blowing air into test tube ‘B’ for 2-3 minutes,
shaking vigorously and repeating 2-3 times. Place it next to test tube ‘A’.
6. Compare the color of the solutions in both test tubes and observe the
differences.

What did we observe?

Test tube A: The color of water in test tube ‘A’ remains unchanged.
Test tube B: The color of lime water in test tube ‘B’ turns milky.

What do we conclude?
1. Exhaled air contains carbon dioxide which turns lime water milky.
Note for the teacher
 Before the start of activity, teacher should explain the concept of breathing and
respiration. The students must be familiar with the terms ‘inhalation’ and ‘exhalation’.
 Lime water can be prepared by dissolving lime (calcium hydroxide) in water. Filter the
solution and you get lime water.
 Do not blow air in quick short bursts as this may splash the solution out of the test tube.
 Cover the mouth of the test tube with the thumb while shaking.
Target grade 6 t h - Chapter 1 Cellular Organization

Observe Plant Cell under Microscope

Today we are going to prepare a temporary slide to observe plant cells. Let’s find out what does
it have……

What do we need?
So little scientist we need following
things for this experiment
 Onion bulb  Micro-slide
 Forceps  Cover glass
 Blade/scalpel  Microscope
 Water  Dropper
 Methylene blue


How will we proceed?

1. Peel off the dry pink outer layer of an onion bulb.
2. Halve the onion bulb and remove a fleshy leaf, then carefully remove the thin white
peel from its inner surface using forceps.
3. Use a blade or scalpel to cut a small piece of the thin onion peel and place it on a
clean microscope slide.
4. Apply 2-3 drops of water to the slide and spread the onion peel.
5. Add a drop of methylene blue solution.
6. Gently place a cover glass on top, ensuring there are no air bubbles underneath.
7. Examine the slide under a microscope.

What did we observe?

We will observe a number of compactly arranged
rectangular cells separated from each other by cell
walls. A thin membrane can be observed beneath the
cell wall. The cell has a jelly – like substance
containing a dense dark colored round body.
 What do we conclude?
1. The plant cells are surrounded by the cell wall.
2. A thin cell membrane is present beneath the cell wall.
3. The cell membrane encloses the jelly–like cytoplasm.
4. The cytoplasm has a dense round nucleus which may be located in the center or
slightly on the periphery.

Note for the teacher

 Before performing the activity, teacher may explain the concept of a cell as
the basic unit of life. Students can be asked to perform the activity in the class
individually or in groups and make their observations….
 Since the activity involves use of scalpel/blade, it must be done under the
supervision of a teacher. In case the students are performing the activity on
cheek cells, they must be told to use blunt ends of the toothpicks and not to
hurt their cheeks.
Target grade 8 t h - Chapter 6 Chemical Reaction

E volving H ydrogen Gas in C hemical R eaction

Today we are going to show that hydrogen gas is evolved by the action of acids on some
metals. Are you ready for this??????

What do we need?
So little scientist we need following things for this experiment
 Aluminium foil  Glass tube
 Dilute hydrochloric acid  Match box
 Conical flask  Candle.
 Rubber cork

How will we proceed?

1. Take few small pieces of aluminum foil in a dry conical flask.
2. Pour 2-3 mL of dilute hydrochloric acid in the above conical flask and set up the
apparatus.
3. Observe, what is happening.
4. Take a burning match stick or burning candle near the mouth of the glass tube.

What did we observe?

 On adding acid into a conical flask containing aluminum foil, bubbles of some gas
evolve.
 On bringing ignited candle near the mouth of the glass tube, the gas burns with “Pop”
sound.

What do we conclude?
 Hydrogen gas is evolved in the reaction between aluminium and dilute hydrochloric
acid.
Aluminium + Dilute Hydrochloric acid → Aluminium chloride + Hydrogen gas.
 Hydrogen gas burns forming water, producing a sound, generally called pop sound.
Hydrogen gas + Oxygen gas (from air) → Water (pop sound is produced)
Target grade 7 t h - Chapter 2 Respiratory System and Circulator y System

Understand Mechanism of Breathing

Today we are going to understand the mechanism of breathing. Are you ready for this??????

What do we need?
So little scientist we need following things for this experiment
 A wide-mouthed plastic bottle  Rubber/plastic sheet
 Y-shaped glass/plastic tube  Rubber band
 One-holed cork  Forceps
 2 balloons  Blade/scalpel

How will we proceed?

1. Take a wide-mouthed plastic bottle and remove its bottom.
2. Attach a one-holed cork to the top of the bottle.
3. Connect a Y-shaped glass or plastic tube to the cork and attach deflated balloons
to each end of the tube.
4. Insert the tube into the cork so that one end is inside the bottle.
5. Secure a rubber or plastic sheet to the open end of the bottle using a rubber band.
6. Pull the rubber sheet downwards and observe the balloons.
7. Push the rubber sheet upwards into the bottle and observe how it affects the
balloons.
8. Repeat these steps multiple times and observe.

What did we observe?

Pulling the rubber sheet downwards causes the balloons to expand
and increase in size, while pushing the sheet upwards makes the
balloons contract and decrease in size.

What do we conclude?
When we pull the rubber sheet downwards, it increases the space
in the bottle. As a result air rushes through the opening of the Y-tube into the balloons,
thereby, inflating them. When we push the rubber sheet upwards, the space in the bottle
decreases and puts pressure on the balloons, because of which, the balloons push air through
the Y-tube and are deflated.

The model used in the above experiment simulates the respiratory system of human beings.
 The plastic bottle represents the chest cavity.
 The stem of the Y-tube represents the wind-pipe which divides into two branches
(Bronchi) with forked ends.
 The balloons represent the lungs and the rubber sheet, the diaphragm.

As described in the above activity,

During inhalation
 Diaphragm moves downwards.
 Chest cavity increases in size and air enters the lungs.
 Lungs get filled with air and expand in size.
During exhalation
 Diaphragm moves upwards.
 Chest cavity decreases in size and air is forced out of the lungs.
 Lungs release the air and reduce in size.

Note for the teacher

 Before the start of this activity, the students must be familiar with the terms
‘inhalation’ and ‘exhalation’. A brief discussion about the structure of the
respiratory system may be done in the class. Students must be told about the
muscular and involuntary nature of diaphragm to understand its movement.
Target grade 8 t h - Chapter 8 Acid, Bases and Salts

Understanding Neutralization Reaction

Today we are going to understand Reaction between an acid and a base to show the process
of neutralization. Are you ready for this??????

What do we need?
So little scientist we need following things for this experiment
 Dilute hydrochloric acid  Test tubes
 Dilute sodium hydroxide solution  Dropper
 Phenolphthalein indicator  Test-tube stand.

How will we proceed?

1. Take about 5 mL of dilute hydrochloric acid in a test tube. (Be careful while
handling the acid solution)
2. Add 1-2 drops of phenolphthalein indicator to the solution and note down if any
change in color.
3. Take about 10 mL of dilute sodium hydroxide solution in another test tube.
4. Take out sodium hydroxide solution with the help of a dropper and start adding this
solution drop wise into the test tube containing hydrochloric acid till a change in
color is observed. What color do you get?
5. With the help of another dropper, take out hydrochloric acid and start adding it
drop wise into the colored solution obtained above. Note your observations.

What did we observe?

 Color of the hydrochloric acid solution does not change on addition of phenolphthalein
indicator.
 On adding nearly 5 mL sodium hydroxide solution to the mixture of hydrochloric acid
and phenolphthalein solution, the color of the mixture changes to pink.
 On addition of hydrochloric acid solution to the pink solution, the color starts fading
gradually and finally the solution becomes colorless.

What do we conclude?
 Phenolphthalein indicator remains colorless in the acidic solution while its color
changes to pink in basic solution.
  It is found that on adding a base in an acid, a stage reaches when effect of acid is
neutralized by base and vice-versa as indicated by color change of indicator.

Note for the teacher

 While concluding, the teacher must emphasize the process of neutralization in
which an acid reacts with a base to form salt and water.
Acid + Base → Salt + Water
In such reactions heat is also produced.
 To prepare 1 liter dilute hydrochloric acid, take nearly 5 mL of concentrated
hydrochloric acid and 995 mL of water. Add acid to water slowly. The dilute
hydrochloric solution is ready to use.
 To prepare 1 liter dilute sodium hydroxide solution, dissolve 2g sodium
hydroxide pallets in 1 liter water.
 To prepare 1% solution of phenolphthalein, dissolve 1g of the solid
phenolphthalein in 100 mL of ethyl alcohol.
Target grade 8 t h - Chapter 8 Acid, Bases and Salts

Differentiate between Physical &

Chemical Change
Today we are going to differentiate amongst the changes such as folding of paper, tearing
of paper and burning of paper. Are you ready for this??????

What do we need?
So little scientist we need following things for this experiment
 Used papers  Steel plate/Petri plate
 Candle/spirit lamp  A pair of tongs.
 Match box

How will we proceed?

1. Folding of paper: Take a used paper and fold it.
How many times you were able to fold the paper?
Unfold the paper. Do you get the paper in its
original shape and size?

2. Tearing of paper: Take the same paper and tear

it into as many pieces as you want. Now try to get
the paper in its original shape and size. Are you
successful in doing this? Do you think that in the
above two steps any new substance is formed?

3. Burning of paper: Take a few pieces of the paper

and burn them. Collect the product formed in a
steel plate or Petri plate (Be careful while
burning the paper). Compare the product formed
with the original pieces of paper. What do you
observe? Do you think a new substance has been
formed in this change?
 What did we observe?
 On folding the paper, one can fold it 6 to 7 times. On unfolding the paper, it
regained its original shape and size.
 The pieces of paper can be joined with the help of glue. However, one cannot get
the paper in its original form. The changes observed in Steps (I) and (II) do not give
any new substance/ product.
 On burning the pieces of paper, they turned black, whereas original paper pieces
were white in color. Smoke was also observed during burning of the paper pieces. This
shows new substances (solid and gaseous) were formed in this change.

What do we conclude?
 In Step I and Step II only change in physical state/property was noticed and no
new substance is formed. Hence, these are physical changes.
 However, in Step III new substances are formed. Hence, it is a chemical change.

Note for the teacher

 Ask students to make a list of different changes taking place in your
surroundings. Categorize them as physical and chemical changes giving
appropriate reasons. In such reactions heat is also produced.
Target grade 6 t h - Chapter 6 Mixtures

Separating Mixture
The mixture of iron, sand and common salt is provided to you. Separate the three
components of this mixture. Are you ready for this??????

What do we need?
So little scientist we need following things for this experiment
 A mixture of iron filings, sand and  Spoon/glass rod
common salt  Heating device
 Magnet  Tripod stand
 Filter paper  Wire gauze
 Funnel  A sheet of paper
 Two beakers  Match box
 Petri plate

How will we proceed?

Step I. Take a little amount of the given mixture of iron
fillings, sand and common salt and keep it separately. Spread
rest of the mixture on a sheet of paper or in a Petri plate.
Move a magnet over the surface of the mixture. What
happens? Do you find that iron fillings are removed from the
mixture with the help of a magnet?

Step II. Take the remaining mixture from which iron filling
have been removed in a beaker. Add sufficient amount of
water to cover the mixture. Stir the contents of the beaker
with a spoon/glass rod for some time. Filter the content with
the help of a funnel and filter paper. Record your observations.
Step III. Heat the filtrate obtained in step II using a heating
device. Heat the content till most of the water evaporates.

What did we observe?

 Step I. Iron fillings stick to the magnet and are thus
separated.
 Step II. Sand remained undissolved in water and is separated by filtration.
 Step III. On heating the filtrate, water is evaporated and a white colored substance
(common salt) is left at the bottom of the beaker. Compare the separated
components with the mixture you left aside.

What do we conclude?
 Magnetic substances like iron are separated by a magnet.
 Substances which are insoluble in water (such as sand) can be separated by filtration.
 Substances which are soluble in water (such as common salt) can be separated by
evaporation.

Note for the teacher

 You can make various types of mixtures and give opportunities to students to
use different methods of separation based on their different properties.
 Let the students discuss their findings in the class.
Target grade 7 t h - Chapter 4 Physical and Chemical change

Combustion of a Substance
Today we are going to Show that oxygen is necessary for the combustion of a substance.
Are you ready for this??????

What do we need?
So little scientist we need following things for this experiment
 Two candles
 match box
 glass jar/beaker

How will we proceed?

1. Light the two candles and fix them on a
table.
2. Let both the candles burn for some time.
3. Now cover one of the candles with a glass
jar or beaker and observe it for some time.

What did we observe?

 It is found that the candle which is not covered
continues burning.
 The candle which is covered continues burning for
some time and gets extinguished.

What do we conclude?
This activity shows that oxygen is necessary for combustion process. Candle continues
burning for some time until the whole oxygen (present in the air) available in the jar or
beaker is consumed. After that it stops burning due to non-availability of oxygen.
Target grade 7 t h - Chapter 10 Heat and Temperature

D istinguish between G ood & P oor C onductor

Today we are going to distinguish between good conductors and poor conductors of heat.
Are you ready for this??????

What do we need?
So little scientist we need three objects for this experiment, material of one should be
metal and of the other two could be plastic, rubber or wood. The objects should roughly be
of the same length, thickness, width, etc. The possibilities for the objects are
 Spoons(metal)
 Spoon(wooden)
 Spoon(plastic)

How will we proceed?

1. Fill half of a large glass tumbler, a large plastic mug, or a
large beaker with hot (not boiling) water.
Be Careful if you are heating water in the glass.
2. Place the three objects in water in such a way that one end
of each is out of water.
3. After two minutes touch the ends of the objects which are
out of water (exposed ends) one by one. Repeat this
observation after two more minutes.
4. Record your observations in Table.

What did we observe?

 The metal spoon is hotter than wooden and plastic.

What do we conclude?
 This demonstration illustrates that the metal spoon, being made of metal, is a good
conductor of heat and therefore becomes hot, while the plastic and wooden spoons
are made of plastic, a non-metal that is a poor conductor of heat, resulting in them
being less hot compared to the spoon.
Target grade 8 t h - Chapter 3 Variation, Heredity & Cell Division

D NA E XTRACTION
Today we are going to extract the DNA of banana. Are you ready for this??????

What do we need?
So little scientist we need following objects for this experiment:
 One piece of some soft  Table salt
fruit(banana)  Cloth filter
 Water  Elastic band
 Chilled isopropyl alcohol 30ml  Two glass jars
 Dish soap  Spoon

How will we proceed?

1. Begin by mashing the banana in a glass jar using a spoon until it becomes a soft, smooth
paste.
2. Add one teaspoon of dish soap to the mashed banana
and mix well. The dish soap helps break down the cell
walls of the banana to release the DNA.
3. Slowly add one teaspoon of table salt to the mixture
and stir gently. The salt helps to stabilize the DNA
and make it easier to extract.
4. Pour water into the jar until it covers the banana
mixture completely. Stir the mixture well to ensure
that the DNA is released into the solution.
5. Place a cloth filter over the opening of the second
glass jar and secure it with an elastic band.
6. Pour the banana mixture through the cloth filter
into the second glass jar. The filter will catch the
solid banana pieces, while the liquid containing the DNA will pass through.
7. Slowly pour the chilled isopropyl alcohol down the side of the glass jar until it forms a
layer on top of the banana mixture. Do not mix the alcohol with the banana mixture.
8. Let the mixture sit undisturbed for 5-10 minutes. The DNA will rise to the top of the
alcohol layer and form a white, stringy substance.
9. Carefully use a spoon to extract the DNA from the top layer of the alcohol and place it
in a separate container for further analysis or observation.
10. Your DNA extraction from a banana is now complete and ready for further study or
experimentation.

What did we observe?

After adding the chilled isopropyl alcohol and letting the mixture sit for a few minutes,
you will see the DNA rising to the top of the alcohol layer and forming a white, stringy
substance.

What do we conclude?
This experiment involves changes in the texture and appearance of the banana mixture as
the DNA extraction process progresses, leading to the final visualization of the extracted
DNA in the form of stringy white substance.
Target grade 5 t h - Chapter 4 Physical and Chemical change

Removal of Egg S hell by Chemical P rocess

Today we are going to remove egg shell. How are we going to do it????? So are you ready for
the magic??????

What do we need?
So little scientist we need following objects for this experiment:
 Egg
 Vinegar
 Beaker

How will we proceed?

1. Place the egg (with the eggshell intact) into a container or bowl.
2. Pour enough vinegar over the egg to cover it completely.
3. Allow the egg to sit in the vinegar for at least 24 hours. The
vinegar will dissolve the calcium carbonate in the eggshell,
making it easier to remove.
4. After 24 hours, carefully remove the egg from the vinegar
using a spoon or tongs.
5. Gently rinse the egg under running water to remove any leftover shell residue.

What did we observe?

You will observe that egg shell has completely disappeared.

What do we conclude?
This activity shows removing egg by using vinegar is chemical
process and is irreversible.
Target grade 4 t h - Chapter 5 light and Sound

D istinguish between T ransparent, Translucent

and O paque O bjects
Today we are going to distinguish between transparent, translucent and opaque object. Are
you ready for the fun??????

What do we need?
So little scientist we need following objects for this experiment:
 Water
 Oil
 Beaker
 Book Figure 1: Beaker of water

 torch
How will we proceed?

1. Place the beaker of water in dark room and shine a torch

through it.

2. Observe the other side of water in the beaker. Can you

clearly see through the water and clearly see the bottom
Figure 2: Beaker of oil
of the beaker?

3. Place the beaker of oil in the same in dark room and shine a
torch through it.

4. Observe the milk in the beaker. Can you see through the
milk? Has all the light passed through the milk?

5. Place the book in the same in dark room and shine a torch
through it.

6. Observe the book. Can you see through the book? Does it let the light pass through
it?

What did we observe?

1. The light passes through the water and we clearly see across the water and
bottom of beaker
2. The light passes through the oil with minimal obstruction. We can partially see
through the milk but cannot clearly see the bottom of the beaker.

3. The light does not pass through the book.

What do we conclude?

1. The light passes through the water and

we clearly see across the water and
bottom of beaker, it is transparent as
transparent object allows light to pass
through them.
2. The light passes through the oil with
minimal obstruction. We can partially
see through the milk but cannot clearly
see the bottom of the beaker, it is
translucent because we can see only
fainted image of translucent objects

3. The light does not pass through the

book, it is opaque as opaque objects
does not allow light to pass through
them.
Target grade 4 t h - Light and sound

Sound Waves travel through S olid

Today we are going to make a telephone????? So are you ready for the fun??????

What do we need?
So little scientist we need following objects for this experiment:
 Two paper cups
 Two small pieces of twig
 String
 Nail for making hole in cups
How will we proceed?
1. Take paper cups and use the nail to make a hole in the bottom
of the cups. This is where the string will be attached later.
2. Take the scissors and cut a length of string or yarn that is
long enough to connect the two cups when stretched out.
Make sure to leave some extra string for tying knots.
3. Thread one end of the string through the hole in the
bottom of the cup and tie a knot to secure it in place.
Repeat this step with the other end of the string and the second
paper cup.
4. Hold one cup to your ear and have a friend hold the other cup to their ear. Make sure
the string is pulled taut between the two cups.
5. Now, you can have a conversation with your friend through your paper cup telephone!

What did we observe?

In this activity we observed that sound waves were able to travel through the string
connecting the two cups. When one person spoke into one cup, the vibrations created by
their voice traveled along the string to the other cup, where the vibrations were then
converted back into sound.

What do we conclude?
Sound waves do require a medium in order to travel. In this case, the medium was the
string connecting the two cups. Sound waves cannot travel through a vacuum, as they need
molecules in order to propagate. This is why sound cannot travel in outer space, which is a
vacuum.
Target grade 4 t h - Chapter 4 Hygiene

Removal of Germs Using S oap

Today we are going to see how soaps remove germs????? So are you ready for the
magic??????

What do we need?
So little scientist we need following objects for this experiment:
 Black pepper
 Water
 Soap
 China dish

How will we proceed?

1. Fill the China dish with water.

2. Sprinkle black pepper on the surface of the
water to represent germs.
3. Gently mix the black pepper into the water to
simulate the spread of germs.
4. Dip your finger into water and pepper will stick
to your finger
5. Put a good quantity of soap on your finger and
dip it into black pepper water mixture again.
Record your observations.

What did we observe?

You will observe that how the black pepper flakes move away from the soapy finger.

What do we conclude?
This activity concludes that soap repels germs.
Target grade 8 t h - Chapter 10 Electricity

Strength of E lectromagnet
Today we are going to see how the strength of an electromagnet depends upon the number
of turns of the wire. So are you ready??????

What do we need?
So little scientist we need following objects for this experiment:
 10 cm long three iron bolts  Shoe nails (black iron nails) about
 Enameled copper wire 5 m 100g
 A battery of 2 cells  Plastic pipe (10 cm)
 A switch  Paper

How will we proceed?

1. Make three electromagnets with 20, 40 and 60 turns. For this wind the enameled
copper wire tightly around the iron bolt in the form of a coil.
2. Rub the free ends of the wires of each electromagnet
with the sand paper to remove the enamel coating.
3. Connect the electromagnet with 20 turns to a battery of
2 cells through a switch.
4. Place some shoe nails near the end of the bolt and switch
on the current. What happens? Do the nails cling to the
bolt? Count the number of nails attracted by this
electromagnet.
5. Switch off the current. Now the coil loses most of its
magnetism. A few nails may still cling to the
electromagnet.
6. Repeat this activity with other electromagnets of 40 and
60 turns with the same set-up.
7. Wind 60 turns of the enameled copper wire around a plastic pipe instead of an iron
bolt and observe if it acts as an electromagnet. Note the number of iron nails it
attracts.

What did we observe?

1. The electromagnet loses its magnetism when the electric current is switched off.
2. Number of nails attracted by the electromagnet having 40 turns is larger than the
number of nails attracted by the electromagnet having 20 turns. Also the number
of nails attracted by the electromagnet having 60 turns is larger than the number
of nails attracted by the electromagnet having 40 turns.
3. Number of nails attracted by the electromagnet with the plastic pipe core was
much smaller than when the electromagnet had iron Holt as the core.

What do we conclude?

1. A current carrying coil of wire wrapped around a piece of iron works as an

electromagnet.
2. The strength of an electromagnet depends upon the number of turns of the wire
and the core used to make the electromagnet.
Target grade 4th- Chapter 4 Hygiene

Measure the Temperature of Water

Today we are going to Measure the temperature of water when it is being heated, when it
is boiling and when it is cooling. So are you ready for the fun??????

What do we need?
So little scientist we need following objects for this
experiment:
 A laboratory thermometer
 A container to heat water
 A source of heat
 A stop watch.

How will we proceed?

1. Fill the container about half with water.
2. Put it on a stove or some other source of heat.
3. Measure the temperature of water every
two minutes. Remember that we always use Celsius
scale of temperature.
4. The thermometer should be held vertical.
Important note: You must read while the bulb of the thermometer is immersed in
the liquid. You must read the mark at the end of the shining mercury thread. Your
eye should be right in front of the mark to be read.
5. Record your observations in table.
6. Let the water boil. Keep measuring the temperature of boiling water. Insert your
observations in the table.
7. Having taken a few observation while the water is boiling, remove the container
from the source of heat.
8. Measure the temperature of the cooling water a few times. Insert your
observations in the table.

What did we observe?

 We have noted down the temperature of water while it is being heated, while it is
boiling and while it is cooling.
  We found that at first the temperature of water increases, the temperature
remains constant when water is boiling and then it comes down when heating in
stopped.

What do we conclude?
This experiment show as long as the water is boiling, there is no change in its temperature.
The temperature of boiling water remained constant.