Year 7 Summer Workbook - Science

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AR LY Y E ARS FOU NDATION S TA G E BO O KL ET

SCIENCE YEAR 7 S UM MER BO O KL ET This booklet is designed to give you a taste of Year 8 lessons, as well as practising some of the science skills you will use throughout your KS3 course.

Aim to complete an activity per week, there are some fun quiz questions to test what you have understood too!

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ELECTRICITY CIRCUITS, CURRENT AND VOLTAGE Electric circuits are made up of metal wires coated in plastic for protection. In the wires are tiny negativelycharged specks called electrons which can drift through the metal like water through pipes. Just like the flow of water through pipes is called a water-current, the flow of electrons through a circuit is called an electric-current.

These blue specks are the electrons flowing through the metal wire.

-

+ + +

The electrons move faster (a greater current) when there’s a greater voltage.

To make the electrons flow, one end of the circuit is made positive and the other is made negative.

This difference in ‘+’ and ‘-’ is done using a power supply and is called potential difference or voltage.

Some metals allow current to flow through them more easily. They have low resistance. Metals with high resistance do not allow current to flow as easily; for a greater current to flow they need a greater potential difference. Voltage = current × resistance.

STATIC ELECTRICITY Friction between two insulating surfaces like plastic rips electrons off one, leaving it positively-charged.

Whatever the electrons were ripped off by becomes negatively-charged. This is called static electricity.

Objects with the same type of charge repel each other; objects with opposite type of charge attract each other.

Look how this cloth is positive because it lost some electrons.

BUILDING CIRCUITS a) Building circuits is a great way to measure current and voltage. Current is measured using an ammeter connected in series; voltage is measured using a voltmeter connected in parallel. There are two ways to set up a circuit – series and parallel. Traditionally we imagine the current flowing round circuits from the positive side to the negative side.

a)

b)

b) This is a series circuit. The ammeters are connected in series. Notice how they all measure the same current of 0.15A, because there is only one route it can follow. The voltage from the cell is split between the two bulbs, though (6V split as 2V to one bulb and 4V to the other). Connecting components in series causes greater resistance.

6V

2V

4V

c)

12V

4A

12V

1A 3A 12V

2

c) This is a parallel circuit. The voltmeters are connected in parallel. Notice how they all read the same voltage of 12V because the battery voltage is applied to each branch. Three cells give 12V so they must be 4V each.

The current through each branch or bulb (1A and 3A) adds up to the total current (4A). Connecting components in parallel causes less resistance.

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ACTIVITY 1 ELECTRICITY Task 1) Circuit Symbols - Name the following circuit’s symbols.

Task 2) Units - Match the name of the unit to what they measure.

Amps

The unit of resistance, symbol Ω.

Ohms

Unit of measurement of potential difference (voltage), symbol V.

Volts

Unit of measurement of electric current, symbol A.

Task 3) Series or Parallel? - Look at the diagrams and label whether they are a series or parallel circuit.

Task 4) Would the Circuit Work? - Circle the answer.

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Task 5) Calculations - Using the following equation calculate the value of the voltage in the following questions (you may use a calculator).

Potential difference (voltage) = Current X resistance Question

Current (A)

Resistance (Ω)

1

2

30

2

20

6

3

5

15

4

15

4

5

4

5

Voltage (V)

Task 6) Finish the Sentences - Use the keywords to complete the sentences.

Series, Voltmeter, Potential Difference The of a cell tells you the size of the push on the charges and how much energy can be transferred to them by the cell, it is measured in volts, using a (which must be connected in parallel). circuits contain only one loop, parallel circuits have more than one loop.

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WAVES LIGHT Objects are either luminous (give out light) or non-luminous (don’t give out light – you see them because light reflects off of them). Light can be transmitted, reflected, scattered, refracted or absorbed when it hits a surface (a).

Transparent materials allow light to pass through. Translucent materials let light through but it is randomly scattered (b).

Opaque (Oh-pay-k) materials do not let light pass through (c).

a)

b)

c)

d)

Refraction (changing direction) occurs when light enters a substance that is more or less dense, e.g. going from air to glass (d). The normal is a line drawn by scientists at 90’ to the surface, it allows you to measure the angle of the light ray.

Suspensory ligaments Iris Lens Optic nerve Cornea Retina Pupil Ciliary muscles

SOUND Soundwaves are caused by oscilations (vibrations). Soundwaves a) travel at different speeds in different mediums (substances) e.g. air, water and solids. In air, sound travels at 330 m/s. If there are no particles, for example in a vacuum like space, sound can not travel.

Soundwaves are longitudinal waves, they can be seen using a piece of equipment called an osciloscope. Loud sounds have a higher amplitude (a).

b)

c)

B

Quiet sounds have a smaller amplitude (b).

When soundwaves are reflected, just like light, it is called an echo.

If more soundwaves are generated (produced) the pitch of the sound gets higher, like a whistle (c).

When less waves are produced, the pitch is lower, making a deep sound like a bus engine (d).

Different animals can hear at different ranges of pitch e.g. Bats, Dolphins and Dogs (e).

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e)

d)

B

A

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ACTIVITY 2 WAVES Task 1) Reflection - Use the following words to name the parts of the diagram.

Angle of Incidence, Angle of Reflection, Normal, Ray of Reflection, Ray of Incidence A)

B)

C)

D)

E)

Task 2) Colours of the Spectrum - White light can be split into the colours of the spectrum when it passes through a prism. Rearrange the letters to give the colours of the light spectrum: telovi =

wolyel = nerge =

gindoi = ulbe =

der = granoe =

Task 3) Light - Match the name of the material to its properties.

Opaque

Objects that allow light through them.

Translucent

Objects that do not let light pass through them.

Transparent

Objects that allow some light to pass through them.

Task 4) Labelling a Wave - Use the words to label the diagram of a wave.

Wavelength Peak Trough Amplitude

Task 5) Hearing Sound - Number the sentences to show how we hear the sound when the strings on a guitar are plucked.

Task 6) Finish the Sentences - Use the keywords to complete the sentences.

Light, Sound, Solids travels at 330m/s, which is a million times slower than

. Sound travels fastest in

and slowest in gases.

Refracted, Prisms, Spectrum, Reflection, Water The law of , it is

says that the angle of incidence equals the angle of reflection. When light goes into glass or . disperse white light to produce a continuous .

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EARTH AND BEYOND The Earth has a layered structure. At the centre is the inner, solid, core of metal. Outside of this there is the outer core, also made of metals but this is liquid.

The mantle is the next out and is made of very hot, liquid rock.

At the surface there is the crust – solid rock that we live on. It is very thin compared to the other layers.

Igneous rocks form from magma/lava.

• If they cool quickly = small crystals.

• If they cool slowly = big crystals.

Weathering and erosion damages rocks.

• Onion-skin & freeze-thaw are examples of weathering.

Broken rocks are transported and deposited.

• Sedimentation and cementation create sedimentary rocks.

Sedimentary rock can sink over time and the heat + pressure turns it into metamorphic.

• Metamorphic rock melts > magma > igneous rock.

Examples • Sedimentary rock – Limestone • Metamorphic rock – Marble • Igneous rock – Granite We experience day and night because our planet rotates on its axis – half the planet is facing the sun (day) and half is facing away (night).

Seasons happen because of the tilt of the axis.

In winter, the hemisphere is angled away from the Sun so the sunlight is more spread out. The opposite is true in summer.

• Light takes about 8 minutes to reach the Earth from the Sun. • The distance between the Earth and the Sun is 150 million kilometres • The moon takes ~27 days to orbit the Earth.

• A year is when the Earth does one complete orbit of the Sun. This takes 365 ¼ days. Every 4 years these ¼ days add up to a leap day.

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ACTIVITY 3 EARTH AND BEYOND Task 1) Structure of the Earth - Label the Diagram.

Task 2) Rock Wordsearch - Find the words in the wordsearch.

Basalt Granite Igneous Limestone Marble Metamorphic Sandstone Sedimentary Slate

Task 3) Investigating Crystal Size Harry investigates the speed of cooling on crystal size. He places drops of liquid salol onto microscope slides. Once the salol freezes he observes the crystals.

Task 4) The Solar System - Label the diagram of our solar system.

Harry lists the variables in his investigation.

1. Temperature of the microscope slide

2. Number of drops of salol

3. Size of crystal Which one is the independent variable?

Which one is the dependent variable?

Which one is the control variable?

Task 5) The Sun and Earth - Complete the paragraph below by crossing out the incorrect word in bold.

Task 6) Phases of the Moon - Name the phases of the moon.

5)

You see the sun rise in the east/west and set in the east/west because the Earth spins/orbits.

A month/year lasts approximately 365 days. This is the time it takes for the Earth to orbit the sun/spin once. The days are longer/shorter in the summer and the sun is higher/lower in the sky at noon.

6)

4)

1)

3)

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CYCLES AND INTERACTIONS INTERDEPENDENCE No organism (living thing) exists by itself – they all are either eaten by, or eat, other organisms. We can represent these links by using a food chain/web. We can also use pyramids of numbers. All energy in a food chain/web initially comes from the sun (although we don’t usually show it on the chain/web).

PYRAMID OF NUMBER A pyramid of numbers shows how many or each animal are in the food chain.

They do NOT have to be pyramid shaped. Primary producers are on the bottom, followed by primary consumers, then secondary consumers etc.

PLANT REPRODUCTION Inside a flower there are both male and female reproductive parts: Male: Stamen (filament/anther) Female: Carpel (stigma/style/ovary) Pollen is transferred to the female part of another plant either by insect pollinators, the wind or by humans. Some plants can self-pollinate.

Plants want to spread their seeds as far as possible to avoid competing with their offspring. The main 4 methods of seed dispersal are wind, animal, water & explosive.

Once pollen lands on the stigma…

• A pollen tube grows down the style until it reaches the ovule (inside the ovary) • The nucleus of the pollen grain travels down the pollen tube • The nucleus of pollen joins with the nucleus of the ovule.

The ovule will develop into the seed and the ovary wall will become the fruit.

A seed has three main parts: • Embryo – the young root and shoot that will become the adult plant • Food store – starch for the young plant to use until it is able to carry out photosynthesis.

• Seed Coat – a tough protective outer covering.

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ACTIVITY 4 ECOSYSTEMS Task 1) Keywords - Link the keyword to the definition.

Predator Prey

Task 2) Food Web - For the food chain:

An animal that is eaten.

A plant eater.

Herbivore

Eats both plants and animals.

Carnivore

Catches other animals for food.

Omnivore

A meat eater.

Name a producer = Name a herbivore = Name a carnivore =

Task 3) Wordsearch - Find the following words in the word search:

Task 4) Parts of a Flower - Label the parts of the flower.

Community Consumers Food Chain Food Web Habitat

A)

Population

B)

Producers

C) D)

Task 5) Seeds - Are the following statements true or false?

True or False?

1 Seeds dispersed by water are usually light and may have a waterproof coating.

Seeds have a food store which is used by the plant until it can photosynthesise.

Pollination involves the pollen nucleus joining the ovule nucleus.

The seed coat is a tough outer covering to help protect the seed.

Task 6) Finish the Sentences - Use the words to complete the following sentences.

Energy, Webs, Producers, Organisms Plants and algae are , they produce their own food by photosynthesis. Consumers are animals that have to eat other organisms to take in . Food chains show the transfer of energy between .

A food is a series of linked food chains.

Pollination, Stigma, Water, Dispersed, Animals, Nucleus, Seeds occurs when pollen from the anther is transferred to the . Fertilisation in plants occurs when the of a pollen grain joins with the nucleus of an ovule. The ovary becomes a fruit and the ovule turns into . The seeds are

by either wind, water, or explosion. A seed requires warmth, oxygen and to germinate.

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ORGANISMS BREATHING • The breathing system is used by the body to get the oxygen needed for respiration.

• It is also use to get rid of the waste product of respiration, the gas carbon dioxide.

• Breathing in and breathing out are separate processes in the body.

Inhaling (breathing in) • We breathe in to take air into our bodies.

Using the oxygen • The air we inhale contains the oxygen that our cells need to carry out a process called ‘respiration’ which provides energy for our cells.

• Respiration in our cells creates a gas called carbon dioxide.

• To stay healthy we need to get rid of this carbon dioxide from our bodies.

Exhaling (breathing out) • The air that we breathe out contains this carbon dioxide.

What is ASTHMA? Asthma is caused by an inflammation in the airways which carry air to/from the lungs. Asthma can be caused by exercise, allergens, infections and pollution.

DIGESTION • Digestion starts in the mouth.

• Food is broken down mechanically by the teeth and chemically by enzymes.

• Food is then swallowed down the oesophagus and enters the stomach.

• The acid kills any bacteria and provides the right pH for the chemical digestion of food.

• Food then passes into the small intestines where nutrients are absorbed.

• In the large intestine, water is absorbed.

• Food then passes out of the anus as faeces.

What happens if you don’t eat a balanced diet?

• Obesity.

• You could be underweight.

• Deficiency diseases.

Enzymes Enzymes are chemicals that speed up chemical reactions without being used up themselves. Enzymes can break molecules apart (for example, proteases break down proteins) or build more complex molecules from simpler molecules.

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ACTIVITY 5 ORGANISMS Task 1) The Respiratory System - Draw lines to join the labels to the diagram of your lungs.

Trachea

Lungs

Mouth

Bronchi

Nose

Diaphragm

Heart

Ribs

Task 3) Nutrients in Food - Draw lines to match the nutrients to what your body needs them for.

Carbohydrates

Vitamins and Minerals

Proteins

Needed for my body to grow and repair itself.

Needed to keep food moving through my system.

Needed to give my body energy.

Fats

Needed to give my body energy and keep my body warm.

Fibre

Needed in tiny amounts to keep my body healthy.

Task 5) The Digestive System - Look at this diagram of the digestive system.

Task 2) Gas Exchange in the Lungs - These sentences describe how oxygen gets into your blood. They’re all mixed up! Write numbers in the boxes to put them in order.

The air I breathe in goes into tiny air sacs called alveoli.

Oxygen from the air goes through the thin walls of the alveoli into my blood.

The oxygen goes from my blood into my cells. The cells use the oxygen to get energy from my food. They make carbon dioxide which they need to get rid of.

When I breathe in, air goes into my lungs.

My blood carries the oxygen to every cell in my body.

Task 4) Understanding Food Labels - It is important that we eat a balanced diet, labels on food tell us how much of each nutrient there is in food. The table below shows the nutrients in some items on Joe’s school lunch menu.

Course

Main

Potato

Drink

Item

Amount of Fat (g)

Amount of Fibre (g)

Amount of Protein (g)

Beef Burger

19

1.0

24

Cheese Burger

22

1.1

27

Chicken Pie

24

0.9

19

Baked

0

10

6

Mashed

3

6

4

Chips

17

3

4

Water

0

0

0

Orange Juice

0

0

0.2

Milkshake

7

0

4

Choose one item from each course to give Joe: i) The meal containing the most fat. a) Use these words to label the diagram.

Stomach, Gall Bladder, Liver, Small Intestine, Anus, Mouth, Large Intestine

b) Fill in this list to show the journey your food takes from the mouth to the anus.

Mouth

ii) The meal containing the least fat. iii) The meal containing the most protein. iv) The meal containing the least fibre.

Anus

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JOURNAL HOW MUCH DOES IT COST WHEN COWS BURP? (MAY 2015) Authors: Kelly Twomey Sanders (University of Southern CA), Michael E Webber (University of TX at Austin) Associate editor: Tanya Dimitrova

Abstract

What do cow burps have to do with climate change or the price of meat? Scientists say that the climate on the planet is changing because of an extra layer of carbon in the Earth’s atmosphere. As it happens, all our activities release carbon – taking the bus to school, charging your laptop, and even eating! Especially eating beef. Scientists have calculated that producing 1 pound of beef results in 30 times more carbon emissions than producing 1 pound of wheat. And most of this carbon comes from cow burps!

Climate change is pretty expensive for us: for example, having to pay for houses and road reconstruction after super destructive storms. As a result, some people are suggesting we should charge ourselves a small fee for doing things that release a lot of carbon. If this happens, both wheat and beef will become a little more expensive. But the increase in beef prices will be higher.

Introduction

You may have heard people talk about carbon as a bad thing. Carbon dioxide is a gas which is naturally found in the Earth’s atmosphere. The plants use it to photosynthesize. An important function of this gas is to keep the planet warm during the night when the Sun is not shining. We call carbon dioxide, methane (another gas which contains carbon) and a few other gases greenhouse gases. They act as a giant blanket keeping the planet’s heat from escaping into space, just as the glass cover of a greenhouse keeps the tomato vines warm even in winter.

We are lucky to have greenhouse gases in the atmosphere but sometimes too much good can turn out to be bad. In the past century, we have been releasing a lot of greenhouse gases in our air. Most of them come from burning coal to produce electricity or gasoline in our cars. So today our blanket of carbon is thicker than any other time during human existence. These greenhouse gases trap extra heat and change the weather patterns we are used to. Summers become hotter and wild fires destroy entire forests. Winters become colder and it freezes when we least expect it. Rain doesn’t fall when farmers need it most and droughts destroy entire crops. Warmer oceans produce more severe hurricanes and typhoons.

One major way in which we release carbon in the air is by growing our food and raising cattle. You may not realize it, but we use a lot of fossil fuels (such as natural gas, petroleum and coal) to bring food to our tables. We use them for things like farming equipment, trucks, and refrigeration. In addition, cows’ burps and farts contain the powerful greenhouse gas methane. If we want to know how much carbon we release to produce a pound of beef or bread, we need to account for all of these.

Figure 1: Does the price we pay for beef in the supermarket capture all its cost? Photo credit: Egil Fujikawa Nes via Foter.com / CC BY

Мore free environmental science resources аt: www.ScienceJournalForKids.org

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JOURNAL CONT. Method

Scientists use a special method called life cycle assessment, aka cradle-to-grave assessment. They calculate the impact of a product during its entire life span: from growing the raw materials, transportation, and storage to end use and disposal.

If you want to calculate the carbon released from producing and eating beef, for example, you have to add up the carbon from growing the corn feed for the cows, the fuel for the trucks delivering the cows to the slaughterhouse and the beef to the groceries store, electricity for the fridge where the meat is stored, and the gas for cooking it. Also, don’t forget the methane that the cows belched and farted out. This gas is coming from their special digestive system. Ruminant animals such as cows, goats and sheep, have a gut full of bacteria which help them digest the food. But as the bacteria do their work, they produce methane which the ruminant animals let out.

Producing wheat for bread also results in released carbon. A lot of it comes from the fertilizers farmers put on the field to help the plants grow. These chemicals are made from natural gas – a direct source of carbon emissions. The tractors and farming equipment also requires petroleum. So do the trucks and packaging equipment. So even if wheat plants do not burp, growing them still causes us to release carbon in the atmosphere.

Results

Using data from the U.S. Government’s Energy Information Administration and other science papers, researchers managed to add up all the different sources of carbon in the life cycle of beef and wheat (Fig. 2).

They determined that producing each pound of beef is responsible for about 30 pounds of carbon released into the atmosphere. Multiplying this by how much beef we consumed in the U.S. in 2010, they found that this food resulted in about 800 billion extra pounds of carbon emissions.

Wheat crops are less carbon intensive: producing a pound of wheat results in only one pound of carbon release. Given the amount of wheat we produced and ate in 2010, this plant’s growth released six times less carbon than beef (~ 130 billion pounds of carbon per year).

Figure 2: Comparing how much carbon is realeased from wheat vs. beef production.

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JOURNAL CONT. Discussion

Climate change is not free for us. Dealing with colder winters, droughts and hurricanes is expensive. Think about a higher electricity bill, trucking in water and rebuilding houses. So world governments are thinking about collecting a fee from the businesses which release carbon to make up for that cost. This means that farm owners who raise cattle and grow wheat might have to pay a fee for the carbon they release.

We are not sure what would be a fair fee for each ton of carbon we release. Governments are considering charging somewhere between $10 and $85 per ton of carbon. This means that the carbon fee for all the carbon released in producing all the wheat in 2010 (~60 million tons of carbon) would be between $600 million and $5 billion. In the same way, the carbon released from all the beef production in the U.S (~350 million tons of carbon) would cost between $3.5 billion and $30 billion.

Such fees might result in higher prices we pay for meat and bread in the supermarket. The price of wheat would go up by no more than 5 cents per pound (possible price increase is from 0.3 to 2%). The price of beef, however, would go up by as much as $1.50 per pound – a 40% increase. (The increase can range from 5% to 40%.)

Conclusion

If you want to be responsible for less carbon than your classmates, eat less beef and more chicken or vegetarian meals. Some people, for example, go on an odd-day carnivorous diet – they eat meat every second day. On the even days they eat only veggies and dairy. Scientific studies show that such a diet is actually very healthy.

An added benefit is that cooking with less meat or without any meat is already cheaper. But according to this research, if the government begins collecting a fee for carbon released during food production, vegetarian cooking will become even cheaper compared to cooking meat.

Glossary of Key Terms

CO2e (carbon dioxide equivalent) per year − a unit of measurement which accounts for all the different green house gases and their different global warming potentials. E.g. one ton of methane emissions/year = 25 tons of CO2e /year.

Emissions-intensive − a process which is responsible for releasing a lot of greenhouse gasses. E.g. raising cattle is more emissionsintensive than growing wheat.

Global warming potential (GWP) − different green house gases trap different amounts of heat so we calculate how powerful is each one is warming the global climate. E.g. one molecule of methane traps 25 times more heat than 1 molecule of carbon dioxide so we say that carbon dioxide’s GWP is 1 while methane’s GWP is 25.

Greenhouse gas (GHG) emissions − releasing chemicals which trap the sun’s heat and warm up the Earth’s atmosphere. E.g. carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perflourocarbons (PFCs) and sulphur hexafluoride (SF6).

Life cycle assessment − counting carbon emissions from all stages of a product’s life. E.g. life cycle assessment of beef production counts the emissions from growing food for the cattle, cow burbs, refrigerating, packaging, trucking and cooking the meat.

Ruminant − a type of animal that chews food that is partially digested in one of its stomachs and brought back to the mouth. Cows, sheep, deer, and giraffes are all examples of ruminants.

References

Sanders, K.T. and Webber, M.E. (2014). A comparative analysis of the greenhouse gas emissions intensity of wheat and beef in the

United States. Environmental Research Letters. http://iopscience.iop.org/article/10.1088/1748-9326/9/4/044011/meta Crosson, P., Shalloob, L, O’Brien, D., Lanigan, G.J., Foley, P.A., Boland, T.M. and Kenny, D.A. (2011). A review of whole farm systems

models of greenhouse gas emissions from beef and dairy cattle production systems. Animal Feed Science and Technology. http://www.animalfeedscience.com/article/S0377-8401(11)00120-9/abstract?cc=y= The Energy Information Administration. Annual Energy Review 2011. http://www.eia.gov/ToTalenergy/daTa/annual/pdf/aer.pdf

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ACTIVITY 6 TASK 1 - CHECK YOUR UNDERSTANDING Now you have read the journal in this booklet check your understanding with the following questions: 1.

Why is the process of life cycle assessment (LCA) a useful way of thinking about the global warming impacts of regular, everyday activities like eating beef? Draw a mini-LCA diagram of the beef production process and where carbon emissions occur along the way.

2.

Why would the price of beef increase more than the price of wheat if there were a cost or fee associated with carbon emissions?

3.

Do you think that living in a “climate-friendly� way is (or can be) compatible with living in a healthy or economical way? Explain your opinion with evidence from the article?

4.

Write your own version of the abstract. An abstract is a brief summary of the entire paper. To write

a good abstract, summarize each section in one or two sentences and connect them in a cohesive paragraph.

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ACTIVITY 6 TASK 2 - RESEARCH PROJECT Now you have read a journal showing scientist’s research into the effect of cows on climate change it is time for you to do some research into the same topic.

Your task is to create your own research article on the causes and effects of climate change as well as ways we can reduce carbon emissions and prevent further climate change. There is some information below to get you started and you can find more information to on the websites listed. www.climatekids.nasa.gov/climate-change-meaning/ www.natgeokids.com/uk/ (search global warming) To complete your article you can either use the template within this booklet or create your own on A4 paper. To enter the competition, you need to hand the completed article into your Science teacher when school returns. The best articles will be displayed in school and the authors will receive an Amazon voucher.

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ACTIVITY 6 CONT. HEADLINE/TITLE

CAUSE Define the term greenhouse gas and describe at least two activities that cause greenhouse gases in the air to increase.

EFFECT Describe the effects of global warming on the earth and environment.

PREVENTION Describe the actions that we need to take to reduce the volume of greenhouse gases our lifestyle releases into the atmosphere.

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ANSWERS Use the QR code for the answers to all the questions in the booklet.

JUST FOR FUN HOW TO MAKE A SOAP POWERED BOAT Equipment • A foam tray (like the kind meat comes in) or a piece of non-corrugated cardboard.

• A tray or bowl full of water • Washing up liquid • A toothpick

Method 1. Cut the foam tray or cardboard into a boat shape as shown below, (about 5 cm long).

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2. Dip the toothpick into the washing up liquid and use the toothpick to put soap onto the sides of the cut out at the back.

3. Now put the boat onto the surface of the water and watch it scoot across the water for several seconds – you’ve made a soap-powered boat!

4. To repeat this experiment rinse out the tray to remove any soap and add more soap to the back of the boat.

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