HAPPY SCIENCE
EXPERIMENTS
Students from Poland, Portugal, and Spain recorded their experiments both at school and at home. Their peers from the partner schools could watch these videos, analyze the results, and draw conclusions. In this way, students taught each other the laws of physics and chemistry in a practical and engaging manner. Teachers exchanged lesson plans, while students shared creative ideas for new experiments, which fostered continuous learning and the exchange of materials. The young scientists from each country inspired one another and encouraged their partners to explore the fascinating world of science more deeply.
We carry out different experiments to make science more interesting and friendly for us.
EXPERIMENT WITH MOLD IN SPAIN
EXPERIMENTS IN POLAND
Can I paint on milk?
During the lesson students created colorful ponds with the use of milk, oil and colored water. Then, they dipped a toothpicks into dishwashing liquid and touched the pond’s surface with it. The aim of the classes was to practice science process skills, observe how the oil droplets and colours act in the water and what happens when we add dishwashing liquid. Students also compared observations, made interpretations based on them and experienced artistic moments.
The secret message
During the lesson students prepared a solution of water and salt. Then, they used the liquid to paint a secret message on dark card. The key concepts discussed in the classroom were solubility and evaporation. The aim of the classes was to practice measuring out different amounts and counting time, observe changes in a substance and interpret what happens to the salt in the water.
Balancing Problem
During the lesson students first balanced oblong objects on their fingers. Then, they took some poster putty and marked the point on the object at which it kept its balance. Next, students observed where the marks are, made comparisons and made an interpretation that an object with a symmetric, regular shape has the mark in the middle. The aim of the classes was to practice observing and interpreting the position of the centre of gravity and conclude that an object’s centre of gravity is not always in the centre.
Straw problem
During the lesson, students measured the appropriate amount of water in a transparent glass and dipped straws in it or made a drawing behind the glass filled with water. The key concepts discussed in the calssroom were light refraction and water density. The aim of the classes was to observe the change in size, position or continuity of objects located behind or in a glass filled with water.
HOME EXPERIMENTS
We develop our skills within Chemistry as well as creativity and logical thinking. Take a look at our experiments ...
IN MADEIRA, PORTUGAL
THE LESSON OF BIOLOGY IN POLAND - MICROSCOPIC OBSERVATIONS
General purpose of the classes
Developing microscopic observation skills.
Detailed objectives of the classes
1. the student discusses the structure of a microscope
2. the student makes a microscopic preparation
3. the student observes the specimen under a microscope and draws it in his notebook
EXPERIMENTS OF YOUNGER STUDENTS IN POLAND
WAKE UP A GHOST
WHY DOES IT RAIN?
FAKE SNOW
WINTER GARDEN
KINGDOM UNDERNEATH THE ICE
BAKING SODA AND VINEGAR EXPERIMENT
LIFT IT UP
THE LESSON OF BIOLOGY IN POLAND
Topic: We learn about the earthworm and its importance.
During the lesson students got to know metameric structure of the earthworm body, life activities of the earthworm and the importance of earthworms for the soil. They are able to observe using a magnifying glass. They can explain the importance of mucus on the earthworm's body and the origin of the name "Annelids". The students observed and described the movement of the earthworm and developed the skill to conduct long-term observation.
EXPERIMENTS CARRIED OUT IN PHYSICS AND CHEMISTRY LESSONS IN SPAIN
Hello everyone, today we are going to talk about some experiments that we carried out in physics and chemistry class.
We performed four experiments:
Filtration: To carry out this experiment we used a funnel, a tea bag, coffee, a bottle, water and a spoon.
The first thing we did was empty the tea from the bag, then we put the funnel in the mouth of the bottle and placed the bag in the funnel as a filter, finally we poured the coffee into the bag and water and observed how the water and the coffee were separated.
We also made an observation sheet in which we were able to present a hypothesis prior to the experiment and test it after it. My hypothesis was incorrect.
I carried out the decanting process, which consists of dividing water and oil from a container, as the density of these liquids is different, the oil is positioned at the top and the water at the bottom, with a bottle with a straw upside down and patience, you will be able to get everything out. water and leaving only the oil in the container, my hypothesis was true.
Magnetic: in the magnetic separation experiment we use rice, pins and a magnet and
an observation sheet.
We put the rice into a taper with the pins, we take the magnet to separate the
rice pins.
My hypothesis was wrong.
Sifting or sieve: for this experiments we use the following elements: lentils, flour, a strainer and an observation sheet.
We mix the flour with the lentils and with the strainer we separate the lentils from the flour.
My hypothesis was correct.
7Students of lower grades in Poland get to know the world of science which fascinates them a lot ...
THE SCIENTIFIC METHOD: THEORY AND PRACTICE IN 1ST ESO, SPAIN
On Thursday, September 19, the students of 1st ESO, in the class of Biology and Geology, we become little scientists and we experiment by following in the footsteps of the scientific method, which our Master Pedro had introduced us in the previous session. After asking ourselves questions and elaborating our hypotheses in teams, the time to experiment. Water, oil and honey: if we mix them, which one would it be above, below, and in the middle? And if we add to that mixture a candle, a piece of apple, a key, and a plastic cap, would these elements float? Would they stay in the middle or sink? Finally, we draw conclusions. We really enjoyed participating in the experiment. We had a great time and learned a lot.
1EXPERIMENTS - PORTUGAL
In the physical chemistry discipline, as part of the chemical reactions chapter, students carried out a practical activity with the aim of proving the occurrence of a chemical reaction through the change of the reaction product. Using appropriate laboratory material, the students combined two colorless reagents, lead nitrate and potassium iodide, to obtain a yellow solid, thus proving evidence of a chemical reaction.
EXPERIMENTS - SPAIN
In physics class we made an experiment with water, dish soap and chalk. We used three experiment tubes and in each one we added a different thing. In one tube we added chalk, in another tube we added water and in the last tube we added dish soap. We did this to see how mater adapted to the tube.
TESTING AIR PURITY
During Chemistry lesson in Poland, we tested air purity, or more precisely, solid pollutants. For this purpose, we collected snow in several places early on, and waited for it to melt. While taking samples, we made sure that they were not contaminated with sand, salt, or animal doings. One sample was taken in the schoolyard near a busy street. The second sample was taken in another part of the city, in a housing estate of single-family houses. There is not much car traffic there, but residents heat their homes with coal-fired furnaces. We performed the following experiment:
Task: testing air purity, solid pollutants.
Experimental aids: snow samples collected in different parts of the city, funnels, conical flasks, filter paper, pipettes, wash bottle.
Experimental procedure:
Students prepared filter sets, then performed the filtering.
Observations
After filtering the samples, minor pollutants were observed on the filter papers.
Conclusion
The air is polluted with particulate matter. More pollution can be seen after filtering a sample taken in a housing estate. The sample taken near the school contained slightly less pollution.
CHEMISTRY - MAKING SOAP
In Poland we tested the properties of higher carboxylic acids, including whether they react with bases. To do this, we conducted an experiment called "Reaction of stearic acid with sodium hydroxide" according to the instructions:
Place a small amount of concentrated sodium hydroxide in an evaporating dish. Add a drop of phenolphthalein solution. Add stearic acid until a thick mixture is formed. Heat the evaporating dish and stir its contents with a rod.
We did everything this way and these were our observations:
The contents of the evaporating dish with the base and phenolphthalein were raspberry in color. When adding stearic acid, the mixture in the evaporating dish discolored. During heating and stirring, it foams intensively. A soapy smell is released.
Our conclusions
Stearic acid reacts with sodium hydroxide, as evidenced by the discoloration of the mixture.
When we examined the obtained substance (smell) we found that it was soap. We put it in a silicone mold so that the water would evaporate. We will use the obtained sodium soap to wash our hands and laboratory dishes.
NATURAL DYES - CLASSES IN SPAIN
We conducted an experiment in which we painted fabrics with natural dyes obtained by cooking different vegetables.
First, we cooked the vegetables, then we made a frame to hold the fabric, and then we painted the fabric with the resulting cooking process.
Afterward, we added sea salt to the fabric and observed how the salt absorbed the paint, creating patterns on the fabric.
When the paint was dry, we removed the salt and observed the different shapes created by the salt.1WATER HARDNESS EXPERIMENT IN SPAIN
We conducted the water leak experiment.
To do this, the students used test tubes. In the first test tube, they put water from the school's tap.
In the second test tube, they put water from the Torre del Mar tap. In the third test tube, they put one type of mineral water. In the fourth test tube, they put water from another type of mineral water. They then put a drop of soap into each of the test tubes and shook it, observing the amount of foam produced in each one.
The results of the experiment are:
The school water is the hardest, followed by the Torre del Mar water. The softest are the mineral waters. We were surprised that one of the mineral waters produced foam, but after settling, soap appeared at the bottom of the test tube, the middle part remained almost clear, and the top part
3EXPERIMENTS IN POLAND
PH INDICATOR FROM RED CABBAGE
VOLCANO
WATER FILTER
BEANS IN POLAND
3rd grade pupils conducted an experiment growing beans on the school windows.
Transparent plastic bags were filled with soil, and bean seeds were placed inside them. The bags were then hung on the windows, where the plants had access to sunlight – these conditions resembled those in a greenhouse.Thanks to warmth, moisture, and sunlight, the beans began to germinate. The students observed the development of the plants daily: the appearance of roots, stems, and the first leaves. This method of cultivation helped children understand what a plant needs to grow – soil, water, light, and warmth. It was an engaging way to learn about nature through hands-on experience.
Conclusions and benefits for students:
• Students learned what the growth process of a plant looks like – from seed to young plant.
• The experiment sparked scientific curiosity and encouraged children to observe the natural world.
• Children learned responsibility by taking daily care of their plants.
• Teamwork and sharing observations supported collaboration and the development of communication skills.
• Students gained practical knowledge that is easier to remember than what is learned only from a textbook.