Lord of the Flies pack (1).pdf

Lord of the Flies
William Golding
"READING THROUGH THE LENS OF STEAM"
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Table of Contents
Lord of the Flies 3
About the author: William Golding 4
Questions to discuss 8
Quotes 10
Summary 11
Steam and experiential learning activities 21
A Water Clock 21
A Sundial 30
Clean Water 41
Sound of Kazoo 52
Chain Reaction 60
Bouba-Kiki Efect 71
"READING THROUGH THE LENS
OF STEAM"
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Lord of the Flies
At the dawn of the next world war, a plane crashes on an uncharted island, stranding a
group of schoolboys. At first, with no adult supervision, their freedom is something to
celebrate; this far from civilization the boys can do anything they want. Anything. They
attempt to forge their own society, failing, however, in the face of terror, sin and evil. And as
order collapses, as strange howls echo in the night, as terror begins its reign, the hope of
adventure seems as far from reality as the hope of being rescued. Labeled a parable, an
allegory, a myth, a morality tale, a parody, a political treatise, even a vision of the
apocalypse, Lord of the Flies is perhaps our most memorable novel about “the end of
innocence, the darkness of man’s heart.”
First published in 1954, this classic novel has sold millions of copies worldwide (more than 25 million
in English alone). It has been translated into all the major languages, and many minority ones
(Georgian, Basque, Catalan). It has been adapted for radio, made into two films, dramatised for the
stage by Nigel Williams and in an innovative ballet by Matthew Bourne.
Lord of the Flies has reached the status of a cultural referent that does not need to be named: the
conch has been used as a symbol for explaining things as diverse as internet protocols and voting
structures; Piggy’s spectacles and physique have become a recognisable icon. What is more, any
gathering of active, unruly children is likely to be described as ‘like something out of Lord of the Flies.’
The power of Golding’s tragedy has had such effect that the novel risks being oversimplified by its
own legend. But a re-reading of the novel will always sweep one back to the freshness and vividness
of the text, the characters remaining real children, and the tragedy continuing to be unbearable. The
extraordinary beauty of Golding’s coral island and the poignancy of his characters’ youth and
vulnerability produce an experience of unique and perpetually surprising intensity.
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William Golding was born on September 19, 1911, in Saint Columb
Minor, Cornwall, England. He was raised in a 14th-century house
next door to a graveyard. His mother, Mildred, was an active
suffragette who fought for women’s right to vote. His father, Alex,
worked as a schoolmaster.
William received his early education at the school his father ran,
Marlborough Grammar School. When William was just 12 years old,
he attempted, unsuccessfully, to write a novel. A frustrated child, he
found an outlet in bullying his peers. Later in life, William would
describe his childhood self as a brat, even going so far as to say, “I
enjoyed hurting people.”
After primary school, William went on to attend Brasenose College
at Oxford University. His father hoped he would become a scientist,
but William opted to study English literature instead. In 1934, a year
before he graduated, William published his first work, a book of
poetry aptly entitled Poems. The collection was largely overlooked
by critics.
After college, Golding worked in settlement houses and the theater
for a time. Eventually, he decided to follow in his father’s footsteps.
In 1935 Golding took a position teaching English and philosophy at
Bishop Wordsworth’s School in Salisbury. Golding’s experience
teaching unruly young boys would later serve as inspiration for his
novel Lord of the Flies.
Although passionate about teaching from day one, in 1940 Golding
temporarily abandoned the profession to join the Royal Navy and
fight in World War II.
William Golding
1911 - 1993
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Sir William Gerald Golding CBE FRSL was a
British novelist, playwright, and poet. Best
known for his debut novel Lord of the Flies
(1954), he published another twelve volumes of
fiction in his lifetime. William Golding was
awarded the Nobel Prize for Literature in 1983.

Of his World War II experiences, Golding has said, “I began to see
what people were capable of doing. Anyone who moved through
those years without understanding that man produces evil as a bee
produces honey, must have been blind or wrong in the head.” Like
his teaching experience, Golding’s participation in the war would
prove to be fruitful material for his fiction.
In 1945, after World War II had ended, Golding went back to
teaching and writing.
In 1939, Golding met Ann Brookfield at the Left Book Club in
London. Both were engaged to other people at the time, and both
broke off those engagements to be married a few months later. In
1940, their son David was born. Their daughter Judith was born in
1945.
Golding drank heavily, and his relationships with his children were
fraught. He especially disapproved of his daughter Judy’s politics,
and she describes him as being particularly contemptuous of her and
often scathing in his treatment of her. Her brother David suffered
from serious depression, leading to a nervous breakdown during his
childhood which crippled him mentally for life.
As Golding aged, he became aware that his drinking was problematic
and often blamed it for his lack of productivity.
Golding wrote early drafts of the novel that would become Lord of
the Flies in the early 1950s, originally titling it Strangers from
Within, and sought to publish it. It was rejected more than 20 times
by publishers who found the book to be too abstract and symbolic.
A reader at the publishing house of Faber & Faber called the
manuscript “Absurd & uninteresting fantasy ... rubbish & dull.
Pointless,” but a young editor read the manuscript and thought there
was potential. He pushed Golding to come up with a new title,
finally settling on the suggestion of a fellow editor: Lord of the Flies.
While the novel did not sell well upon its initial publication, reviews
were enthusiastic and the novel began to garner a reputation,
especially in academic circles. Sales began to build, and the novel is
recognized today as one of the most important literary works of the
modern era.
William Golding
1911 - 1993
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The Spire (1964)
The Pyramid (1967)
The Scorpion God (1971)
Darkness Visible (1979)
During this period, Golding was not idle, and published three more
novels. The Inheritors, published in 1955, is set in prehistoric times,
and details the destruction of the last remaining tribe of
Neanderthals at the hands of the encroaching, dominant Homo
sapiens. Written largely from the simplistic and impressionistic point
of view of the Neanderthals, the book is more experimental than
Lord of the Flies while exploring some of the same themes.
Pincher Martin, appearing in 1956, is a twisting tale of a naval
officer who apparently survives the sinking of his ship and manages
to wash up on a remote island, where his training and intelligence
allow him to survive—but his reality begins to crumble as he
experiences terrifying visions that cause him to doubt the facts of
his existence.
The last of Golding’s early novels was Free Fall (1959), which tells
the story of an officer in a prisoner of war camp during World War II
who is put into solitary confinement and scheduled to be tortured
concerning his knowledge of an escape attempt. As his fear and
anxiety eat away at him, he reviews his life and wonders how he
came to his fate, breaking even before the torture commences.
In 1962, Golding’s book sales and literary fame were sufficient for
him to quit his teaching position and begin writing full time, although
he never again achieved the impact of Lord of the Flies. His work
became increasingly rooted in the past and more explicitly symbolic
In 1980, Golding published Rites of Passage, the first book in his
trilogy To the Ends of the Earth. Rites of Passage is set in the early
19th century aboard a British ship transporting prisoners to the
penal colony in Australia. Exploring familiar Golding themes of man’s
hidden savagery, the illusion of civilization, and the corrupting
effects of isolation, Rites of Passage won the Man Booker Prize in
1980, and the trilogy (continued in 1987’s Close Quarters and
1989’s Fire Down Below) is regarded as some of Golding’s best
work.
.
William Golding
1911 - 1993
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. Poems (1934)
The Hot Gates (1965)
A Moving Target (1982)
An Egyptian Journal (1985)
In 1983, Golding was the recipient of the Nobel Prize for Literature,
marking the height of his literary fame.
A year after being awarded the Nobel Prize, Golding published The
Paper Men. Unusual for Golding, this is a contemporary story and in
retrospect appears to be a somewhat autobiographical one, telling
the story of a middle-aged writer with a failing marriage, a drinking
problem, and an obsessed would-be biographer who schemes to
gain possession of the writer’s personal papers.
Fire Down Below was the last novel Golding published in his
lifetime. The novel The Double Tongue was discovered in Golding’s
files after his death and was published posthumously in 1995.
Although Golding’s literary output was primarily focused on fiction,
he also published poetry and several works of non-fiction.
Golding’s unflinching examination of mankind’s inner darkness
resulted in some of the most compelling fiction of the 20th century.
His personal papers and memoir have revealed Golding to have
struggled with his own darkness, from his reliance on alcohol to a
self-loathing born from recognition of his own base instincts and
poor behavior. But many people struggle with their inner demons
and few translate that struggle to the written page as effectively and
eloquently as Golding.
Golding spent the last few years of his life quietly living with his
wife, Ann Brookfield, at their house near Falmouth, Cornwall, where
he continued to toil at his writing.
On June 19, 1993, Golding died of a heart attack in Perranarworthal,
Cornwall.
William Golding
1911 - 1993
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1.Why is the novel called “Lord of the Flies”?
2. Identify the most significant symbol (the conch, Piggy’s glasses, the fire, the parachute man, the
pig’s head/Lord of the Flies) in the novel and justify your choice.
3. What is the symbolism of the conch? Why does it seem to have so much power? What
characteristics does it have in common with what it appears to symbolize?
4. What is the significance of the boys’ first attempt at the fire? How does the result foreshadow
events to come?
5. What is the result of the fire? Why are the creeper vines significant? How does the fire’s result
mirror the boy with the mulberry-colored birthmark’s fear?
6. How does Golding use the beast, as a whole, in the novel? What does the beast symbolize? How
do the boys’ ideas about the beast change? What effect does the beast have on the boys?
7. What is the the symbolism of Piggy’s glasses?
8. What, if anything, might the dead parachutist symbolize? Does he symbolize something other
than what the beast and the Lord of the Flies symbolize?
9. Compare and contrast Ralph and Simon. Both seem to be “good” characters, but is there a
difference in their goodness?
10. How is Ralph changed by his experiences on the island?
11. Of all the characters, it is Piggy who most often has useful ideas and sees the correct way for the
boys to organize themselves. Yet the other boys rarely listen to him and frequently abuse him. Why
do you think this is the case? In what ways does Golding use Piggy to advance some of the novel's
themes about human nature?
12. How does Jack Merridew appear to be a qualified leader? What are his actual qualifications?
Would he be a good leader? Why or why not? Compare him to Ralph. Who is better suited to lead
the boys? Why Jack’s character is introducing anarchy on the island and how.
13. The scene in which the boys beat Robert is a crucial development in the story. What do the
boys’ actions say about their descent toward savagery? Why is it so surprising that Ralph eagerly
takes part in the ritual? Why does he? What do the boys’ actions after the beating say about their
situation?
Lord of the Flies: Questions to Discuss
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14. How is Simon different from the others? Why is he unable to express his thoughts?
15. What is the meaning behind Simon’s death? How and why is he killed? What is he doing when
he is killed? Why do Ralph and Piggy have a part in his death? What part do they play?
16. Trace Roger’s evolution from “dark boy” to sadist. What behavior has he expressed that has
gradually led him to evolve into a frightening and dangerous figure? How is he a natural extension of
Jack’s authority? What place does the future hold for Roger on the island?
17. What is Piggy’s last day of life on the island? What does it say about his character and his role on
the island? What does he do? Why does he do it? How does his death contribute to the symbolism
of the boys’ descent toward savagery?
18. The children stranded on the island are all boys, and female characters are rarely discussed. Does
this matter, and why?
19. The ending of "Lord of the Flies" is not unexpected; it seemed likely throughout the novel that
the boys eventually would be "rescued." What is the role of the naval officer? Why do you think
Golding chose to end the novel this way?
20. Central to the plot of "Lord of the Flies" is the idea of order and society being crucial to survival.
Does Golding seem to be advocating for a structured society, or against it?
21. Are people messed up because society is messed up, or is it the other way around? Is there
something wrong with us? If so, what is it?
22. Does the novel present a realistic vision of human nature? Is Golding’s view too cynical?
Lord of the Flies: Questions to Discuss
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1.“Maybe there is a beast… maybe it's only us.”
2. “The thing is - fear can't hurt you any more than a dream.”
3. “We did everything adults would do. What went wrong?”
4. “The greatest ideas are the simplest.”
5. “Fancy thinking the Beast was something you could hunt and kill! You knew, didn’t you? I’m part
of you? Close, close, close! I’m the reason why it’s no go? Why things are what they are?”
6. “What are we? Humans? Or animals? Or savages?”
7. “If faces were different when lit from above or below -- what was a face? What was anything?”
8. “The world, that understandable and lawful world, was slipping away.”
9. “He found himself understanding the wearisomeness of this life, where every path was an
improvisation and a considerable part of one's waking life was spent watching one's feet.”
10. “They walked along, two continents of experience and feeling unable to communicate.”
11. “Which is better--to have laws and agree, or to hunt and kill?”
12. “People don't help much.”
13. “I believe man suffers from an appalling ignorance of his own nature. I produce my own view in
the belief that it may be something like the truth.”
14. “They looked at each other, baffled, in love and hate.”
15. “Life […] is scientific, that’s what it is. In a year or two when the war is over they’ll be traveling to
Mars and back. I know there isn’t no beast—not with claws and all that I mean—but I know there
isn’t no fear either. . . Unless we get frightened of people.”
16. “Grownups know things. They ain’t afraid of the dark. They’d meet and have tea and discuss.
Then things ‘ud be all right-”
17. “We've got to have rules and obey them. After all, we're not savages.”
18. “The rules!" shouted Ralph, "you're breaking the rules!"
"Who cares?”
Lord of the Flies: Quotes
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In the midst of a raging war, a plane
evacuating a group of schoolboys from
Britain is shot down over a deserted
tropical island.
Lord of the Flies: Summary
https://youtu.be/8OeSAKZrSZE
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Two of the boys, Ralph and Piggy, discover
a conch shell on the beach.
Piggy realizes it could be used as a horn to
summon the other boys.
Once assembled, the boys set about
electing a leader and devising a way to be
rescued. They choose Ralph as their
leader, and Ralph appoints another boy,
Jack, to be in charge of the boys who will
hunt food for the entire group.

Ralph, Jack, and another boy, Simon, set
off on an expedition to explore the island.
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When they return, Ralph declares that
they must light a signal fire to attract the
attention of passing ships. The boys
succeed in igniting some dead wood by
focusing sunlight through the lenses of
Piggy’s eyeglasses.
However, the boys pay more attention to
playing than to monitoring the fire, and the
flames quickly engulf the forest. A large
swath of dead wood burns out of control,
and one of the youngest boys in the group
disappears, presumably having burned to
death.
At first, the boys enjoy their life without
grown-ups and spend much of their time
splashing in the water and playing games.
Ralph, however, complains that they
should be maintaining the signal fire and
building huts for shelter.

When a ship passes by on the horizon one
day, Ralph and Piggy notice, to their
horror, that the signal fire—which had
been the hunters’ responsibility to
maintain—has burned out.
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Furious, Ralph accosts Jack, but the hunter
has just returned with his first kill, and all
the hunters seem gripped with a strange
frenzy, reenacting the chase in a kind of
wild dance.
Piggy criticizes Jack, who hits Piggy across
the face. Ralph blows the conch shell and
reprimands the boys in a speech intended
to restore order.
At the meeting, it quickly becomes clear
that some of the boys have started to
become afraid. The littlest boys, known as
“littluns,” have been troubled by
nightmares from the beginning, and more
and more boys now believe that there is
some sort of beast or monster lurking on
the island.

The older boys try to convince the others
at the meeting to think rationally, asking
where such a monster could possibly hide
during the daytime. One of the littluns
suggests that it hides in the sea—a
proposition that terrifies the entire group.
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Not long after the meeting, some military
planes engage in a battle high above the
island. The boys, asleep below, do not
notice the flashing lights and explosions in
the clouds. A parachutist drifts to earth on
the signal-fire mountain, dead.
Sam and Eric, the twins responsible for
watching the fire at night, are asleep and
do not see the parachutist land. When the
twins wake up, they see the enormous
silhouette of his parachute and hear the
strange flapping noises it makes. Thinking
the island beast is at hand, they rush back
to the camp in terror and report that the
beast has attacked them.

The boys organize a hunting expedition to
search for the monster.
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Jack and Ralph, who are increasingly at
odds, travel up the mountain. They see the
silhouette of the parachute from a
distance and think that it looks like a huge,
deformed ape.
The group holds a meeting at which Jack
and Ralph tell the others of the sighting.
Jack says that Ralph is a coward and that
he should be removed from office, but the
other boys refuse to vote Ralph out of
power.
Jack angrily runs away down the beach,
calling all the hunters to join him.

Ralph rallies the remaining boys to build a
new signal fire, this time on the beach
rather than on the mountain. They obey,
but before they have finished the task,
most of them have slipped away to join
Jack.
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Jack declares himself the leader of the new
tribe of hunters and organizes a hunt and a
violent, ritual slaughter of a sow to
solemnize the occasion. The hunters then
decapitate the sow and place its head on a
sharpened stake in the jungle as an
offering to the beast.
The voice, which he imagines as belonging
to the Lord of the Flies, says that Simon
will never escape him, for he exists within
all men. Simon faints.

When he wakes up, he goes to the
mountain, where he sees the dead
parachutist. Understanding then that the
beast does not exist externally but rather
within each individual boy, Simon travels
to the beach to tell the others what he has
seen.
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But the others are in the midst of a chaotic
revelry—even Ralph and Piggy have joined
Jack’s feast.
When they see Simon’s shadowy figure
emerge from the jungle, they fall upon him
and kill him with their bare hands and
teeth.
The following morning, Ralph and Piggy
discuss what they have done.

Jack’s hunters attack them and their few
followers and steal Piggy’s glasses in the
process.
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Ralph’s group travels to Jack’s stronghold
in an attempt to make Jack see reason.
Jack orders Sam and Eric tied up and fights
with Ralph.
In the ensuing battle, one boy, Roger, rolls
a boulder down the mountain, killing Piggy
and shattering the conch shell. Ralph
barely manages to escape a torrent of
spears.

Ralph hides for the rest of the night and
the following day, while the others hunt
him like an animal.
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Jack has the other boys ignite the forest in
order to smoke Ralph out of his hiding
place. Ralph stays in the forest, where he
discovers and destroys the sow’s head, but
eventually, he is forced out onto the
beach, where he knows the other boys will
soon arrive to kill him.
Ralph collapses in exhaustion, but when he
looks up, he sees a British naval officer
standing over him.
The officer’s ship noticed the fire raging in
the jungle. The other boys reach the beach
and stop in their tracks at the sight of the
officer. Amazed at the spectacle of this
group of bloodthirsty, savage children, the
officer asks Ralph to explain.

Ralph is overwhelmed by the knowledge
that he is safe but, thinking about what has
happened on the island, he begins to
weep.
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The other boys begin to sob as well. The
officer turns his back so that the boys may
regain their composure.

A Water Clock
BUILD A WATER CLOCK
LINKS TO THE BOOK
Struggle to Build Civilization
The struggle to build civilization forms the main conflict of Lord of the Flies. Ralph and Piggy
believe that structure, rules, and maintaining a signal fire are the greatest priorities, while Jack
believes hunting, violence, and fun should be prioritized over safety, protection, and planning
for the future. While initially the boys, including Jack, agree to abide by Ralph’s rules and
democratic decision-making, the slow and thoughtful process of building an orderly society
proves too difficult for many of the boys. They don’t want to help build the shelters, maintain
the signal fire, or take care of the littluns. The immediate fun and visceral rewards of hunting,
chanting, and dancing around the fire are more attractive than the work of building a
sustainable society. Near the end of the novel, even Ralph is tempted by Jack’s authoritarian
regime, regularly forgetting why the fire and rescue is so important.
Objectives
Overview
Develop understanding the concept of time
Introduce the main facts of the history of the clocks.
Learn about various types of clocks and their mechanisms.
Build a water clock.
Time is the apparent progression of events from past to future. While it's
impossible to completely define the nature of time, we all share many
common experiences bound by time: Causes lead naturally to effects, we
remember the past but not the future and the evolution of time appears to
be continuous and irreversible.
Einstein's theory of special relativity revealed that the experience of the
flow of time is relative to the observer and their situation. Previously, the
work of Isaac Newton had assumed the existence of a "master clock" that
kept synchronized time throughout the universe. This clock wasn't really
thought to exist, but the concept allowed Newton's equations to work.
However, building on work before him, Einstein discovered that the
passage of time is relative. In special relativity, moving clocks run slowly;
the faster you move in space, the more slowly you progress through time.
The closer you get to the speed of light, the greater this effect becomes.
In the decades since Einstein first proposed this concept, physicists have
made multiple measurements that demonstrate this effect. An atomic
clock aboard a jet airplane will tick at a slower rate than one on the
ground.
When Einstein developed his theory of general relativity, he extended this
concept, known as "time dilation," to situations involving gravity. The
presence of strong gravity also slows the passage of time, so a clock in a
strong gravitational well (for example, on the surface of Earth or near a
black hole) will tick at a slower rate than a clock in the middle of space.
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A Water Clock
BUILD A WATER CLOCK
Overview
Almost all laws and equations that physicists use to understand the
natural world are symmetrical in time. That means they can be reversed
without changing any results. For example, if you were to watch a video of
a ball rising into the air and falling again, without any other context, you
wouldn't be able to tell if the video was being played forward or in
reverse.
However, there is one aspect of physics that does seem to respect a flow
of time: the concept of entropy, which is a measure of the disorder in a
system. According to the second law of thermodynamics, entropy always
rises in a closed system, and this evolution can't be reversed.
Physicists don't know if the growth of entropy gives rise to the "arrow" of
time or if it's just a coincidence.
Scientists, philosophers and others have pondered the nature of time. And
although we've learned a lot about time, such as the reality of time dilation
and the possible connection between time and entropy, we haven't been
able to come up with a complete description of what time is.
Some philosophers and physicists have argued that what we experience as
time is just an illusion, an artifact of our consciousness. In this view, the
passage of time isn't real; the past and future already exist in their
complete extent, the same way the entirety of space already exists. What
we sense as the flow of time is a byproduct of the way our brains work as
we process sensory information from our environment.
A clock or chronometer is a device used to measure and indicate time. The
clock is one of the oldest human inventions, meeting the need to measure
intervals of time shorter than the natural units such as the day, the lunar
month, and the year. Devices operating on several physical processes
have been used over the millennia.
Water clocks, along with sundials, are possibly the oldest time-measuring
instruments, with the only exception being the day-counting tally stick.
Given their great antiquity, where and when they first existed is not
known and is perhaps unknowable. The bowl-shaped outflow is the
simplest form of a water clock and is known to have existed in Babylon
and Egypt around the 16th century BC. Other regions of the world,
including India and China, also have early evidence of water clocks, but
the earliest dates are less certain. Some authors, however, write about
water clocks appearing as early as 4000 BC in these regions of the world.
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A Water Clock
BUILD A WATER CLOCK
Overview
Some water clock designs were developed independently, and some
knowledge was transferred through the spread of trade. Pre-modern
societies do not have the same precise timekeeping requirements that
exist in modern industrial societies, where every hour of work or rest is
monitored and work may start or finish at any time regardless of
external conditions. Instead, water clocks in ancient societies were used
mainly for astrological reasons. These early water clocks were calibrated
with a sundial. While never reaching the level of accuracy of a modern
timepiece, the water clock was the most accurate and commonly used
timekeeping device for millennia until it was replaced by the more
accurate pendulum clock in 17th-century Europe.
Water clock relied on the steady flow of water from or into a container.
Measurements could be marked on the container or on a receptacle for
the water. In comparison with the candle or the oil lamp, the clepsydra
was more reliable, but the water flow still depended on the variation of
pressure from the head of water in the container.
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Vocabulary
Calibration: the comparison of measurement values delivered by a device
under test with those of a calibration standard of known accuracy.
Clock: a device used to measure and indicate time.
Flow rate: The flow rate of a liquid is how much fluid passes through an area in
a particular time. Flow rate can be articulated in either in terms of velocity and
cross-sectional area, or time and volume.
Hydrostatic pressure: The pressure exerted by a fluid at equilibrium at a given
point within the fluid, due to the force of gravity. Hydrostatic pressure
increases in proportion to depth measured from the surface because of the
increasing weight of fluid exerting downward force from above.
Time: In physics, time is defined as the measure of a change in a physical
quantity or a magnitude used to quantify the duration of events.
Water clock: a clock that used the flow of water to measure time.
Materials
Ring stand or sturdy box. Ruler
2 containers Wood dowel
Plumber's putty 1 Cork, like one used to
Wood stake (2cm x 2 cm x 90 cm) cap a bottle of wine
Hacksaw 1 roll of clear packing tape,
Hammer Pushpin
Nail, 16-gauge Permanent marker with a fine
Eyelet screws, No. 12 (2) tip
Pencil Kitchen timer

A Water Clock
BUILD A WATER CLOCK
Background
information
Building a Water Clock
1.Choose the containers for the water clock. The upper and lower
containers can be the same or different.
1.1. Flower pot, plastic cup, styrofoam cup, etc. could be used as the
upper container.
1.2. If there are any openings in the bottom of the upper container, block
them with the plumber’s putty.
1.3. If you block the openings, perform a water test to make sure that the
holes are completely blocked and the container does not leak. Fill the
upper container with water and let it sit for an hour, checking that there
are no leaks. If you see no leaks after an hour, empty the water and set
the upper container aside.
1.4. The upper container has to contain one opening in the side of the
container toward the bottom for the water to flow through;
Use the pushpin to make a hole through the side approximately 1,25 cm
from the bottom.
If you are using a metal can, you may need to use a nail instead of the
pushpin. Use the thinnest nail you can find to make the hole.
If you have plugged a previous hole with plumber's putty, do not make a
new hole in the same place through the putty, which will change shape slightly
over time, making your hole grow larger and changing the rate at which the
water drips through it.
2. Experiment with the size of the hole to make sure that it is big enough
that the water can flow freely and small enough that the water does not
run out in a few minutes. The flow rate is the number of drops of water
per minute that leave the upper container and fall into the lower
container.
Fill the container with water and watch it drip through the hole. If the
hole lets water out either too fast or too slow, simply block the opening on the
inside with a marble-sized amount of plumber's putty. Make sure to press it
firmly against the inside of the container to make a good seal. You can then
make a new hole with a nail in a different location.
3. The desired start flow rate should be about 50 to 100 drops per
minute. The starting flow rate that you use depends on the size of the
lower container. You can use a faster flow rate if the lower container is
large.
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4. This water clock relies on the float stick to show time passing. A float
must be attached to the end of the float stick. You must decide on a
buoyant material to use for the float. Cork is one material that is easy to
find and inexpensive. Since the float will be immersed in water, the float
should not absorb water. Cork does not absorb water over time.
5. Use a wood dowel (61 cm length) to make the float stick;
5.1. Choose a dowel that is sturdy but not too heavy.
5.2. Gently hammer the nail into the center of the top circle of the cork to
make an opening. After the nail is halfway in the cork, pull it out.
5.3. Insert the wood dowel into the opening you just made, making sure
that the dowel is straight, not tilted, and firmly attached. Set this float
stick assembly aside.
6. Using eyelet screws to secure the stick part of the float stick to the
wooden stake will decrease the amount of bobbing around that the float
stick does. This will make the clock more precise and easier to read.
Choose the correct size of eyelet screw (No. 12) so that the dowel can fit
comfortably within the eyelet and you can easily screw them into the
wood stake.
6.1. The eyelet screws should be as far apart as possible from each other
while still holding the float stick assembly in place.
6.2. With the ruler and pencil, mark the centerline on the wood stake.
6.3. Set the wood stake against the lower container with the bottom of
the stake level with the bottom of the lower container. With the ruler and
pencil, make a mark on the centerline of the wood stake 1 inch above the
top edge of the lower container.
6.4. Place the float stick inside the lower container near the same side as
you have set the wood stake. Make a mark on the centerline of the wood
stake 1 inch below the top edge of the float stick.
6.5. The two marks you have made on the stake are the spots where you
will attach the eyelet screws. Remove the wood stake and the float stick
from the lower container.
6.6. To make holes for the eyelet screws, hammer the nail in a quarter of
its length at the first mark. Remove the nail. Repeat this at the second
mark. Screw an eyelet screw into each of the holes.
6.7. Make sure that the eyelet holes are in line with each other.
6.8. Screw two eyelet screws into the wood stake so that it will hold the
float stick assembly in place.
A Water Clock
BUILD A WATER CLOCK
Background
information
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A Water Clock
BUILD A WATER CLOCK
Background
information
7. Insert the top end of the float stick (opposite the cork) through the
eyelet screws. Then attach the stake to the lower container with strips of
packing tape.
8. Put all of the parts together:
8.1. Place the upper container on the ring stand (or box) above the lower
container. The water should drip into the lower container without hitting
the float stick.
8.2. The float stick must be free to move up and down without sticking on
the eyelet screws or hitting the upper container.
8.3. Run a quick test to make sure that the water is flowing from the
upper container consistently.
9. Test and calibrate, or mark measurements on, your water clock so you
can tell how much time has passed based on how far the float stick has
risen.
9.1. With the fine-tip marker, draw a small line on the float stick just
above the bottom eyelet screw and a matching line on the wood stake.
These lines indicate the starting point of the float stick.
9.2. Set a kitchen timer for one hour but do not start it yet.
9.3. Pour water into the upper container while blocking the hole with your
finger. Use the fine-tip marker to draw a line showing the starting water
level on the inside of the upper container.
9.4. Start the timer at the same time you move your finger from the hole
in the upper container. Make any minor adjustments needed to the
positions of the containers.
10. The desired start flow rate should be about 50 to 100 drops per
minute. Write the actual flow rate down in your lab notebook (in drops
per minute).
11. After an hour, you will notice that the float stick has moved up.
Because cork is buoyant, it floats on the surface of the water and the float
stick will rise as water fills the lower container. Use the marker to make a
mark on the wood stake that matches the mark on the float stick.
12. Measure the distance between the first mark on the wood stake and
the second mark and record it in your lab notebook. This distance is the 1-
hour measure.
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A Water Clock
BUILD A WATER CLOCK
Background
information
13. While you measure the 1-hour distance, reset and start the kitchen
timer for one hour and allow the water clock to keep dripping for a second
hour.
13.1. Record the flow rate in your lab notebook.
13.2. After the second hour is complete, make a mark on the wood stake
that matches the mark on the float stick.
13.3. Measure the distance between the first mark on the wood stake and
the third mark on the wood stake (the newest one) and record the
distance in your lab notebook. This distance is the 2-hour measure.
14. While you are measuring the distance, reset and start the kitchen
timer for one hour and let the water clock continue dripping for a third
hour.
14.1. Record the flow rate in your lab notebook.
14.2. After the third hour is complete, make a mark on the wood stake
that matches the mark on the float stick.
14.3. Measure the distance between the first mark on the wood stake and
the fourth mark on the wood stake and record the distance in your lab
notebook. This distance is the 3-hour measure.
15. After three hours have elapsed, the experiment is complete. However,
as in all experiments, it must be repeated two more times for a total of
three trials.
15.1. Redoing the experiment enables you to ensure that your results are
repeatable. Record all of the data in your lab notebook.
15.2. For each additional trial, make sure that you add enough water to
meet the original water level mark.
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1
In this activity students will design, build, and test a water clock that can keep track of
time for three hours.
Can the containers be the same or different/
If you are making a clock that is easy to move, should the containers be
large or small? Heavy or light?
If you want to be able to read the clock from 100 m away, should the
containers be large or small?
In order to read the clock (which you do by looking at the position of
the float stick), does it matter if the bottom container is clear or solid?
Working in pairs the students discuss such points as
1.
2.
3.
4.
2
3
Working in pairs the students design the parts of their clock and
assemble them. They put together the float stick, attach the float stick to
the wood stake, and then tape the wood stake to the bottom container.
Finally, they test their water clock.
2020-1-LT01-KA229-078054
Working in pairs the students graph all the data on one bar chart. the
students share and discuss the data.
A Water Clock
Reflection:
If you see variation between the trials, what do you think caused it? Did the flow rate
change over time?
Do you think that you could use a water clock in your daily life, perhaps to time tasks
like doing homework?
As you have seen, the accuracy of the water clock is dependent upon a constant
water flow. How does the rate of water flow change over time in your water clock?
Can you think of some ideas to keep the water level constant in the upper container?
Put your ideas into action and see if the accuracy of your water clock improves.
Can you add an alarm to your water clock design? Your alarm water clock should
provide some kind of noise so that if you are not in the same room as the water clock
you can hear when time is up.
In this experiment, the water clock told time by the hour. Can you make the clock
more accurate, such as telling time by every half hour? What about every 15 minutes?
Use the kitchen timer to measure shorter periods of time and mark on the wood stake
when the periods are up. Overall, how accurately can your clock tell time?

Trial
1-Hour Measure
(drops/minute)
2-Hour Measure
(drops/minute)
3-Hour Measure
(drops/minute)
1
2
3
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A Water Clock
Trial
1-Hour Measure
(cm)
2-Hour Measure
(cm)
3-Hour Measure
(cm)
1
2
3

A Sundial
MAKE A SUNDIAL
LINKS TO THE BOOK
Struggle to Build Civilization
The struggle to build civilization forms the main conflict of Lord of the Flies. Ralph and Piggy
believe that structure, rules, and maintaining a signal fire are the greatest priorities, while Jack
believes hunting, violence, and fun should be prioritized over safety, protection, and planning
for the future. While initially the boys, including Jack, agree to abide by Ralph’s rules and
democratic decision-making, the slow and thoughtful process of building an orderly society
proves too difficult for many of the boys. They don’t want to help build the shelters, maintain
the signal fire, or take care of the littluns. The immediate fun and visceral rewards of hunting,
chanting, and dancing around the fire are more attractive than the work of building a
sustainable society. Near the end of the novel, even Ralph is tempted by Jack’s authoritarian
regime, regularly forgetting why the fire and rescue is so important.
Objectives
Overview
Develop understanding of time measurement.
To create an accurate sundial specific to the area in which it will be
used.
To use the sundial to record the time of day
The answer to how we measure time may seem obvious. We do so with
clocks. However, when we say we’re measuring time, we are speaking
loosely. Time has no physical properties to measure. What we are really
measuring is time intervals, the duration separating two events.
Throughout history, people have recorded the passage of time in many
ways, such as using sunrise and sunset and the phases of the moon.
Clocks evolved from sundials and water wheels to more accurate
pendulums and quartz crystals. Nowadays when we need to know the
current time, we look at our wristwatch or the digital clock on our
computer or phone.
The digital clocks on our computers and phones get their time from atomic
clocks, including the ones developed and operated by the National
Institute of Standards and Technology (NIST).
The official sources of time currently rely on cesium atoms. The best of
these clocks is accurate to within one three hundred millionths of a
second per year. For perspective, your quartz wristwatch may be accurate
to within about 15 seconds per month.
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A Sundial
MAKE A SUNDIAL
Overview
Inside these clocks, electromagnetic waves are aimed at a collection of
cesium atoms that absorb this radiation and make a “quantum jump” to a
different energy state. But this jump only happens when the atoms absorb
waves of a precise frequency — the number of wave cycles per second.
Operators of atomic clocks know they’ve tuned their clock to the exact
right, or “resonance,” frequency when they detect a maximum number of
atoms jumping to the different energy state.
Because cesium atoms react to microwave radiation with a frequency of
9,192,631,770 cycles per second (hertz or Hz), the international standard
unit of time, the second, is defined as the duration of 9,192,631,770
cycles. Since the electronics in these clocks can count every wave cycle,
the clocks can measure tiny fractions of a second — 1/9,192,631,770 of a
second, to be more precise!
While today’s standard atomic clocks operate at microwave frequencies,
tomorrow’s standard atomic clocks will operate at optical frequencies,
with trillions of clock “ticks” per second. One of these clocks, the
strontium atomic clock, is accurate to within 1/15,000,000,000 of a
second per year. This is so accurate that the clock would not have gained
or lost a second if it had started running at the moment of the Big Bang.
Accurate time like this has helped to prove Einstein’s theories about time
moving at different rates when clocks are moving at different speeds.
Without both an understanding of Einstein’s theories about the speed of
light and space-time and accurate clocks, we wouldn’t have the Global
Positioning System (GPS), which uses clocks in space and on the ground so
you can figure out where you are on the globe.
5 basic management of time
Some of the basic units of time are second, minute, hour, day, week, month,
and year.
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A Sundial
MAKE A SUNDIAL
Overview
Sundial
A sundial is a device that measures time by the position of the Sun. In
common designs such as the horizontal sundial, the sun casts a shadow
from its gnomon or style (a thin rod or a sharp, straight edge) onto a flat
surface marked with lines indicating the hours of the day. As the sun
moves across the sky, the shadow-edge progressively aligns with different
hour-lines on the plate. Such designs rely on the style being aligned with
the axis of the Earth's rotation. Hence, if such a sundial is to tell the
correct time, the highest point of the gnomon must point towards true
South (not the north or south magnetic pole) and the gnomon's angle with
horizontal must equal the sundial's geographical latitude.
The ancient Egyptians made the earliest known sundial in about 3500 bce.
This sundial was simply a stick or a pillar that cast a shadow on the
ground. The ancient Greeks made a sundial with a bowl-shaped opening
cut into a block of stone or wood. A pointer in the center cast shadows
inside the bowl. Muslims later invented the modern sundial—the type with
the angled gnomon. Clocks began to replace sundials in the 1300s.
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A Sundial
MAKE A SUNDIAL
Vocabulary
Gnomon: he projecting piece on a sundial that shows the time by the position
of its shadow.
Latitude: the angular distance of a place north or south of the earth's equator,
or of the equator of a celestial object, usually expressed in degrees and
minutes.
Sundial: an instrument showing the time by the shadow of a pointer cast by
the sun on to a plate marked with the hours of the day.
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Materials
A4 cardboard
Protractor
Ruler
Scissors
Latitude of place where sundial will be used
Sundial Hour Line Calculator
https://www.anycalculator.com/horizontalsundial.htm
Background
information
1.The sundial can be of any size and shape, the angles are important. A
The hour lines must be accurately drawn.
2. It is a sample sundial, designed for latitude 45 degrees.
The base for this one is 14 cm X 25 cm.
The gnomon is angled at 45 degrees and is glued to stand vertically.

A Sundial
MAKE A SUNDIAL
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Background
information
3. To create your own sundial use the hour line angle calculator.
3.1. Find out the latitude of your location.
https://www.latlong.net/
3.2. Convert this angle to decimal degrees before typing in to the first box
below, i.e. if your latitude is 53 30', type it in as 53.5
Then click the calculate button to see the results...
https://www.anycalculator.com/horizontalsundial.htm

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5. Cut a gnomon at the same angle as your latitude then tape it standing
on the 12 Noon line.
The gnomon angle needs to be specific to the latitude of the area in which
the sundial is being used.
Tape the triangle to the middle line of the sundial face (from point ‘a to b’)
making sure the x angle is closest to ‘a’. This will create the shadow casting
onto the face of the dial. To hold the gnomon vertically a small bracket can
be made.
A Sundial
MAKE A SUNDIAL
Background
information
4. Print out the results, using a protractordraw the angles on a card (use a
template)

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A Sundial
MAKE A SUNDIAL
Background
information
Or you can create printable sundials of your exact location, using the online
tool at: https://www.blocklayer.com/sundial-popeng
6. Find a location where the sun comes in onto the table, bench or
somewhere in the playground, and be exposed to sunlight from
approximately 6am to 6pm.
7. Note the current time.
8. Set sundial in position by rotating the shadow of the gnomon to
indicate the current time, tape to secure it.
9. As the earth rotates you can watch as the shadow progresses and
indicate the time.

1
In this activity students will create a sundial and use it to observe the movement of the
sun through the sky over the course of a day by marking changes in the position of a
shadow once each hour.
Working in pairs the students create a sundial folowing the instructions.
2
3
Outside to a relatively flat spot (table, bench or somewhere in the
playground) that is out of the shadow of buildings and trees until the end
of the school day each pair places their sundial and note the current
time..
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During the schoolday once an hour the students visit sundial and check
time.
A Sundial
Reflection:
Will the sundial you build work anywhere ?
Does the shadow move clockwise or counterclockwise?
You compare your watch to a sundial and the two disagree. What might be the
reasons?
4 The students share and discuss their data.

A Sundial
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Clean Water
DESIGN FILTER FOR CLEANING DIRTY WATER.
LINKS TO THE BOOK
Civilization versus Savagery
The central concern of Lord of the Flies is the conflict between two competing impulses that
exist within all human beings: the instinct to live by rules, act peacefully, follow moral
commands, and value the good of the group against the instinct to gratify one’s immediate
desires, act violently to obtain supremacy over others, and enforce one’s will. This conflict
might be expressed in a number of ways: civilization versus savagery, order versus chaos,
reason versus impulse, law versus anarchy, or the broader heading of good versus evil.
Throughout the novel, Golding associates the instinct of civilization with good and the instinct
of savagery with evil. The conflict between the two instincts is the driving force of the novel,
explored through the dissolution of the young English boys’ civilized, moral, disciplined
behavior as they accustom themselves to a wild, brutal, barbaric life in the jungle.
Objectives
Overview
Learn about filtration.
Design, build, test, and evaluate a water filter capable of being used
in the process to produce clean drinking water
Surface water (for example, a lake, river, or reservoir)
Ground water (for example, an aquifer)
Recycled waterexternal icon (also called reused water).
Source water refers to sources or bodies of water (such as rivers, streams,
lakes, reservoirs, springs, and groundwater) that provide water to public
drinking water supplies and private wells.
Water sources can include:
Surface water collects on the ground or in a stream, river, lake, reservoir,
or ocean. Surface water is constantly evaporating out of water bodies,
seeping into ground water supplies, and being replenished by rain and
snow. A spring is where ground water comes to the surface and becomes
surface water. Public drinking water systems that use water from streams,
rivers, lakes, or reservoirs treat the water before it reaches your tap.
Ground water is located below the surface of the earth in spaces between
rock and soil. Ground water is naturally filtered, which might remove some
germs and chemicals depending on the water’s depth and the area’s local
geology. Water that comes from a well is ground water and might receive
some level of treatment before it reaches your tap.
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Clean Water
Overview
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Clean Water
MAKE WATER SAFE TO DRINK
Overview
Public drinking water systems use different water treatment methods to
provide safe drinking water for their communities. Public water systems
often use a series of water treatment steps that include coagulation,
flocculation, sedimentation, filtration, and disinfection.
Water treatment steps
Coagulation
Coagulation is often the first step in water treatment. During coagulation,
chemicals with a positive charge are added to the water. The positive
charge neutralizes the negative charge of dirt and other dissolved particles
in the water. When this occurs, the particles bind with the chemicals to
form slightly larger particles. Common chemicals used in this step include
specific types of salts, aluminum, or iron.
Flocculation
Flocculation follows the coagulation step. Flocculation is the gentle mixing
of the water to form larger, heavier particles called flocs. Often, water
treatment plants will add additional chemicals during this step to help the
flocs form.
Sedimentation
Sedimentation is one of the steps water treatment plants use to separate
out solids from the water. During sedimentation, flocs settle to the bottom
of the water because they are heavier than water.
Filtration
Once the flocs have settled to the bottom of the water, the clear water on
top is filtered to separate additional solids from the water. During
filtration, the clear water passes through filters that have different pore
sizes and are made of different materials (such as sand, gravel, and
charcoal). These filters remove dissolved particles and germs, such as dust,
chemicals, parasites, bacteria, and viruses. Activated carbon filters also
remove any bad odors.
Water treatment plants can use a process called ultrafiltration in addition
to or instead of traditional filtration. During ultrafiltration, the water goes
through a filter membrane with very small pores. This filter only lets
through water and other small molecules (such as salts and tiny, charged
molecules).
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Clean Water
Overview
Reverse osmosis is another filtration method that removes additional
particles from water. Water treatment plants often use reverse osmosis
when treating recycled water (also called reused water) or salt water for
drinking.
Disinfection
After the water has been filtered, water treatment plants may add one or
more chemical disinfectants (such as chlorine, chloramine, or chlorine
dioxide) to kill any remaining parasites, bacteria, or viruses. To help keep
water safe as it travels to homes and businesses, water treatment plants
will make sure the water has low levels of the chemical disinfectant when
it leaves the treatment plant. This remaining disinfectant kills germs living
in the pipes between the water treatment plant and your tap.
In addition to or instead of adding chlorine, chloramine, or chlorine
dioxide, water treatment plants can also disinfect water using ultraviolet
(UV) light or ozone. UV light and ozone work well to disinfect water in the
treatment plant, but these disinfection methods do not continue killing
germs as water travels through the pipes between the treatment plant and
your tap.
Water treatment plants also commonly adjust water pH and add fluoride
after the disinfection step. Adjusting the pH improves taste, reduces
corrosion (breakdown) of pipes, and ensures chemical disinfectants
continue killing germs as the water travels through pipes. Drinking water
with the right amount of fluoride keeps teeth strong and reduces cavities.
Water treatment differs by community
Water may be treated differently in different communities depending on
the quality of the source water that enters the treatment plant. The water
that enters the treatment plant is most often either surface water or
ground water. Surface water typically requires more treatment and
filtration than ground water because lakes, rivers, and streams contain
more sediment (sand, clay, silt, and other soil particles), germs, chemicals,
and toxins than ground water.
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Clean Water
Vocabulary
Drinking water: or potable water is water that is safe for ingestion, either
when drunk directly in liquid form or consumed indirectly through food
preparation. Tap water is drinking water supplied through plumbing for home
use in many countries.
Water filtration: a method used to filter out undesired chemical compounds,
organic and inorganic materials, and biological contaminants from water. The
purpose of water filtration is to provide clean drinking water. The filtration
systems for drinking water usually incorporate a five-stage filtration process:
sediment, mechanical, chemical, mineral, and bacterial.
Water treatment: a process involving different types of operations (physical,
chemical, physicochemical and biological), the aim of which is to eliminate
and/or reduce contamination or non-desirable characteristics of water.
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Materials
1 l of dirty water (mix 1 teaspoon of finely pulverized soil/dirt in 1 l of tap
water in a large container)
2-3 drops of food coloring (red or blue)
1 large plastic spoon
Scissors
Coffee filter
Rubber band
250 ml plastic cup
500 ml clear plastic water bottle, with bottom cut off
1 domed “slushie” lid (can substitute another 250 ml. plastic cup, with a
hole cut in the bottom)
1 permanent marker
Approximately ½ cup of aquarium pebbles, washed
Approximately ½ cup fine aquarium sand, washed
Approximately 2-3 tablespoons of activated granular charcoal (
1 plastic colander for separating filter materials to reuse in future labs
Cheese cloth
Cotton balls
Cotton cloth
Panty hose
Supply of fresh tap water

Preparation
1.Prepare enough dirty water
1.1.Gather some dry soil from your garden or another source.
1.2. Use the fine-meshed sieve to filter out large materials, such as stones
or sticks and leaves.
1.3. Transfer the sieved soil into a mortar and grind it really well until you
have a very fine, homogeneous soil powder.
1.4. Take 1 teaspoon of the finely ground soil and put it in a bowl.
1.5. Mix the soil with about 1 liter of tap water to make a turbid, murky
soil solution. The soil particles should not settle easily and the solution
should stay turbid after mixing.
1.6. To make the dirty water visible during the filtering process, add 2-3
drops of red or blue food coloring to the container of dirty water.
2. Prepare the water bottles that will hold the filters:
2.1. Remove the lids, and cut the bottom off of each clear 500 ml water
bottle.
2.2.On each bottle, draw a line with a permanent marker 8 cm from the
opening of the neck of the bottle. Students will fill the bottle with their
choice of filtration materials up to this mark.
3. Prepare filter apparatus:
3.1. Take one of the prepared water bottles and cover the neck opening
with a small piece of coffee filter.
3.2. Secure the coffee filter to the bottle neck with a rubber band.
3.3. Insert the neck of the bottle (now covered with a coffee filter and
rubber band) through the hole in the “slushie lid” so that it stands upright.
3.4. Place the whole structure into the clear 250 ml plastic cup.
4. Fill the inverted bottle 7 cm high with a mixture of equal amounts of
fine aquarium sand and aquarium pebbles. Add another 1 cm of activated
granular charcoal to the top of the sand and pebble mixture.
Filtration
1.Slowly add 100 mL of the dirty water to the filter, covering the entire
surface of the charcoal.
2. Observe as the particulate matter and food coloring are filtered from
the water.
You must use “washed sand” to produce clear water.
Clean Water
Background
information
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1
In this activity students will design, build, test, and evaluate a filter for cleaning dirty
water.
prepare a bottle;
choose filtering materials.
Working in pairs or small groups the students discuss how each filtering
material you can help clean the water and design their filter:
The filtration materials will be layered inside the bottle. The students use
the diagram of a bottle to design their filter.
The students may use some or all of the available filtration materials.
2
3
Working in pairs or small groups the students test their filter:
They place their filter apparatus on the plain white sheet of paper so they
will be able to see clearly the water as it filters through the bottle.
Slowly pour the 100 mL of dirty water over the entire surface of the
filtering materials in the bottle.
When about ½-1 cm of filtered water has collected in the cup, the
students observe the appearance and smell of this water, and note any
changes in appearance and smell from that of the original dirty water.
2020-1-LT01-KA229-078054
The studens observe the results of the other groups and compare the
results.
Clean Water
Reflection:
What worked well with your filter? What did not work as well as you had planned
with your filter? How could you improve your filter if you built it again? You may
discuss adding materials that were not available to you in this lab.
Will your filter help improve the quality of water available to citizens in the developing
world?
Would you personally drink the water that passed through your filter? Why or why
not?
In addition to your filter, what other treatment processes may be required to make
your water safe to drink?
Whose responsibility is it to make sure that your personal drinking water is safe?
Whose responsibility is it to make sure that people in developing countries have safe
drinking water?
4
Working in pairs or small groups the students build their filter.
They should be careful not to fill the bottle higher than 8 cm from the mouth
of the bottle with the Filtration materials.

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Clean Water

Sound of Kazoo
MAKE A KAZOO
LINKS TO THE BOOK
The Conch Shell
Ralph and Piggy discover the conch shell on the beach at the start of the novel and use it to
summon the boys together after the crash separates them. Used in this capacity, the conch
shell becomes a powerful symbol of civilization and order in the novel. The shell effectively
governs the boys’ meetings, for the boy who holds the shell holds the right to speak. In this
regard, the shell is more than a symbol—it is an actual vessel of political legitimacy and
democratic power. As the island civilization erodes and the boys descend into savagery, the
conch shell loses its power and influence among them. Ralph clutches the shell desperately
when he talks about his role in murdering Simon. Later, the other boys ignore Ralph and throw
stones at him when he attempts to blow the conch in Jack’s camp. The boulder that Roger rolls
onto Piggy also crushes the conch shell, signifying the demise of the civilized instinct among
almost all the boys on the island.
Objectives
Overview
Develop understanding the concept of sound.
Learn about characteristics of sound.
Make a kazoo.
Sound is a type of energy made by vibrations. When an object vibrates, it
causes movement in surrounding air molecules. These molecules bump
into the molecules close to them, causing them to vibrate as well. This
makes them bump into more nearby air molecules. This “chain reaction”
movement, called sound waves, keeps going until the molecules run out of
energy. As a result, there is a series of molecular collisions as the sound
wave passes through the air, but the air molecules themselves don’t travel
with the wave. As it is disturbed, each molecule just moves away from a
resting point but then eventually returns to it.
If your ear is within range of such vibrations, you hear the sound.
However, the vibrations need to be at a certain speed in order for us to
hear them. For example, we would not be able to hear the slow vibrations
that are made by waving our hands in the air. The slowest vibration human
ears can hear is 20 vibrations per second. That would be a very low-
pitched sound. The fastest vibration we can hear is 20,000 vibrations per
second, which would be a very high-pitched sound. Cats can hear even
higher pitches than dogs, and porpoises can hear the fastest vibrations of
all (up to 150,000 times per second!). The number of vibrations per
second is referred to as an object’s frequency, measured in Hertz (Hz).
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Sound of Kazoo
MAKE A KAZOO
Overview
Pitch is related to frequency, but they are not exactly the same. Frequency
is the scientific measure of pitch. That is, while frequency is objective,
pitch is completely subjective. Sound waves themselves do not have pitch;
their vibrations can be measured to obtain a frequency, but it takes a
human brain to map them to that internal quality of pitch.
The pitch of a sound is largely determined by the mass (weight) of the
vibrating object. Generally, the greater the mass, the more slowly it
vibrates and the lower the pitch. However, the pitch can be altered by
changing the tension or rigidity of the object. For example, a heavy E
string on an instrument can be made to sound higher than a thin E string
by tightening the tuning pegs, so that there is more tension on the string.
Nearly all objects, when hit, struck, plucked, strummed or somehow
disturbed, will vibrate. When these objects vibrate, they tend to vibrate at
a particular frequency or set of frequencies. This is known as the natural
frequency of the object. For example, if you ‘ping’ a glass with your finger,
the glass will produce a sound at a pitch that is its natural frequency. It will
make this same sound every time. This sound can be changed, however,
by altering the vibrating mass of the glass. For example, adding water
causes the glass to get heavier (increase in mass) and thus harder to move,
so it tends to vibrate more slowly and at a lower pitch.
When we hear something, we are sensing the vibrations in the air. These
vibrations enter the outer ear and cause our eardrums to vibrate (or
oscillate). Attached to the eardrum are three tiny bones that also vibrate:
the hammer, the anvil, and the stirrup. These bones make larger vibrations
within the inner ear, essentially amplifying the incoming vibrations before
they are picked up by the auditory nerve.
The properties of a sound wave change when it travels through different
media: gas (e.g. air), liquid (e.g. water) or solid (e.g. bone). When a wave
passes through a denser medium, it goes faster than it does through a
less-dense medium. This means that sound travels faster through water
than through air, and faster through bone than through water.
When molecules in a medium vibrate, they can move back and forth or up
and down. Sound energy causes the molecules to move back and forth in
the same direction that the sound is travelling. This is known as a
longitudinal wave. (Transverse waves occur when the molecules vibrate
up and down, perpendicular to the direction that the wave travels).
Speaking (as well as hearing) involves vibrations. To speak, we move air
past our vocal cords, which makes them vibrate. We change the sounds
we make by stretching those vocal cords.
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Sound of Kazoo
MAKE A KAZOO
Overview
The speed of sound is around 1,230 kilometres per hour (or 767 miles
per hour).
When the vocal cords are stretched we make high sounds and when they
are loose we make lower sounds. This is known as the pitch of the sound.
The sounds we hear every day are actually collections of simpler sounds.
A musical sound is called a tone. If we strike a tuning fork, it gives off a
pure tone, which is the sound of a single frequency. But if we were to sing
or play a note on a trumpet or violin, the result is a combination of one
main frequency with other tones. This gives each musical instrument its
characteristic sound.
Fun Facts!
The loud noise you create by cracking a whip occurs because the tip is
moving so fast it breaks the speed of sound!
A Kazoo
A kazoo is a very simple musical instrument, made up of a hollow pipe
with a hole in it. The end of the pipe is covered by a membrane that
vibrates, resulting in a buzzing sound when people sing, speak, or hum into
the pipe. People have been making and playing kazoos for years. The first
kazoos were made from hollowed out bones, with spider egg sacs used for
the vibrating membrane!
Although a kazoo looks and feels more like a flute or clarinet, it's actually
most closely related to a drum. As the player sings, speaks, or hums into
the open end, the vocal cords vibrate, creating sound waves that travel
through the instrument. As they travel through the tube, some of the
sound waves bounce off the walls of the instrument. This change in
direction can add harmonics to the sound of the player's voice (depending
on the material of the tube); however, most of the sound waves strike the
membrane, causing it to vibrate. This vibration adds resonance or
harmonics to the sound and creates the characteristic buzzing that we
associate with the kazoo. Resonance is when additional sound waves are
identical to the initial sound wave. They add to the initial sound and thus
increase its volume. Harmonics also add to the initial sound but are not
identical to it. They change the quality or timbre of the sound.
Thin plastic, aluminum foil, and paper towel are thin pliable materials that
can vibrate in response to sound. You may have noticed that the
aluminum foil and paper towel coverings did not create the same vibrating
quality to your voice as the thin plastic covering did. The aluminum foil is
less flexible than the thin plastic, so it did not vibrate in the same way as
the plastic did in response to your voice.
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Sound of Kazoo
MAKE A KAZOO
Overview
Neither the aluminum foil nor the paper towel is quite as effective in
amplifying sound. The aluminum foil is less flexible than the thin plastic, so
it did not vibrate in the same way as the plastic did in response to your
voice. As a result, sound may have bounced off the foil without amplifying
it. When stretched taught, it is possible that the aluminum foil vibrated,
adding a metallic quality to the sound. In contrast, the paper towel is too
porous. Air—and thus sound waves—can pass directly through it without
causing it to vibrate. Most likely, only the thin plastic membrane vibrated
in a way that made your voice sounded amplified and vibrant.
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Vocabulary
Amplification: the process of increasing the volume of sound, especially using
an amplifier.
Frequency: A measure of the number of vibrations per second.
Pitch: The quality of the actual note behind a sound, such as G sharp; a
subjective definition of sounds as high or low in tone.Tone: The quality of
sound (e.g. dull, weak, strong).
Sound: in physics, sound is a vibration that propagates as an acoustic wave,
through a transmission medium such as a gas, liquid or solid.
Vibration: Repetitive motion of an object around its resting point; the
backbone of sound.
Materials
Empty cardboard tube, such as an empty paper towel or toilet paper tube
Plastic grocery bag. Alternatively, you can use parchment paper or wax
paper.
Aluminum foil (a square sheet, approximately 10-by-10 cm)
Paper towel sheet (a square sheet, approximately 10 - by -10 cm)
Rubber band
Sharpened pencil
Scissors
Optional: Materials to decorate your kazoo (markers, wrapping paper,
craft embellishments)

Sound of Kazoo
MAKE A KAZOO
Background
information
Decorate your tube.
1.
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2. Say "KAAA-ZOOO!" out loud, drawing out the last part of the word. Say
other words this way, and make lots of sounds. Record that. Listen to your
voice.
3. Put one end of the cardboard tube to your mouth so that it is touching
the skin above and below your mouth. With the tube to your mouth, try
speaking again. Say "KAAA-ZOOO!" Say other words and make different
sounds. Record that. Listen to your voice.
4. Cut a 10-by-10 cm square from the plastic grocery bag. Place the
square over one end of the tube. Firmly secure it with a rubber band, but
be careful not to bend your tube.
5. Put the uncovered end of the tube to your mouth and try speaking
again. Say "KAAA-ZOOO!" and make the same sounds you did before.
Record that. Listen to your voice.
6. Use the sharpened pencil to poke a hole on one side of the cardboard
tube, halfway between the two ends. Be careful not to bend your tube!

7. Put the uncovered end of the tube to your mouth and try speaking
again. Say "KAAA-ZOOO!" and make the same sounds you did before.
Record that. Listen to your voice.
8. While you're speaking into the tube, gently touch the covering at the
end of the tube. Stretch the covering more tightly across the opening and
then less tightly. Make sure the covering is stretched taught across the
opening before continuing. Place one, then two, and then three fingers
gently on the covering. Listen to your voice after each change. Say
"KAAA-ZOOO!" and make the same sounds you did before. Record that.
Listen to your voice.
9. Remove the plastic covering from the end of the tube and replace it
with the piece of aluminum foil. Use the rubber band to secure it in place.
Say "KAAA-ZOOO!" and make the same sounds you did before. Record
that. Listen to your voice.
Sound of Kazoo
MAKE A KAZOO
Background
information
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10. Use a paper towel to cover the end of the tube. Say "KAAA-ZOOO!"
and make the same sounds you did before. Record that. Listen to your
voice.

What happened?
Each time the structure of the tube are changed,the sound of voice
coming through the tube changed as well.
Speaking into the open tube, voice sounded deeper or more resonant.
This is because speaking, singing, or huming into the tube, some of the
sound bounces off the walls of the tube. The tube also vibrates. Because
of the sounds encounters with the tube, voice sounds different when it
travels through a tube. The change depends on the material of the tube.
After covering the end of the tube, voice sounds muffled. The covering
creates a barrier for the sound to pass through before reaching one’s ears,
resulting in a much weaker sound.Adding the hole in the tube, it is
probably again easier to hear the sound of one’s voice. The hole in the
tube allows some air (and sound) to escape and reach one’s ears without
losing its strength.
Voice might also sound amplified and more resonant when the end of the
tube is covered. If so, the thin plastic at the end of the tube vibrates in
response to your voice. The extra vibrations add to the existing ones,
amplifying the sound. These vibrations might also give the sound a
different quality. Different coverings will vibrate differently, and thus,
affect the sound in a different way.
Sound of Kazoo
MAKE A KAZOO
Background
information
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1
In this activity students will design a kazoo and investigate how it works by producing
sounds and changing the coverings on the opening of the tube.
Working individually the students design their kazoos
2
3
Working in pairs the students agree on the words and sounds they speak
into the tube and write it down.
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Working in pairs the students in turn speak words and sounds into the
tube, record them and listen to their voices.
They repeat that by changing the coverings on the opening of the tube.
Sound of Kazoo
Reflection:
How does your voice sound?
Does your voice sound different as it travels through the tube? What is different
about it? Can you feel the tube vibrating as you speak?
Does your voice sound different with the plastic on the tube? What is different about
it?
Does your voice sound different with the hole in the tube? What is different about it?
What happens when you cover and uncover the hole with your finger as you speak?
Can you feel the covering of the tube moving?
How does the sound change as you place more fingers on the covering?
Does your voice sound different than the covering the end of the tube is changed? If
so, what is different about it?
How does the sound of your voice change with the different coverings?
The students present and discuss the data of their obsevations.
4

Chain reaction
START A CHAIN REACTION
LINKS TO THE BOOK
Bullying
Even before the violence starts in earnest, Lord of the Flies is full of bullying behavior,
particularly toward the physically weaker boys. We see this immediately when Ralph taunts
Piggy for having asthma and breaks his promise not to tell the other boys about the cruel
nickname. When making the fire, Ralph and Jack grab Piggy’s glasses without asking. Two of
the older children intentionally knock over the sandcastles the littluns make, getting sand in
Percival’s eye, which inspires another of the littluns to throw sand at him. Another older boy
considers throwing rocks at the littluns. The first time the boys play hunt, Robert, who takes on
the role of the pig, ends up hurt in the frenzy, and the other boys gleefully ignore his pain.
When the boys turn violent, many of their actions parallel the earlier bullying. The murder of
Simon begins similarly to the mock-hunt that hurt Robert. Jack’s tribe viciously steals Piggy’s
glasses and throws rocks at Ralph. The smaller, ever-present acts of bullying thus highlight that
the seeds of the boys’ later brutality have always been there, bolstering the theme of the evil of
humanity.
Objectives
Overview
Develop understanding of the concept of chain reaction.
Make a chain reaction.
These reactions are one way for non-thermodynamically balanced
systems to release energy or increase entropy in order to achieve a
higher entropy state.
There are various types of reactions prevalent in Chemistry, Physics, and
Biology, one of the most commonly used reactions is a chain reaction. Let
us discuss the chain reaction definition, A chain reaction is a series of
reactions in which a reactive substance or by-product initiates further
reactions. Positive feedback in a chain reaction causes a self-amplifying
chain of events.
From the above-mentioned definition, the chain reaction meaning
becomes more clear. It gives us ideas about the thermodynamic stability
of the reaction.
For example, a device may be unable to achieve a lower energy state by
releasing energy into the environment because it is hindered or prevented
from taking the path that will result in the energy release in some way. If a
reaction results in a limited energy release, the device will normally
collapse explosively before most or all of the accumulated energy has
been released.
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Chain reaction
Overview
Initiation (formation of active particles or chain carriers, often free
radicals, in either a thermal or a photochemical step)
Propagation (can contain many elementary or simple steps in a cycle,
where the reactive particle through chemical reaction forms another
reactive particle that continues the chain of reaction by entering the
next elementary or simple step). In addition, the active particle acts as
a catalyst for the propagation cycle's overall reaction. The following
are examples of special cases:
Termination (simple or elementary step in which the reactive particle
loses its reactivity; e. g. by recombination of two free radicals).
Role of Potential Energy in Chain Reaction
A snowball triggering a larger snowball before an avalanche occurs is a
macroscopic term for chain reactions ("snowball effect"). This is due to
gravitational potential energy being retained and finding a direction of
release over friction. A spark triggering a forest fire is the chemical
equivalent of a snow avalanche. A single stray neutron can cause a rapid
critical event in nuclear physics, which may eventually be energetic
enough to cause a nuclear reactor failure or (in the case of a bomb) a
nuclear explosion.
Chain Reaction Chemistry
The following are the most common forms of chain reaction phases.
Chain Branching - It's a phase in the propagation process where one
reactive particle enters and two or more are formed.
Chain transfer (a propagation step in which the active particle is a growing
polymer chain which reacts to form an inactive polymer whose growth is
terminated and an active small A radical, for example, is a particle that can
react to produce a new polymer chain.
The chain length is equal to the overall reaction rate divided by the
initiation rate and is defined as the average number of times the
propagation cycle is repeated.
Complex rate equations of fractional order or mixed order kinetics can be
used in certain chain reactions.
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Chain reaction
Overview
Types of Chain Reaction
Nuclear Chain Reaction (Controlled Chain Reaction)
Leo Szilard suggested a nuclear chain reaction in 1933, just after the
neutron was discovered but more than five years before nuclear fission
was discovered. Szilard was familiar with chemical chain reactions, and he
had recently read about a 1932 demonstration by John Cockcroft and
Ernest Walton of an energy-producing nuclear reaction involving high-
energy protons bombarding lithium. Now, Szilard proposes that neutrons
released theoretically by some nuclear reactions in lighter isotopes be
used to cause further neutron-producing reactions in lighter isotopes. In
theory, this will result in a chain reaction at the nucleus stage. Since he
didn't know about fission at the time, he didn't think of it as one of these
neutron-producing reactions.
Later, after the discovery of fission in 1938, Szilard realised that neutron-
induced fission could be used as the specific nuclear reaction needed to
generate a chain reaction, as long as fission also emitted neutrons. Szilárd
demonstrated this neutron-multiplying reaction in uranium with Enrico
Fermi in 1939. A neutron plus a fissionable atom causes fission in this
reaction, resulting in a greater number of neutrons than the single one
absorbed in the initial reaction. By the mechanism of neutron-induced
nuclear fission, the practical nuclear chain reaction was born.
If one or more of the emitted neutrons interact with other fissionable
nuclei, and these nuclei also fission, there is a chance that the macroscopic
overall fission reaction will not end, but will proceed in the reaction
material. As a result, the chain reaction becomes self-propagating and thus
self-sustaining. This is how nuclear reactors and atomic bombs work.
Enrico Fermi and others demonstrated a self-sustaining nuclear chain
reaction in the successful operation of Chicago Pile-1, the first artificial
nuclear reactor, in late 1942.
Electron Avalanche in Gases
When an electric field reaches a certain threshold, an electron avalanche
occurs between two unconnected electrodes in a gas. In a process known
as impact ionisation, random thermal collisions of gas atoms can result in a
few free electrons and positively charged gas ions. When these free
electrons are accelerated in a strong electric field, they gain energy, and
this energy induces the release of new free electrons and ions (ionisation),
which fuels the same process.
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Chain reaction
Overview
Gather a few things around the house that you have a feeling might be
useful for this task – things that roll or things that fall over.
Start with a couple of LEGO bricks or a similar object like small wood
blocks. Place 2 of them so they are their tallest, close to each other
and push one brick that makes the second brick tumble down.
Next, you can expand the chain a little by adding 2 more bricks or
blocks and see if you can make all 4 tumble by hitting the first one.
If this mechanism occurs faster than it is naturally quenched by ions
recombining, new ions multiply in successive cycles until the gas is broken
down into plasma and current flows freely in a discharge.
The dielectric breakdown mechanism in gases relies on electron
avalanches. Corona discharges, streamers, leaders, or a spark or
continuous electric arc that fully bridges the gap are all possible outcomes
of the operation. Streamers in lightning discharge spread by forming
electron avalanches in the high potential gradient ahead of the streamers'
advancing tips, and this mechanism has the potential to extend massive
sparks. The creation of photoelectrons induced by UV radiation emitted
by the excited medium's atoms in the aft-tip field often amplifies
avalanches once they have started. The resulting plasma's incredibly high
temperature cracks the surrounding gas molecules, allowing the free ions
and recombine to form new chemical compounds.
Since the passing of a single particle can be intensified to massive
discharges, the process can also be used to detect radiation that initiates
the process. This is how a Geiger counter works, as well as how a spark
chamber and other wire chambers can be visualized.
Chain reaction in Sociology
Chain Reaction is a playful and creative way to learning about cause and
effect that helps build a range of skills, including problem solving and
creative thinking and teamwork skills if you do it with others.
The object of the chain reaction is to build a series of things that move
and create a domino effect across a table (or wherever you choose to set
it up). Here is a step by step guide for creating your own chain reaction!
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Chain reaction
Overview
Now, make the chain even longer by adding everyday objects to the
chain reaction. Remember that this is all about exploration and
experimentation and “first tries” may not topple over the whole chain.
Keep trying again until you get it. Consider placing the objects
differently or find something else to add to the chain.
Keep expanding the chain in length and complexity and, if you are
with other people, work together or connect your individual chains
into a longer chain reaction.
Remember that there’s no one right way to build your chain reaction. You
can start with a couple of objects or set an ambition of where you want it
to end! Most importantly, iterate on your ideas, test what works, and
make changes based on those tests until you succeed.
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Vocabulary a chemical reaction or other process in which the products themselves
promote or spread the reaction.
the self-sustaining fission reaction spread by neutrons which occurs in
nuclear reactors and bombs.
a series of events, each caused by the previous one.
The energy possessed by a body by virtue of its position relative to others,
stresses within itself, electric charge, and other factors.
The energy that is stored in an object due to its position relative to some
zero position. An object possesses gravitational potential energy if it is
positioned at a height above (or below) the zero height.
Chain reaction :
Energy transformation: also known as energy conversion, is the process of
changing energy from one form to another. I
Potential energy:
Materials
Tongue depressors, at least 50. If these are not available, large somewhat
flexible craft sticks are a good alternative. Avoid the thicker, more rigid
popsicle sticks.
Hard surfice
Markers, 4 different colors
Glue
Smartphone

Chain reaction
Background
information
1.Make a piece to start a chain by placing three tongue depressors parallel
to each other. Leave about two centimeters between the depressors.
2. Stagger the parallel depressors so each depressor sticks out two to
three centimeters above the adjacent one.
3. Place a depressor at a right angle to all three depressors. Shift it until it
just touches all three depressors, and glue it in place.
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4. Place a second depressor next to it and glue it to all three staggered
depressors.
5. Turn over and glue two depressors on the other side to help keep the
three staggered depressors in place.
6. Number the depressor that sticks out most 1, write 2 on the middle one
and 3 on the one that sticks out least. You can color the starting piece
with markers as shown below. Colors are not essential but can help you
understand how to assemble the chain.

Chain reaction
Background
information
7. To start your chain, have the starting piece that you just assembled and
a large number of tongue depressors nearby. You may want to color a few
depressors in four different colors as shown in the picture. This may help
you get started.
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8. Slip a depressor in the starting piece so it goes under depressor 1, over
depressor 2 and under depressor 3.
9. Slip the next depressor in the starting piece so it goes over depressor 1,
under depressor 2 and stops there.

Chain reaction
Background
information
10. Slip the next depressor under the shorter one until it sticks out a little,
and over the longer one, parallel to depressor 1.
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11. Slip the next depressor under the shorter one until it sticks out a little,
and over the longer one so it makes a right angle with the sticks it crosses.
12. Find the two parallel depressors sticking out and slip the next
depressor under the shorter one until it sticks out a little, and over the
longer one so it makes a right angle with the depressors it crosses. Repeat
this step to build on.

Chain reaction
Background
information
13. If finding the two parallel depressors that are sticking out is hard, you
can also rely on the colors to build the chain. Notice how in these pictures,
the sequence is red, light blue, orange, dark blue and then back to adding a
red depressor. In this case, the red depressors always go under a dark blue
one and over a light blue one. Orange depressors go over the dark blue
and under the light blue ones or light blue depressors go under red and
over orange ones, etc.
14. Keep building until you are satisfied with the size of your creation. You
can keep the depressors in place by fixing the last depressor you are
adding under the one that would be parallel to it if you were continuing
making the chain longer.
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15. Once you are ready, let the last depressor go, but be ready to step
back and watch.
16. Build longer chains and see how the chain reaction changes as the
chain gets longer. If you have a video camera available, take a video of the
chain going off, preferably in slow motion.
17. For a challenge, make your stick bomb make a bend or make it go over
obstacles.

Chain reaction
Background
information
2020-1-LT01-KA229-078054
What Happened?
You probably saw the depressors jump up in the air as soon as you release
the last one, and maybe even before you planned to let them go.
You may have noticed that you had to bend the depressors in order to
make them fit into the chain. With each bend, you added energy to the
system. Did you feel how the chain was under tension, how you had to
hold the last couple of depressors to keep them in place? When you let it
go, all this tension is released in a chain reaction. It starts with the last
depressors straightening up. This releases the next depressors in the
chain, and so on. Soon, all the depressors fly in the air, releasing the
energy stored in them and you have a whirlwind of depressors flying
around.
Energy is never created; it gets transferred from one kind to another. For
the stick chain reaction built in this activity, you push each depressor as
you bend it to weave it into a chain. The depressors store this energy as
elastic potential energy. If you have stretched a rubber band, you have felt
how it wants to come back to its original length. Scientists say that a
stretched rubber band is loaded with elastic potential energy. In a similar
way, the depressors store elastic potential energy when bent. When you
allow the stick to go back to its flat state, it releases this energy. When
one depressor releases its stored energy, nothing spectacular happens, but
when a chain of depressors release their energy, you get a dramatic effect.
If the chain reaction happens on a hard floor, the sticks will push
themselves off of the floor and fly high into the air. The elastic potential
energy is transformed into movement, also called kinetic energy. As they
fly up, the depressors gain height above earth, which translates into
gravitational potential energy or the energy due to the fact that it can fall
to earth. Eventually, the depressors lay flat on the ground. The energy
once stored in the chain has been transformed into heat and sound
energy.
If you assemble your chain and leave it out for a day or so, you might
notice your depressors do not jump as high when you release the chain.
Over time, the depressors yield under the tension and become
permanently deformed. Part of the elastic potential energy went into
deforming the material.
If you tried to release the chain on carpet or any other soft ground, you
might also have noticed the depressors did not jump as high. The
depressors cannot bounce off the soft ground that easily because the
ground absorbs part of their energy.

1
In this activity students will design and start a chain reaction of popsicle sticks.
Working in pairs the students design and start a chain reaction. They take
a video of it.
2 The students share their video and discuss the designed reactions.
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Chain reaction
Reflection:
Do you feel like you have to bend the depressors? How would that help create an
explosive chain reaction? What do you think will happen when you no longer hold
down the last couple of depressors you weaved into the chain?
What is different and what is similar between a longer and a shorter chain reaction?
What can you learn from the slow-motion video?

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