Introduction
This STEM project is for a 3rd-grade science class that is studying weather. The students have been reading about the different types of clouds in their Textbooks and watching various videos about the various types of weather in nature. This project will require students to have specific math skills to use exact measurements needed to complete it, as well as science skills to explain how clouds are made.
Summary of Project
Don’t you love looking at clouds in the sky? I sure do! But how do they get there? This STEM project focuses on creating a cloud. A cloud is formed when water vapor condenses into water droplets that attach to particles (of dust, pollen, smoke, etc.) in the air. When billions of these water droplets join together, they form a cloud.
As part of our understanding of the weather unit, we can read several books about clouds. Then we decided to get hands-on with science by making our own clouds in a jar. Multiple techniques exist to create a cloud in a jar.
In this STEM project, I share two methods we tried, and I explain how they work. I will explain two different methods for creating a cloud in a jar. Both methods involve making water vapor and then providing a particle for the water vapor to condense on.
In the first method, we used hairspray as the particle source, and in the second method, we used smoke from a match as the particle source. The hairspray method formed a denser cloud that was easily visible and quite impressive to view. The match method was particularly impressive due to how quickly the cloud formed and then disappeared as the air pressure in the jar changed.
How to Make a Cloud in a Jar Using Hair Spray
For this method, you will need the following materials:
- A jar with a lid.
- About 1/3 cup of hot water.
- Ice cubes.
- A can of hairspray.
First, add the warm water to the jar. Note that when warm water is poured into the jar, some evaporates. Next, place the ice cubes on the top of the jar lid. The water vapor will rise to the top of the jar where it comes into contact with cold air, thanks to the ice cubes on top.
Then, observe the water vapor condensing as it cools. Fourthly, spray the hairspray into the jar. However, a cloud can only form if the water vapor has something to condense onto. In nature, water vapor may condense onto dust particles, air pollution, pollen, volcanic ash, and other particles. In this case, the water vapor condensed onto the hairspray.
How to Make a Cloud in a Jar Using a Match
For this method, you will need the following materials:
- A jar.
- A match.
- A balloon with the bottom cut off (so you can get the balloon over the mouth of the jar).
- Warm water.
- A flashlight.
First, pour enough warm water into your jar to cover the bottom 1/2″ of the jar. Second, light a match, then hold the lit end in the jar for a few seconds to allow smoke to enter. Then, remove the match (or drop it into the jar). Then observe how the flame will extinguish when the match hits the water.
Next, quickly cover the opening of the jar with the cut balloon. With this next step, the goal is to change the air pressure in the jar by gently pushing and releasing the balloon. Be gentle as you do this to ensure the balloon stays attached to the top of the jar. Next, with your finger, gently push the balloon into the jar slightly to increase the air pressure in the jar. Then, release the balloon.
Finally, as you release the balloon, you should notice a cloud instantly forming inside the jar. Note that you may want to shine a flashlight at the jar to help you see the cloud more clearly. In conclusion, you can repeat the pushing and releasing of the balloon several times, and you will see additional clouds form. How does it work?
When you add warm water to the jar, some of it turns into water vapor. When you press on the balloon, you increase the air pressure in the jar, which causes the warmer air to rise. When you then release the balloon, you decrease the air pressure in the jar, which results in cooler air. As the air cools, the water vapor in the jar condenses. The condensed water vapor can collect on the smoke particles from the match, and thus, you see a cloud form.
Highlights of Science
Science deals with the physical world and its various phenomena. This body of knowledge focuses on understanding our environment through observation and experimentation (Martín-Páez et al., 2019). The STEM project above embodies these tenets as it aims to provide children with an understanding of cloud formation in the natural world. Children encounter the weather every day and possess an intuitive understanding of it.
The two methods illustrate experiments that children can perform to gain an understanding of how a phenomenon they encounter every day unfolds. The science in this project is also embodied in the pursuit of knowledge, as evident in the active execution of sequential steps to arrive at a discovery. This aspect also enables students to develop skills such as collaboration and exploration (Martín-Páez et al., 2019). The successful completion of the two experiments above involves many of these elements.
Highlights of Technology
Successful teaching and learning necessitate the use of different objects and tools. This technology helps children develop a solid understanding of the phenomenon under study by providing them with items they can use for experimentation and testing (Martín-Páez et al., 2019). This project looked to teach students about cloud formation in the natural world via two different experiments.
The first one involved making a cloud in a jar using hairspray. The students can learn about this process with the help of a jar with a lid, a cup holding hot water, ice cubes, and a can of hairspray. The second method used a jar, a match, a balloon with the bottom cut off, and a flashlight. These tools comprise the technological aspect of these activities, and it was only possible to visualize the process due to them.
Highlights of Engineering
Engineering in STEM incorporates all the elements of mathematics, science, and technology. It is the process that enables learning to occur (Martín-Páez et al., 2019). In this case, it refers to the steps executed from inquiry to solution. The problem here is understanding how clouds form in nature, which prompts the creation and execution of an experiment to depict this process, thereby providing an answer to the question.
The collection and assembly of the different parts needed for a successful demonstration are also included. To complete the project, the teacher and learners must accurately follow the steps outlined and adhere to the requirements, such as filling the jar to a certain level. Therefore, engineering is the most crucial element in this experiment as it lays the foundation for successful completion.
Highlights of Mathematics
The lesson’s objectives are to teach third-grade students the concept of cloud formation, demonstrate this concept through an experiment, and guide them through the engineering process. The math skills covered are measurement, assembly, and collaboration. The project aims to equip children with the ability to accurately measure required amounts, assemble different parts to form a whole, and work together to achieve a given end.
Most of the activities incorporated into the lesson match the sought skills and fall under the experimentation umbrella. Others include repeating after the teacher, answering questions, and working in groups. Assessment for the lesson included observing how well the students measured out different amounts, followed the steps included in the experiments, and answered questions posed by the instructor.
Conclusion
In conclusion, this is my STEM project on creating clouds. It included science in explaining how clouds form in nature. Additionally, the project incorporates some technological aspects, utilizing everyday objects to create it. Then, there was minimal engineering involved in this project; however, some math was required for the measurements needed to complete it. Finally, this could have been a STEAM project because I think there is something very Artful about making clouds, even if they are in a jar.
Reference
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of the literature. Science Education, 103(4), 799-822. Web.