The Ghostbusters remake is coming out very soon, and this is a great excuse to rewatch the old film and study non-Newtonian fluids. One of the film's heroes, the silly ghost Lizun, is a good image for visualization. This is a character who loves to eat, and he can also penetrate walls.

We will need:

• potato,
• tonic.

What we do

Cut the potatoes very finely (can be chopped in a food processor) and pour hot water. After 10-15 minutes, drain the water through a sieve into a clean bowl and set aside. A sediment will appear at the bottom - starch. Drain the water; the starch will remain in the bowl. In principle, you will already have a non-Newtonian fluid. You can play with it and watch how it hardens under your hands and becomes liquid on its own. You can also add food coloring for bright color.

Trevor Cox/Flickr.com

Now let's add a little magic.

The starch needs to be dried (leaved for a couple of days). And then add tonic to it and make a kind of dough that is easy to pick up. It will retain its consistency in your palms, but if you stop and stop kneading it, it will begin to spread.

If you turn on the ultraviolet lamp, you and your child will see the dough begin to glow. This is due to the quinine found in tonic water. It looks magical: a glowing substance that behaves as if it violates all the laws of physics.

2. Get superpowers

Comic book heroes are especially popular now, so your child will love feeling like the powerful Magneto, who can control metals.

We will need:

• printer toner,
• magnet,
• vegetable oil.

What we do

From the very beginning, be prepared for the fact that after this experiment you will need a lot of napkins or rags - it will be quite dirty.

In no large capacity add about 50 ml of laser printer toner. Add two tablespoons of vegetable oil and mix very well. Done - you have in your hands a liquid that will react to a magnet.

Jerald San Hose/Flickr.com

You can attach a magnet to the container and watch how the liquid literally sticks to the wall, forming a funny “hedgehog”. It will be even more interesting if you find a board on which you don’t mind pouring a little black mixture, and invite your child to use a magnet to control the drop of toner.

3. Turn milk into a cow

Invite your child to turn liquid into solid without resorting to freezing. This is a very simple and impressive experience, although you will have to wait a couple of days to get the results. But what an effect!

We will need:

• cup ,
• vinegar.

What we do

Heat a glass of milk in microwave oven or on the stove. We don't boil. Then you need to add a tablespoon of vinegar to it. Now let's start stirring things up. Actively move the spoon in the glass to see white clots appear. This is casein, a protein found in milk.

When there are a lot of clots, drain the mixture through a sieve. Whatever remains in the colander needs to be shaken and then placed on paper towel and dry a little. Then start kneading the material with your hands. It will look like dough or clay. At this stage, you can add food coloring or glitter to make the white mass brighter and more interesting for your baby.

Invite your child to make something from this material - a figurine of an animal (for example, a cow) or some other object. But you can just put the mass in plastic mold. Leave to dry for a day or two.

When the mass dries, you will have a figurine made of very hard hypoallergenic material. This type of “homemade plastic” was used until the 1930s. Casein was used to make jewelry, accessories, and buttons.

4. Control snakes

Getting vinegar and baking soda to react is just about the most boring experience imaginable. “Volcanoes” and “fizzy drinks” will not be of interest to modern children. But you can invite your child to become a “snake lord” and show how acid and alkali actually react.

We will need:

• pack of gummy worms,
• soda,
• vinegar.

What we do

Take two large transparent glasses. Pour water into one and add soda. Mix. Open the package of gummy worms. It’s better to cut each of them lengthwise and make them thinner. Then the experience will be more spectacular.

Thin worms should be placed in a mixture of water and soda and mixed. Set aside for 5 minutes.

Pour vinegar into another glass. Now we add to this vessel the worms that were in the glass with soda. Because of the soda, bubbles will be visible on their surface. This means there is a reaction. The more worms you add to the glass, the more gas will be released. And after some time, the bubbles will lift the worms to the surface. Add more soda - the reaction will be more active and the worms themselves will begin to crawl out of the glass. Cool!

5. Make a hologram like in Star Wars

Of course, it is difficult to create a real hologram at home. But its likeness is quite real and not even very difficult. You will learn to use the properties of light and turn 2D pictures into three-dimensional images.

We will need:

• smartphone,
• CD box,
• stationery knife,
• scotch,
• paper,
• pencil.

What we do

You need to draw a trapezoid on paper. The drawing can be seen in the photo: the length of the lower side of the trapezoid is 6 cm, the upper side is 1 cm.

BoredPanda.com

Carefully cut out a trapezoid from paper and take out the CD box. We need the transparent part of it. Attach the pattern to the plastic and use a utility knife to cut a trapezoid out of the plastic. Repeat three more times - we will need four identical transparent elements.

Now they need to be glued together with tape so that it looks like a funnel or a truncated pyramid.

Take your smartphone and run one of the such videos. Place the plastic pyramid with the narrow part down in the center of the screen. Inside you will see a “hologram”.

Giphy.com

You can start a video with characters from Star Wars and, for example, recreate the famous recording of Princess Leia or admire his own miniature BB-8.

6. Get away with it

Every child can build a sand castle on the seashore. How about we line it up under water? Along the way, you can learn the concept of “hydrophobic.”

We will need:

• colored sand for aquariums (you can also take regular sand, but it needs to be washed and dried),
• hydrophobic shoe spray.

What we do

Carefully pour the sand onto a large plate or baking sheet. We apply a hydrophobic spray to it. We do this very carefully: spray, mix, repeat several times. The task is simple - make sure that every grain of sand is enveloped in a protective layer.

University of Exeter/Flickr.com

When the sand dries, collect it in a bottle or bag. Take a large container for water (for example, a wide-mouthed jar or an aquarium). Show your child how hydrophobic sand “works”. If you pour it in a thin stream into water, it will sink to the bottom but remain dry. This is easy to check: let the baby take some sand from the bottom of the container. As soon as the sand rises from the water, it will crumble in the palm of your hand.

7. Keep information secret better than James Bond

Writing secret messages with lemon juice is a thing of the past. There is another way to get invisible ink, which also allows you to learn a little more about the reaction of iodine and starch.

We will need:

• paper,
• brush.

What we do

First, cook the rice. The porridge can be eaten later, but we need a decoction - it contains a lot of starch. Dip your brush into it and write a secret message on the paper, such as “I know who ate all the cookies yesterday.” Wait for the paper to dry. Starchy letters will be invisible. To decipher the message, you need to moisten another brush or cotton swab in a solution of iodine and water and run it over what is written. Due to the chemical reaction, blue letters will begin to appear on the paper. Voila!

My personal experience in teaching chemistry has shown that a science like chemistry is very difficult to study without any prior knowledge and practice. Schoolchildren very often neglect this subject. I personally observed how an 8th grade student, when he heard the word “chemistry,” began to wince, as if he had eaten a lemon.

Later it turned out that due to dislike and misunderstanding of the subject, he skipped school secretly from his parents. Of course, the school curriculum is designed in such a way that the teacher must teach a lot of theory in the first chemistry lessons. Practice seems to fade into the background precisely at the moment when the student cannot yet independently realize whether he needs this subject in the future. This is primarily due to the laboratory equipment of schools. In big cities, things are currently better with reagents and instruments. As for the province, just like 10 years ago and now, many schools do not have the opportunity to conduct laboratory classes. But the process of studying and becoming interested in chemistry, as well as other natural sciences, usually begins with experiments. And this is no coincidence. Many famous chemists, such as Lomonosov, Mendeleev, Paracelsus, Robert Boyle, Pierre Curie and Marie Sklodowska-Curie (schoolchildren also study all of these researchers in physics lessons) began experimenting from childhood. The great discoveries of these great people were made precisely in home chemical laboratories, since studying chemistry in institutes was available only to people of means.

And, of course, the most important thing is to interest the child and convey to him that chemistry surrounds us everywhere, so the process of studying it can be very exciting. This is where home chemical experiments will come to the rescue. By observing such experiments, one can further look for an explanation of why things happen this way and not otherwise. And when a young researcher encounters similar concepts in school lessons, the teacher’s explanations will be more understandable to him, since he will already have his own experience in conducting chemical experiments at home and the knowledge gained.

It is very important to start learning science with common observations and real-life examples that you think will be most successful for your child. Here are some of them. Water is Chemical substance, consisting of two elements, as well as gases dissolved in it. Man also contains water. It is known that where there is no water, there is no life. A person can live without food for about a month, but without water - only a few days.

River sand is nothing more than silicon oxide, and is also the main raw material for glass production.

A person himself does not suspect it and carries out chemical reactions every second. The air we breathe is a mixture of gases - chemicals. During exhalation, another complex substance is released - carbon dioxide. We can say that we ourselves are a chemical laboratory. You can explain to your child that washing hands with soap is also a chemical process of water and soap.

An older child who, for example, has already begun to study chemistry at school, can be explained that almost all elements of D.I. Mendeleev’s periodic system can be found in the human body. Not only are all chemical elements present in a living organism, but each of them performs some biological function.

Chemistry also includes medicines, without which many people nowadays cannot live a day.

Plants also contain the chemical chlorophyll, which gives leaves their green color.

Cooking is a complex chemical process. Here is an example of how dough rises when yeast is added.

One of the options for getting a child interested in chemistry is to take an individual outstanding researcher and read the story of his life or watch an educational film about him (films about D.I. Mendeleev, Paracelsus, M.V. Lomonosov, Butlerov are now available).

Many people believe that real chemistry is harmful substances, and experimenting with them is dangerous, especially at home. There are many very exciting experiences that you can do with your child without harming your health. And these home chemical experiments will be no less exciting and instructive than those that come with explosions, acrid odors and clouds of smoke.

Some parents are also afraid to conduct chemical experiments at home because of their complexity or lack of necessary equipment and reagents. It turns out that you can get by with improvised means and those substances that every housewife has in her kitchen. You can buy them at your local hardware store or pharmacy. Test tubes for conducting home chemical experiments can be replaced with bottles of tablets. You can use it to store reagents glass jars, for example, from baby food or mayonnaise.

It is worth remembering that the container with reagents must have a label with the inscription and be tightly closed. Sometimes the test tubes need to be heated. In order not to hold it in your hands when it heats up and not get burned, you can build such a device using a clothespin or a piece of wire.

It is also necessary to allocate several steel and wooden spoons for mixing.

You can make a stand for holding test tubes yourself by drilling through holes in the block.

To filter the resulting substances you will need a paper filter. It is very easy to make according to the diagram given here.

For children who do not yet go to school or are in elementary school, performing chemical experiments at home with their parents will be a kind of game. Most likely, such a young researcher will not yet be able to explain some individual laws and reactions. However, perhaps it is precisely this empirical method of discovering the surrounding world, nature, man, and plants through experiments that will lay the foundation for the study of natural sciences in the future. You can even organize some kind of competitions in the family to see who has the most successful experience and then demonstrate them at family holidays.

Regardless of your child's age or ability to read and write, I recommend keeping a laboratory journal in which you can record experiments or sketch. A real chemist always writes down a work plan, a list of reagents, sketches the instruments and describes the progress of the work.

When you and your child first begin to study this science of substances and conduct home chemical experiments, the first thing you need to remember is safety.

To do this, you must follow the following safety rules:

2. It is better to allocate a separate table for conducting chemical experiments at home. If you do not have a separate table at home, then it is better to conduct experiments on a steel or iron tray or pallet.

3. You need to get thin and thick gloves (they are sold at a pharmacy or hardware store).

4. For chemical experiments, it is best to buy a lab coat, but you can also use a thick apron instead of a coat.

5. Laboratory glassware should not be further used for food.

6. In home chemical experiments there should be no cruelty to animals or disruption of the ecological system. Acidic chemical wastes must be neutralized with soda, and alkaline ones with acetic acid.

7. If you want to check the smell of a gas, liquid or reagent, never bring the container directly to your face, but, holding it at some distance, direct the air above the container towards you by waving your hand and at the same time smell the air.

8. Always use reagents in non-contained quantities in home experiments. large quantities. Avoid leaving reagents in a container without an appropriate inscription (label) on the bottle, from which it should be clear what is in the bottle.

You should start learning chemistry with simple chemical experiments at home, allowing your child to master the basic concepts. A series of experiments 1-3 allow you to get acquainted with the basic aggregative states of substances and the properties of water. To begin with, you can show your preschooler how sugar and salt dissolve in water, accompanying this with an explanation that water is a universal solvent and is a liquid. Sugar or salt are solids that dissolve in liquid.

Experience No. 1 “Because - without water and neither here nor there”

Water is a liquid chemical substance consisting of two elements as well as gases dissolved in it. Man also contains water. It is known that where there is no water, there is no life. A person can live without food for about a month, and without water - only a few days.

Reagents and equipment: 2 test tubes, soda, citric acid, water

Experiment: Take two test tubes. Pour baking soda and citric acid into them in equal quantities. Then pour water into one of the test tubes, but not into the other. In a test tube in which water was poured, water began to be released carbon dioxide. In a test tube without water - nothing has changed

Discussion: This experiment explains the fact that without water many reactions and processes in living organisms are impossible, and water also accelerates many chemical reactions. It can be explained to schoolchildren that an exchange reaction occurred, as a result of which carbon dioxide was released.

Experiment No. 2 “What is dissolved in tap water”

Reagents and equipment: transparent glass, tap water

Experiment: Pour into a transparent glass tap water and put it in a warm place for an hour. After an hour, you will see settled bubbles on the walls of the glass.

Discussion: Bubbles are nothing more than gases dissolved in water. Gases dissolve better in cold water. As soon as the water becomes warm, the gases stop dissolving and settle on the walls. Such a home chemical experiment also allows you to introduce your child to the gaseous state of matter.

Experiment No. 3 “What is dissolved in mineral water or water is a universal solvent”

Reagents and equipment: test tube, mineral water, candle, magnifying glass

Experiment: Pour mineral water into a test tube and slowly evaporate it over a candle flame (the experiment can be done on the stove in a saucepan, but the crystals will be less visible). As the water evaporates, small crystals will remain on the walls of the test tube, all of them of different shapes.

Discussion: Crystals are salts dissolved in mineral water. They have different shape and size, since each crystal has its own chemical formula. With a child who has already started studying chemistry at school, you can read the label on mineral water, where its composition is indicated, and write the formulas of the compounds contained in the mineral water.

Experiment No. 4 “Filtering water mixed with sand”

Reagents and equipment: 2 test tubes, funnel, paper filter, water, river sand

Experiment: Pour water into a test tube and put a little river sand in there, mix. Then, according to the scheme described above, make a filter out of paper. Insert a dry, clean test tube into the rack. Slowly pour the sand and water mixture through a funnel with a paper filter. The river sand will remain on the filter, and you will get clean water in the test tube.

Discussion: Chemical experience allows us to show that there are substances that do not dissolve in water, for example, river sand. The experience also introduces one of the methods for purifying mixtures of substances from impurities. Here you can introduce the concepts of pure substances and mixtures, which are given in the 8th grade chemistry textbook. IN in this case the mixture is sand and water, the pure substance is filtrate, river sand is sediment.

The filtration process (described in grade 8) is used here to separate a mixture of water and sand. To diversify the study of this process, you can delve a little deeper into the history of drinking water purification.

Filtration processes were used as early as the 8th and 7th centuries BC. in the state of Urartu (now the territory of Armenia) to purify drinking water. Its residents built a water supply system using filters. Thick fabric and charcoal were used as filters. Similar systems of intertwined drainpipes, clay channels, equipped with filters were also on the territory of the ancient Nile by the ancient Egyptians, Greeks and Romans. Water was passed through such a filter several times, ultimately many times, ultimately achieving best quality water.

One of the most interesting experiments is growing crystals. The experiment is very visual and gives an idea of ​​many chemical and physical concepts.

Experiment No. 5 “Growing sugar crystals”

Reagents and equipment: two glasses of water; sugar - five glasses; wooden skewers; thin paper; pot; transparent cups; food coloring (the proportions of sugar and water can be reduced).

Experiment: The experiment should begin with the preparation of sugar syrup. Take a saucepan, pour 2 cups of water and 2.5 cups of sugar into it. Place over medium heat and, stirring, dissolve all the sugar. Pour the remaining 2.5 cups of sugar into the resulting syrup and cook until completely dissolved.

Now let's prepare the crystal seeds - rods. Not a large number of Scatter the sugar on a piece of paper, then dip the stick in the resulting syrup and roll it in sugar.

We take the pieces of paper and poke a hole in the middle with a skewer so that the paper fits tightly to the skewer.

Then pour the hot syrup into transparent glasses (it is important that the glasses are transparent - this way the process of crystal ripening will be more exciting and visual). The syrup must be hot, otherwise the crystals will not grow.

You can make colored sugar crystals. To do this, add a little food coloring to the resulting hot syrup and stir it.

The crystals will grow in different ways, some quickly and some may take longer. At the end of the experiment, the child can eat the resulting candies if he is not allergic to sweets.

If you do not have wooden skewers, then the experiment can be carried out with ordinary threads.

Discussion: A crystal is a solid state of matter. It has a certain shape and a certain number of faces due to the arrangement of its atoms. Substances whose atoms are arranged regularly so that they form a regular three-dimensional lattice, called crystalline, are considered crystalline. Row crystals chemical elements and their compounds have remarkable mechanical, electrical, magnetic and optical properties. For example, diamond is a natural crystal and the hardest and rarest mineral. Due to its exceptional hardness, diamond plays a huge role in technology. Diamond saws are used to cut stones. There are three ways to form crystals: crystallization from a melt, from a solution and from the gas phase. An example of crystallization from a melt is the formation of ice from water (after all, water is molten ice). An example of crystallization from solution in nature is the precipitation of hundreds of millions of tons of salt from sea water. In this case, when growing crystals at home, we are dealing with the most common method of artificial growth - crystallization from solution. Sugar crystals grow from a saturated solution with the slow evaporation of the solvent - water or with a slow decrease in temperature.

The following experiment allows you to obtain at home one of the most useful crystalline products for humans - crystalline iodine. Before conducting the experiment, I advise you to watch the short film “The Life of Wonderful Ideas” with your child. Smart iodine." The film gives an idea of ​​the benefits of iodine and the unusual story of its discovery, which the young researcher will remember for a long time. And it is interesting because the discoverer of iodine was an ordinary cat.

The French scientist Bernard Courtois noticed during the Napoleonic wars that in products obtained from ash seaweed, which washed up on the shores of France, there is some substance that corrodes iron and copper vessels. But neither Courtois himself nor his assistants knew how to isolate this substance from algae ash. An accident helped speed up the discovery.

At his small saltpeter production plant in Dijon, Courtois planned to conduct several experiments. There were vessels on the table, one of which contained a tincture of seaweed in alcohol, and the other a mixture of sulfuric acid and iron. His favorite cat was sitting on the scientist’s shoulders.

There was a knock on the door, and the frightened cat jumped and ran away, sweeping away the flasks on the table with her tail. The vessels broke, the contents were mixed, and a violent chemical reaction suddenly began. When a small cloud of vapors and gases settled, the surprised scientist saw some kind of crystalline coating on objects and debris. Courtois began to investigate it. The crystals of this previously unknown substance were called “iodine”.

Thus, a new element was discovered, and Bernard Courtois’s domestic cat went down in history.

Experiment No. 6 “Obtaining iodine crystals”

Reagents and equipment: tincture of pharmaceutical iodine, water, glass or cylinder, napkin.

Experiment: Mix water with iodine tincture in the proportion: 10 ml iodine and 10 ml water. And put everything in the refrigerator for 3 hours. During the cooling process, iodine will precipitate at the bottom of the glass. Drain the liquid, remove the iodine precipitate and place it on a napkin. Squeeze with napkins until the iodine begins to crumble.

Discussion: The chemical experiment called extraction or extraction of one component from another. In this case, water extracts iodine from the alcohol solution. Thus, the young researcher will repeat the experiment of Courtois the cat without smoke and breaking of dishes.

Your child will already learn about the benefits of iodine for disinfecting wounds from the film. Thus, you will show that there is an inextricable connection between chemistry and medicine. However, it turns out that iodine can be used as an indicator or analyzer of the content of another useful substance - starch. The following experiment will introduce the young experimenter to a separate, very useful chemistry - analytical.

Experiment No. 7 “Iodine-indicator of starch content”

Reagents and equipment: fresh potatoes, pieces of banana, apple, bread, a glass of diluted starch, a glass of diluted iodine, a pipette.

Experiment: We cut the potatoes into two parts and drip diluted iodine on it - the potatoes turn blue. Then drop a few drops of iodine into a glass with diluted starch. The liquid also turns blue.

Using a pipette, drop iodine dissolved in water onto an apple, banana, bread, one at a time.

We observe:

The apple did not turn blue at all. Banana - slightly blue. The bread turned very blue. This part of the experiment shows the presence of starch in various foods.

Discussion: Starch reacts with iodine to give a blue color. This property allows us to detect the presence of starch in various products. Thus, iodine is like an indicator or analyzer of starch content.

As you know, starch can be converted into sugar; if you take an unripe apple and drop iodine, it will turn blue, since the apple is not yet ripe. As soon as the apple is ripe, all the starch contained will turn into sugar and the apple, when treated with iodine, will not turn blue at all.

The following experience will be useful for children who have already started studying chemistry at school. It introduces concepts such as chemical reaction, compound reaction, and qualitative reaction.

Experiment No. 8 “Flame coloring or compound reaction”

Reagents and equipment: tweezers, table salt, alcohol lamp

Experiment: Take with tweezers several large crystals table salt table salt. Let's hold them over the flame of the burner. The flame will turn yellow.

Discussion: This experiment allows for a combustion chemical reaction, which is an example of a compound reaction. Due to the presence of sodium in table salt, during combustion it reacts with oxygen. As a result, a new substance is formed - sodium oxide. The appearance of a yellow flame indicates that the reaction has completed. Such reactions are qualitative reactions to compounds containing sodium, that is, they can be used to determine whether a substance contains sodium or not.

The Ghostbusters remake is coming out very soon, and this is a great excuse to rewatch the old film and study non-Newtonian fluids. One of the film's heroes, the silly ghost Lizun, is a good image for visualization. This is a character who loves to eat, and he can also penetrate walls.

We will need:

• potato,
• tonic.

What we do

Cut the potatoes very finely (you can chop them in a food processor) and add hot water. After 10-15 minutes, drain the water through a sieve into a clean bowl and set aside. A sediment will appear at the bottom - starch. Drain the water; the starch will remain in the bowl. In principle, you will already have a non-Newtonian fluid. You can play with it and watch how it hardens under your hands and becomes liquid on its own. You can also add food coloring for bright color.

Trevor Cox/Flickr.com

Now let's add a little magic.

The starch needs to be dried (leaved for a couple of days). And then add tonic to it and make a kind of dough that is easy to pick up. It will retain its consistency in your palms, but if you stop and stop kneading it, it will begin to spread.

If you turn on the ultraviolet lamp, you and your child will see the dough begin to glow. This is due to the quinine found in tonic water. It looks magical: a glowing substance that behaves as if it violates all the laws of physics.

2. Get superpowers

Comic book heroes are especially popular now, so your child will love feeling like the powerful Magneto, who can control metals.

We will need:

• printer toner,
• magnet,
• vegetable oil.

What we do

From the very beginning, be prepared for the fact that after this experiment you will need a lot of napkins or rags - it will be quite dirty.

Pour about 50 ml of laser printer toner into a small container. Add two tablespoons of vegetable oil and mix very well. Done - you have in your hands a liquid that will react to a magnet.

Jerald San Hose/Flickr.com

You can attach a magnet to the container and watch how the liquid literally sticks to the wall, forming a funny “hedgehog”. It will be even more interesting if you find a board on which you don’t mind pouring a little black mixture, and invite your child to use a magnet to control the drop of toner.

3. Turn milk into a cow

Invite your child to turn liquid into solid without resorting to freezing. This is a very simple and impressive experience, although you will have to wait a couple of days to get the results. But what an effect!

We will need:

• cup ,
• vinegar.

What we do

Heat a glass of milk in the microwave or on the stove. We don't boil. Then you need to add a tablespoon of vinegar to it. Now let's start stirring things up. Actively move the spoon in the glass to see white clots appear. This is casein, a protein found in milk.

When there are a lot of clots, drain the mixture through a sieve. Whatever remains in the colander needs to be shaken, then placed on a paper towel and dried a little. Then start kneading the material with your hands. It will look like dough or clay. At this stage, you can add food coloring or glitter to make the white mass brighter and more interesting for your baby.

Invite your child to make something from this material - a figurine of an animal (for example, a cow) or some other object. But you can simply put the mass in a plastic form. Leave to dry for a day or two.

When the mass dries, you will have a figurine made of very hard hypoallergenic material. This type of “homemade plastic” was used until the 1930s. Casein was used to make jewelry, accessories, and buttons.

4. Control snakes

Getting vinegar and baking soda to react is just about the most boring experience imaginable. “Volcanoes” and “fizzy drinks” will not be of interest to modern children. But you can invite your child to become a “snake lord” and show how acid and alkali actually react.

We will need:

• pack of gummy worms,
• soda,
• vinegar.

What we do

Take two large transparent glasses. Pour water into one and add soda. Mix. Open the package of gummy worms. It’s better to cut each of them lengthwise and make them thinner. Then the experience will be more spectacular.

Thin worms should be placed in a mixture of water and soda and mixed. Set aside for 5 minutes.

Pour vinegar into another glass. Now we add to this vessel the worms that were in the glass with soda. Because of the soda, bubbles will be visible on their surface. This means there is a reaction. The more worms you add to the glass, the more gas will be released. And after some time, the bubbles will lift the worms to the surface. Add more soda - the reaction will be more active and the worms themselves will begin to crawl out of the glass. Cool!

5. Make a hologram like in Star Wars

Of course, it is difficult to create a real hologram at home. But its likeness is quite real and not even very difficult. You will learn to use the properties of light and turn 2D pictures into three-dimensional images.

We will need:

• smartphone,
• CD box,
• stationery knife,
• scotch,
• paper,
• pencil.

What we do

You need to draw a trapezoid on paper. The drawing can be seen in the photo: the length of the lower side of the trapezoid is 6 cm, the upper side is 1 cm.

BoredPanda.com

Carefully cut out a trapezoid from paper and take out the CD box. We need the transparent part of it. Attach the pattern to the plastic and use a utility knife to cut a trapezoid out of the plastic. Repeat three more times - we will need four identical transparent elements.

Now they need to be glued together with tape so that it looks like a funnel or a truncated pyramid.

Take your smartphone and run one of the such videos. Place the plastic pyramid with the narrow part down in the center of the screen. Inside you will see a “hologram”.

Giphy.com

You can start a video with characters from Star Wars and, for example, recreate the famous recording of Princess Leia or admire his own miniature BB-8.

6. Get away with it

Every child can build a sand castle on the seashore. How about we line it up under water? Along the way, you can learn the concept of “hydrophobic.”

We will need:

• colored sand for aquariums (you can also take regular sand, but it needs to be washed and dried),
• hydrophobic shoe spray.

What we do

Carefully pour the sand onto a large plate or baking sheet. We apply a hydrophobic spray to it. We do this very carefully: spray, mix, repeat several times. The task is simple - make sure that every grain of sand is enveloped in a protective layer.

University of Exeter/Flickr.com

When the sand dries, collect it in a bottle or bag. Take a large container for water (for example, a wide-mouthed jar or an aquarium). Show your child how hydrophobic sand “works”. If you pour it in a thin stream into water, it will sink to the bottom but remain dry. This is easy to check: let the baby take some sand from the bottom of the container. As soon as the sand rises from the water, it will crumble in the palm of your hand.

7. Keep information secret better than James Bond

Writing secret messages with lemon juice is a thing of the past. There is another way to make invisible ink, which also allows you to learn a little more about the reaction of iodine and starch.

We will need:

• paper,
• brush.

What we do

First, cook the rice. The porridge can be eaten later, but we need a decoction - it contains a lot of starch. Dip your brush into it and write a secret message on the paper, such as “I know who ate all the cookies yesterday.” Wait for the paper to dry. Starchy letters will be invisible. To decipher the message, you need to moisten another brush or cotton swab in a solution of iodine and water and run it over what is written. Due to the chemical reaction, blue letters will begin to appear on the paper. Voila!

For the development of a child, it is necessary to use all possible means, including experiments for children, which trained parents can conduct at home. This type of activity is very interesting for preschoolers, it helps them learn a lot about the world around them and take direct part in the research process. The main rule that mothers and fathers should adhere to is the absence of coercion: classes should be conducted only when the child himself is ready for experiments.

Physical

Similar scientific experiments will interest an inquisitive little one and help him gain new knowledge:

• about the properties of liquid;
• about atmospheric pressure;
• about the interaction of molecules.

In addition, under clear parental guidance, he will be able to repeat everything without difficulty.

Bottle filling

You should prepare your equipment in advance. Need hot water Glass bottle and a bowl of cold water(for clarity, the liquid should be pre-tinted).

The procedure is as follows:

1. Needs to be bottled hot water several times to ensure the container is properly warmed up.
2. Pour out the hot liquid completely.
3. Turn the bottle upside down and place it in a bowl of cold water.
4. You will see that water from the bowl will begin to flow into the bottle.

Why is this happening? Due to the effect of the hot liquid, the bottle was filled with warm air. As the gas cools, it contracts, causing the volume it occupies to decrease, forming a low-pressure environment in the bottle. As water flows in, it restores balance. This experiment with water can be done at home without any problems.

With a glass

Every child, even at 3-4 years old, knows that if you turn over a glass filled with water, the liquid will spill out. However, there is an interesting experience that can prove the opposite.

Procedure:

1. Pour water into a glass.
2. Cover it with a piece of cardboard.
3. Holding the sheet with your hand, carefully turn the structure over.
4. You can remove your hand.

Surprisingly, the water will not spill out - the molecules of the cardboard and the liquid will mix at the moment of contact. Therefore, the sheet will hold on, becoming a kind of lid. You can also tell the child about atmospheric pressure, that it exists both inside the glass and outside, while in the container it is lower, outside it is higher. Due to this difference, water does not spill out.

A similar experiment is best carried out over a basin, since gradually the paper material will get wet and the liquid will drip.

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Developmental experiments

There are a large number of truly interesting experiments for babies.

Eruption

This experience is rightfully considered one of the most exciting and therefore loved by children. To carry it out you will need:

• soda;
• red paint;
• citric acid or lemon juice;
• water;
• a little detergent.

First, you should build the “volcano” itself by making a cone out of thick paper, fastening it along the edges with tape and cutting a hole on top. Then the resulting blank is put on any bottle. To resemble a volcano, it should be covered with brown plasticine and placed on a large baking sheet so that the “lava” does not spoil the surface of the table.

Procedure:

1. Pour soda into the bottle.
2. Add paint.
3. Add a drop of detergent (1 drop).
4. Pour water and mix well.

For the “eruption” to begin, you need to ask the child to add a little citric acid(or lemon juice). This simplest example chemical reaction.

Dancing worms

This simple, fun experiment can be done with both preschoolers and elementary school students. Necessary equipment:

• corn starch;
• water;
• baking tray;
• paints (food coloring);
• music column.

First you need to mix 2 cups of starch and a glass of water. Pour the resulting substance onto a baking sheet, add paint or dye.

All that remains is to turn on loud music and place the baking sheet on the speaker. The colors on the workpiece will be mixed in a chaotic manner, creating a beautiful, unusual spectacle.

We use food

To make an experiment that is unusual, interesting for your child and educational, it is not at all necessary to purchase complex equipment and expensive materials. We invite you to get to know the very simple options, available for execution at home.

With egg

Necessary equipment:

• glass of water (tall);
• egg;
• salt;
• water.

The idea is simple - an egg immersed in water will sink to the bottom. If you add table salt (about 6 tablespoons) to the liquid, it will rise to the surface. This physical experience with salt helps illustrate the concept of density to your child. So, salted water has more water, so the egg can float on the surface.

You can also show the opposite effect (which is why it was recommended to take a tall glass) - when you add plain tap water to a salted liquid, the density will decrease and the egg will sink to the bottom.

Invisible ink

A very interesting and simple trick, which at first will seem like real magic to the baby, and after the parents explain it, it will help to learn about oxidation.

Necessary equipment:

• ½ lemon;
• water;
• spoon and plate;
• paper;
• lamp;
• cotton swab.

If lemon is not available, you can use analogues, such as milk, onion juice or wine.

Procedure:

1. Squeeze the citrus juice, add it to a plate, mix with an equal amount of water.
2. Dip the tampon into the resulting liquid.
3. Use it to write something the child can understand (or draw).
4. Wait until the juice dries, becoming completely invisible.
5. Heat the sheet (using a lamp or holding it over a fire).

Text or a simple drawing will become visible due to the fact that the juice has oxidized and turned brown when the temperature rises.

Color explosion

The little ones can enjoy a fun experiment with milk and paints, which can be carried out without any problems in the kitchen.

Required products and equipment:

• milk (preferably high fat content);
• food coloring (several colors - the more, the more interesting and brighter it will be);
• dishwashing liquid;
• plate;
• cotton buds;
• pipette.

If dishwashing liquid is not available, liquid soap can be used.

Procedure:

1. Pour milk into a plate. It should completely hide the bottom.
2. Let the liquid sit for a while until it reaches room temperature.
3. Using a pipette, carefully drop several different food colors into the bowl of milk.
4. By lightly touching the liquid with a cotton swab, you need to show the baby what is happening.
5. Next, take a second stick and dip it in detergent. It touches the surface of the milk and holds for 10 seconds. There is no need to mix colorful stains, a gentle touch is enough.

Next, the baby will be able to observe the most beautiful thing - the colors begin to “dance”, as if trying to escape from the soap stick. Even if you remove it now, the “explosion” will continue. At this stage, you can invite the child to participate himself - add dye, immerse a soapy stick in the liquid.

The secret of the experience is simple - detergent destroys the fat contained in milk, which causes the “dance”.

With sugar

For children 3-4 years old, various experiments with food will be very interesting. The child will be happy to learn about new qualities of his usual food.

For this entertaining activity you will need:

• 10 tbsp. l. Sahara;
• water;
• food colors of several colors;
• two spoons (tea, tablespoon);
• syringe;
• 5 glasses.

First you need to add sugar to the glasses according to this scheme:

• in the first glass - 1 tbsp. l.;
• in the second - 2 tbsp. l.;
• in the third - 3 tbsp. l.;
• in the fourth - 4 tbsp. l.

Add 3 tsp to each of them. water. Mix. Then you need to add a dye of your own color to each of the glasses and mix again. The next step is to carefully take the colored liquid from the fourth glass using a syringe or a teaspoon and pour it into the fifth, which was empty. Then colored water is added in the same order from the third, second and finally from the first glasses.

If you act carefully, the colored liquids will not mix, but, when layered on top of each other, they will help create a bright, unusual pyramid. The secret of the trick is that the density of water changes depending on the amount of sugar added to it.

With flour

Let's consider another interesting experience for children, simple and safe. It can be carried out both in kindergarten and at home.

Necessary equipment:

• flour;
• salt;
• paints (gouache);
• brush;
• sheet of cardboard.

Procedure:

1. In a small glass you need to mix 1 tbsp. l. flour and salt. This is a blank from which we will later make paint of the same color. Accordingly, the number of such blanks is equal to the number of flowers.
2. Add 3 tbsp to each glass. l. water and gouache.
3. Using paint, ask your child to draw a picture on cardboard using a brush or cotton swab, one for each color.
4. Place the finished creation in the microwave (power 600 W) for 5 minutes.

The paints, which are a dough, will rise and harden, making the drawing three-dimensional.

Lava lamp

Another unusual children's experiment allows you to create a real lava lamp. After watching just once, even a novice researcher will be able to repeat the experiment with his own hands, without the help of adults.

Required equipment and materials:

• vegetable oil (glass);
• salt (1 tsp);
• water;
• food coloring (several shades);
• glass jar.

Procedure:

1. Fill the jar 2/3 full with water.
2. Add vegetable oil, which at this stage forms a thick film on the surface.
3. Add food coloring.
4. Slowly add salt.

Under the weight of the salt, the oil will begin to sink to the bottom, and the dye will make the spectacle more colorful and impressive.

With soda

To demonstrate to a child preschool age An experiment with soda is perfect:

1. Pour the drink into a glass.
2. Drop a few peas or cherry pits into it.
3. Watch how they gradually rise from the bottom and fall again.

An amazing sight for a child who does not yet know that the peas are surrounded by bubbles of carbon dioxide, which brings them to the surface. Submarines operate on a similar principle.

With water

There are several educational optical experiments that, despite their simplicity, are very interesting.

• The missing ruble

Water is poured into a jar and an iron ruble is dropped into it. Now you need to ask the baby to find the coin by looking through the glass. Because of optical phenomenon refraction, the eye will not be able to see the ruble if it is directed from the side. If you look into the jar from above, the coin will be in place.

• curved spoon

Let's continue exploring optics with a preschooler. This easy but visual experiment is carried out like this: you need to pour water into a glass and dip a spoon into it. Ask your baby to look from the side. He will see that at the boundary of the media - water and air - the spoon appears curved. By taking out the spoon, you can make sure that everything is in order with it.

The child should be explained that a ray of light bends when passing through water, which is why we see a changed image. You can continue the water theme and lower the same spoon into a small jar. Curvature will not occur since the walls of this container are smooth.

This biological experiment will help the child get acquainted with the world of living nature and observe how a sprout is formed. Beans or peas are needed for this.

Parents can invite the young botanist to independently moisten a piece of gauze folded several times with water, place it on a saucer, place peas or beans on the cloth and cover with damp gauze. The baby’s task is to carefully ensure that the seeds are moistened at all times and check them regularly. In a couple of days the first shoots will appear.

Photosynthesis process

This plant and candle activity is best suited for younger students who know that trees and grass absorb carbon dioxide and release oxygen.

The gist is this:

1. Carefully place burning candles into two jars.
2. Place a living plant in one of them.
3. Cover both containers with a lid.

Observe that the candle in the jar with the plant continues to burn because oxygen is present in it. In the second bank it goes out almost immediately.

Entertaining

We catch electricity. This one is small and safe experience It can easily be done with kids.

1. One inflated balloon is placed on the wall, several others lie on the floor.
2. The mother invites the child to place all the balls on the wall. However, they will not hold on and will fall.
3. The mother asks the baby to rub the ball on his hair and try again. Now the ball has been attached.

After this, you need to tell that the “miracle” happened thanks to the electricity that was generated when the ball was rubbed on the hair.

Another option for the curious is an experiment with foil. It goes like this:

1. A small piece of foil needs to be cut into strips.
2. Ask your little one to comb her hair.
3. Now you need to lean the comb against the strip and observe. The foil will stick to the comb.

You can also demonstrate “The Lost Chalk” to children. To do this, a piece of ordinary chalk is placed in vinegar. The limestone will begin to hiss and decrease in size. After some time it will completely dissolve. This is due to the fact that chalk, when in contact with vinegar, turns into other substances.

Experiments with preschool children - a great opportunity develop their curiosity, answer many questions in a visual and understandable form. In addition, by offering children a variety of experiments, attentive parents will help them outline their own range of interests at an early age. And doing the research itself will be a great and fun pastime.

CARD FILE OF EXPERIMENTS AND EXPERIMENTS FOR PRESCHOOL CHILDREN “EXPERIMENTS WITH WATER”

Prepared by: teacher Nurullina G.R.

Target:

1. Help children get to know the world around them better.

2. Create favorable conditions for sensory perception, improvement of such vital mental processes as sensations, which are the first steps in understanding the world around us.

3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.

4. Teach children to explore water in different states.

5. Through games and experiments, teach children to determine physical properties water.

6. Teach children to make independent conclusions based on the results of the examination.

7. Nurture the moral and spiritual qualities of a child during his communication with nature.

EXPERIMENTS WITH WATER

Note to the teacher: You can buy equipment for conducting experiments in kindergarten in a specialized store " Kindergarten» kindergarten-shop.ru

Experiment No. 1. “Coloring water.”

Purpose: Identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.

Materials: Containers with water (cold and warm), paint, stirring sticks, measuring cups.

An adult and children examine 2-3 objects in the water and find out why they are clearly visible (the water is clear). Next, find out how to color the water (add paint). An adult offers to color the water themselves (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass with warm water). How will the water color if there is more dye? (The water will become more colored).

Experiment No. 2. “Water has no color, but it can be colored.”

Open the tap and offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be colored by adding paint to it. (Children observe the coloring of the water). What color did the water become? (Red, blue, yellow, red). The color of the water depends on what color of dye was added to the water.

Conclusion: What did we learn today? What can happen to water if you add paint to it? (Water easily turns into any color).

Experiment No. 3. “Playing with colors.”

Purpose: To introduce the process of dissolving paint in water (at random and with stirring); develop observation and intelligence.

Materials: Two jars of clean water, paints, a spatula, a cloth napkin.

Colors like a rainbow

Children are delighted with their beauty

Orange, yellow, red,

Blue, green - different!

Add some red paint to a jar of water, what happens? (the paint will dissolve slowly and unevenly).

Add a little blue paint to another jar of water and stir. What's happening? (the paint will dissolve evenly).

Children mix water from two jars. What's happening? (when blue and red paint were combined, the water in the jar turned brown).

Conclusion: A drop of paint, if not stirred, dissolves in water slowly and unevenly, but when stirred, it dissolves evenly.

Experience No. 4. “Everyone needs water.”

Purpose: To give children an idea of ​​the role of water in plant life.

Progress: The teacher asks the children what will happen to the plant if it is not watered (it dries out). Plants need water. Look. Let's take 2 peas. Place one on a saucer in a wet cotton pad, and the second on another saucer in a dry cotton pad. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, but the other did not. Children are clearly convinced of the role of water in the development and growth of plants.

Experiment No. 5. “A droplet walks in a circle.”

Goal: To give children basic knowledge about the water cycle in nature.

Procedure: Let's take two bowls of water - a large and a small one, put them on the windowsill and watch from which bowl the water disappears faster. When there is no water in one of the bowls, discuss with the children where the water went? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; they water plants, under the rays of the sun they return home again - to the clouds from which they once came to earth in the form of rain.)

Experiment No. 6. “Warm and cold water».

Purpose: To clarify children’s ideas that water comes in different temperatures - cold and hot; You can find out if you touch the water with your hands; soap lathers in any water: water and soap wash away dirt.

Material: Soap, water: cold, hot in basins, rag.

Procedure: The teacher invites the children to wash their hands with dry soap and without water. Then he offers to wet your hands and soap in a basin of cold water. He clarifies: the water is cold, clear, soap is washed in it, after washing hands the water becomes opaque and dirty.

Then he suggests rinsing your hands in a basin of hot water.

Conclusion: Water is a good helper for humans.

Experiment No. 7. “When does it pour, when does it drip?”

Goal: Continue to introduce the properties of water; develop observation skills; consolidate knowledge of safety rules when handling glass objects.

Material: Pipette, two beakers, plastic bag, sponge, socket.

Procedure: The teacher invites the children to play with water and makes a hole in the bag of water. Children lift it above the socket. What's happening? (water drips, hitting the surface of the water, the droplets make sounds). Add a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?

Children pour water from one beaker to another. Do they observe when the water fills faster - when it drips or when it pours?

Children immerse a sponge in a beaker of water and take it out. What's happening? (water first flows out, then drips).

Experiment No. 8. “Which bottle will the water be poured into faster?”

Goal: Continue to introduce the properties of water, objects of different sizes, develop ingenuity, and teach how to follow safety rules when handling glass objects.

Material: Water bath, two bottles different sizes– with a narrow and wide neck, a fabric napkin.

Progress: What song does the water sing? (Glug, glug, glug).

Let's listen to two songs at once: which one is better?

Children compare bottles by size: look at the shape of the neck of each of them; immerse a wide-necked bottle in water, looking at the clock and note how long it will take for it to fill with water; immerse a bottle with a narrow neck in water and note how many minutes it will take for it to fill.

Find out from which bottle the water will pour out faster: a large one or a small one? Why?

Children immerse two bottles in water at once. What's happening? (water does not fill the bottles evenly)

Experiment No. 9. “What happens to steam when it cools?”

Purpose: Show children that steam in a room, cooling, turns into droplets of water; outside (in the cold) it becomes frost on the branches of trees and bushes.

Progress: The teacher offers to touch window glass- make sure that it is cold, then invites three guys to breathe on the glass at one point. Observe how the glass fogs up and then a drop of water forms.

Conclusion: The vapor from breathing on cold glass turns into water.

During the walk, the teacher takes out a freshly boiled kettle, places it under the branches of a tree or bush, opens the lid and everyone watches how the branches are “overgrown” with frost.

Experiment No. 10. “Friends.”

Purpose: To introduce the composition of water (oxygen); develop ingenuity and curiosity.

Material: Glass and bottle of water, closed with a cork, cloth napkin.

Procedure: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).

Shake the water bottle as hard as you can. What's happening? (a large number of bubbles have formed)

Conclusion: Water contains oxygen; it “appears” in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.

Experiment No. 11. “Where did the water go?”

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: Two identical measuring containers.

Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.

The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).

Experiment No. 12. “Where does water come from?”

Purpose: To introduce the condensation process.

Material: Hot water container, cooled metal lid.

An adult covers a container of water with a cold lid. After some time, children are invited to examine the inside of the lid and touch it with their hands. They find out where the water comes from (water particles rose from the surface, they could not evaporate from the jar and settled on the lid). The adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher they conclude: the process of turning steam into water occurs when the steam cools.

Experiment No. 13. “Which puddle will dry up faster?”

Guys, do you remember what remains after the rain? (Puddles). The rain can sometimes be very heavy, and after it there are large puddles, and after a little rain the puddles are: (small). Offers to see which puddle will dry faster - large or small. (The teacher spills water on the asphalt, creating puddles of different sizes). Why did the small puddle dry up faster? (There is less water there). And large puddles sometimes take a whole day to dry up.

Conclusion: What did we learn today? Which puddle dries out faster - big or small? (A small puddle dries faster).

Experiment No. 14. “Game of hide and seek.”

Goal: Continue to introduce the properties of water; develop observation, ingenuity, perseverance.

Material: Two plexiglass plates, a pipette, cups with clear and colored water.

One two three four five!

We'll look for a little bit

Appeared from a pipette

Dissolved on the glass...

Apply a drop of water from a pipette onto dry glass. Why doesn't it spread? (the dry surface of the plate interferes)

Children tilt the plate. What's happening? (drop flows slowly)

Moisten the surface of the plate and drop clear water onto it from a pipette. What's happening? (it will “dissolve” on a damp surface and become invisible)

Apply a drop of colored water to the damp surface of the plate using a pipette. What will happen? (colored water will dissolve in clear water)

Conclusion: When a transparent drop falls into water, it disappears; a drop of colored water on wet glass is visible.

Experiment No. 15. “How to push water out?”

Purpose: To form the idea that the water level rises if objects are placed in the water.

Material: Measuring container with water, pebbles, object in the container.

The children are given the task: to get an object from the container without putting their hands in the water and without using various assistant objects (for example, a net). If the children find it difficult to decide, the teacher suggests placing pebbles in the vessel until the water level reaches the brim.

Conclusion: Pebbles, filling the container, push out water.

Experiment No. 16. “Where does frost come from?”

Equipment: Thermos with hot water, plate.

Take a thermos with hot water for a walk. When children open it, they will see steam. You need to hold a cold plate over the steam. Children see how steam turns into water droplets. This steamed plate is then left for the rest of the walk. At the end of the walk, children can easily see frost forming on it. The experience should be supplemented with a story about how precipitation is formed on earth.

Conclusion: When heated, water turns into steam, when cooled, steam turns into water, water into frost.

Experiment No. 17. “Melting ice.”

Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolor paints, strings, various molds.

The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions. Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why is the string holding on? (Frozen to the ice.)

How can you get colorful water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and place them on trays in the cold.

Experiment No. 18. “Frozen water.”

Equipment: Pieces of ice, cold water, plates, a picture of an iceberg.

In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because it is liquid. Can water be solid? What happens to water if it is cooled too much? (The water will turn into ice.)

Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The children are trying to do this. What shape is the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.

Does ice float? The teacher puts a piece of ice in a bowl and the children watch. How much ice floats? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.

The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?

Experiment No. 19. “Water Mill”.

Equipment: Toy water mill, basin, jug with coda, rag, aprons according to the number of children.

Grandfather Znay talks with children about why water is needed for people. During the conversation, the children remember its properties. Can water make other things work? After the children’s answers, grandfather Znay shows them a water mill. What is this? How to make the mill work? Children put on aprons and roll up their sleeves; take a jug of water right hand, and with the left they support it near the spout and pour water onto the blades of the mill, directing the stream of water to the center of the blade. What do we see? Why is the mill moving? What sets it in motion? Water drives the mill.

Children play with a mill.

It is noted that if you pour water in a small stream, the mill works slowly, and if you pour it in a large stream, the mill works faster.

Experiment No. 20. “Steam is also water.”

Equipment: Mug with boiling water, glass.

Take a mug of boiling water so the children can see the steam. Place glass over the steam; water droplets form on it.

Conclusion: Water turns into steam, and steam then turns into water.

Experiment No. 21. “Transparency of ice.”

Equipment: water molds, small items.

The teacher invites the children to walk along the edge of the puddle and listen to the ice crunch. (Where there is a lot of water, the ice is hard, durable, and does not break underfoot.) Reinforces the idea that ice is transparent. To do this, place small objects in a transparent container, fill it with water and place it outside the window overnight. In the morning, they examine frozen objects through the ice.

Conclusion: Objects are visible through ice because it is transparent.

Experiment No. 22. “Why is the snow soft?”

Equipment: Spatulas, buckets, magnifying glass, black velvet paper.

Invite the children to watch the snow spin and fall. Let the children scoop up the snow and then use buckets to carry it into a pile for the slide. Children note that buckets of snow are very light, but in the summer they carried sand in them, and it was heavy. Then the children look at the snow flakes that fall on the black velvet paper through a magnifying glass. They see that these are separate snowflakes linked together. And between the snowflakes there is air, which is why the snow is fluffy and so easy to lift.

Conclusion: Snow is lighter than sand, since it consists of snowflakes with a lot of air between them. Children complement from personal experience, they call what is heavier than snow: water, earth, sand and much more.

Please pay attention to the fact that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall out in the shape of solid, large stars; in mild frost they resemble white hard balls, which are called cereals; When there is a strong wind, very small snowflakes fly because their rays are broken off. If you walk through the snow in the cold, you can hear it creaking. Read K. Balmont’s poem “Snowflake” to the children.

Experiment No. 23. “Why does snow warm?”

Equipment: Spatulas, two bottles of warm water.

Invite children to remember how their parents protect plants from frost in the garden or dacha. (Cover them with snow). Ask the children whether it is necessary to compact and pat down the snow near the trees? (No). And why? (In loose snow, there is a lot of air and it retains heat better).

This can be checked. Before your walk, pour warm water into two identical bottles and seal them. Invite the children to touch them and make sure that the water in both of them is warm. Then, on the site, one of the bottles is placed in an open place, the other is buried in the snow, without slamming it down. At the end of the walk, both bottles are placed side by side and compared, in which the water has cooled more, and find out in which bottle ice appeared on the surface.

Conclusion: The water in the bottle under the snow has cooled less, which means the snow retains heat.

Pay attention to the children how easy it is to breathe on a frosty day. Ask the children to say why? This is because falling snow picks up tiny particles of dust from the air, which is present even in winter. And the air becomes clean and fresh.

Experiment No. 24. “How to get drinking water from salt water.”

Pour water into a basin, add two tablespoons of salt, stir. Place washed pebbles at the bottom of an empty plastic glass and lower the glass into a basin so that it does not float up, but its edges are above the water level. Pull the film over the top and tie it around the pelvis. Press the film in the center above the cup and place another pebble in the recess. Place the basin in the sun. After a few hours, unsalted, clean water will accumulate in the glass. Conclusion: water evaporates in the sun, condensation remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.

Experiment No. 25. “Snow Melting.”

Goal: To bring to the understanding that snow melts from any heat source.

Progress: Watch the snow melt on warm hand, mitten, on a battery, on a heating pad, etc.

Conclusion: Snow melts from heavy air coming from any system.

Experiment No. 26. “How to get water for drinking?”

Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, and place fresh green grass and leaves around it. Cover the hole with clean plastic wrap and fill the edges with soil to prevent air from escaping from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The water collecting device is ready.
Leave your design until the evening. Now carefully shake off the soil from the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did she come from? Explain to your child what is under the influence solar heat the grass and leaves began to decompose, releasing heat. Warm air always goes up. It settles in the form of evaporation on the cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you slightly pressed the film and put a stone there. Now you just have to figure it out interesting story about travelers who went to distant countries and forgot to take water with them, and begin an exciting journey.

Experiment No. 27. “Is it possible to drink melt water?”

Goal: To show that even the most seemingly clean snow is dirtier than tap water.

Procedure: Take two light plates, put snow in one, pour regular tap water into the other. After the snow has melted, examine the water in the plates, compare it and find out which of them contained snow (identify by the debris at the bottom). Make sure that the snow is dirty melt water and not suitable for people to drink. But, melt water can be used to water plants, and it can also be given to animals.

Experiment No. 28. “Is it possible to glue paper with water?”

Let's take two sheets of paper. We move one in one direction, the other in the other. We moisten it with water, squeeze it slightly, try to move it - unsuccessfully. Conclusion: water has a gluing effect.

Experiment No. 29. “The ability of water to reflect surrounding objects.”

Purpose: To show that water reflects surrounding objects.

Procedure: Bring a bowl of water into the group. Invite the children to look at what is reflected in the water. Ask the children to find their reflection, to remember where else they saw their reflection.

Conclusion: Water reflects surrounding objects, it can be used as a mirror.

Experiment No. 30. “Water can pour, or it can splash.”

Pour water into the watering can. The teacher demonstrates watering indoor plants(1-2). What happens to the water when I tilt the watering can? (Water is pouring). Where does the water come from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed to spray on flowers in hot weather. We spray and refresh the leaves, they breathe easier. Flowers take a shower. Offer to observe the spraying process. Please note that the droplets are very similar to dust because they are very small. Offer to place your palms and spray them. What are your palms like? (Wet). Why? (Water was splashed on them). Today we watered the plants and sprinkled water on them.

Conclusion: What did we learn today? What can happen to water? (Water can flow or splash.)

Experiment No. 31. “Wet wipes dry faster in the sun than in the shade.”

Wet the napkins in a container of water or under the tap. Invite children to touch the napkins. What kind of napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and we will need dry napkins to put on the table. What to do? (Dry). Where do you think napkins will dry faster - in the sun or in the shade? You can check this on a walk: hang one on the sunny side, the other on the shady side. Which napkin dried faster - the one hanging in the sun or the one hanging in the shade? (In the sun).

Conclusion: What did we learn today? Where does laundry dry faster? (Laundry dries faster in the sun than in the shade).

Experiment No. 32. “Plants breathe easier if the soil is watered and loosened.”

Offer to look at the soil in the flowerbed and touch it. What does it feel like? (Dry, hard). Can I loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried it out). In such soil, plants have trouble breathing. Now we will water the plants in the flowerbed. After watering: feel the soil in the flowerbed. What is she like now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).

Experiment No. 33. “Your hands will become cleaner if you wash them with water.”

Offer to make sand figures using molds. Draw children's attention to the fact that their hands have become dirty. What to do? Maybe we should dust off our palms? Or shall we blow on them? Are your palms clean? How to clean sand from your hands? (Wash with water). The teacher suggests doing this.

Conclusion: What did we learn today? (Your hands will become cleaner if you wash them with water.)

Experiment No. 34. “Helper water.”

There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were still dirty. It’s not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and a cloth). Or maybe you can do without water? Let's try wiping the tables with a dry cloth. I managed to collect the crumbs, but the stains remained. What to do? (Wet the napkin with water and rub well). The teacher shows the process of washing tables and invites the children to wash the tables themselves. Emphasizes the role of water during washing. Are the tables now clean?

Conclusion: What did we learn today? When do tables become very clean after eating? (If you wash them with water and a cloth).

Experiment No. 35. “Water can turn into ice, and ice turns into water.”

Pour water into a glass. What do we know about water? What kind of water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into the molds and put it in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The refrigerator is very cold). Leave the molds with ice in a warm place for a while. What will happen to the ice? Why? (The room is warm). Water turns into ice, and ice into water.

Conclusion: What did we learn today? When does water turn to ice? (When it is very cold). When does ice turn into water? (When it is very warm).

Experiment No. 36. “Fluidity of water.”

Purpose: To show that water has no shape, spills, flows.

Procedure: Take 2 glasses filled with water, as well as 2-3 objects made of hard material (cube, ruler, wooden spoon, etc.) and determine the shape of these objects. Ask the question: “Does water have a form?” Invite children to find the answer on their own by pouring water from one vessel to another (cup, saucer, bottle, etc.). Remember where and how puddles spill.

Conclusion: Water has no shape, it takes the shape of the vessel into which it is poured, that is, it can easily change shape.

Experiment No. 37. “The life-giving property of water.”

Purpose: To show the important property of water - to give life to living things.

Progress: Observation of cut tree branches placed in water, they come to life and give roots. Observation of the germination of identical seeds in two saucers: empty and with damp cotton wool. Observing the germination of a bulb in a dry jar and a jar with water.

Conclusion: Water gives life to living things.

Experiment No. 38. “Ice melting in water.”

Purpose: Show the relationship between quantity and quality from size.

Procedure: Place a large and small “ice floe” in a bowl of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Experiment No. 39. “What does water smell like?”

Three glasses (sugar, salt, clean water). Add a solution of valerian to one of them. There is a smell. The water begins to smell of the substances that are added to it.