Have a question? My team and I are happy to hear your questions and get you answers! When you type a question, it shows up not only on that experiment but also here so you can easily find your answer. You'll find question boxes at the bottom of every experiment in the program.

Answer:  How to Use a Microscope: Optics, Observing, and Drawing Techniques

Hi Andie! That's actually a great idea. I just put together information on how to become a pilot. I think I can put something similar together for nursing school. I'll let you know when it's posted!

Answer:  Onion Mitosis

Yes eosin dye is used for staining in biology, but it stains a different part of the cell than iodine does. Iodine stains the carbohydrates brown or blue/black, and eosin Y stains the cytoplasm pink. Both are used on cells. You can substitute eosin dye for carmine and "congo red".

Question: from robertdangelo about the How to Use a Microscope: Optics, Observing, and Drawing Techniques experiment :

Hey Aurora, it's Andie. I am trying to effectively teach biology to myself. I want to be a nurse when I'm older, and want to learn biology ahead of time, so that I don't have to listen to that one boring professor who bores everybody to death; because, I already know what he's saying. I want to use my amazing binocular microscope, but I don't know what to look at. I'm striving to obtain real knowledge, not just look at cells and say "Oh, neat!", without really knowing what it is. Since you are a scientist yourself, I was hoping maybe you could give me some advise. I have looked at some things that I found growing in that cup that I forgot to wash, but I don't think that's enough to get into nursing school. If you could send me a list of things that I could look at, and learn from, that would be great. Thank you, Andie D'

Question: from bac051201 about the Onion Mitosis experiment :

Miss Aurora, I have eosin dye can I use that instead of iodine?

Answer:  Chemical Fingerprinting

I know - originally it was taken off the market because it was dyeing all the other recyclables and making them un-recyclable. And then they fixed the problem and put it back on the market, but teachers had found ways around it during that 5 year absence so it's not selling quite as well as it used to (they learned how to make their own using turmeric). I can send you a few sheets, free of charge for being a member. Send me a private email with your mailing address and make a note of our conversation and what you need, and my team will get it to you! Here's the link on making it yourself if you're interested: http://blog.teachersource.com/2014/02/05/make-goldenrod-paper/

Answer:  Cell Walls of Cotton

That's amazing - great job!!!

Answer:  Celery Stalk Water Race

Wow - cool! Before I answer, tell me what you think happened!!

Question: from asierra0328 about the Chemical Fingerprinting experiment :

Hi Aurora, is there any way we can get a few sheets of the golden rod paper? I will definitely pay. :D It's very difficult to find.

Question: from bac051201 about the Cell Walls of Cotton experiment :

I fit 37! 37! In a half-pint of water!

Question: from bac051201 about the Celery Stalk Water Race experiment :

Ms. Aurora, I tried to make my celery stalk purple, so I combined equal portions of red and blue food coloring into my water. after this, I left the celery out overnight. but the celery separated the red dye from the blue, and left me with blue water! could you explain why this happened?

Answer:  Lie Detector Circuit

The base of the PNP is very sensitive (it's an amplifier transitor) and its measuring tiny fluctuations in resistance between two probes. When someone lies, their skin tends to become more moist (more conductive) which turns the PNP on which changes the tone in the speaker.

Answer:  Making Fossils

I've sent you a private email answering your question.

Answer:  BRAND NEW Supercharged Science Website for e-Science!!!

Oh no! Can you send me a personal email ([email protected]) with the url you're on and a screenshot so we can work out the bugs?

Answer:  Invisible Writing

You can probably make out what you've written if you use sunlight and have a good eye!

Answer:  Gravimetric Calculations

Yes that's right. Just to be clear: When you add up all the different molar masses Ca = 40 C = 12 O3 = 16 x 3 = 48 You get 100. And 40/100 = 40%.

Question: from wendy0gors about the Making Fossils experiment :

Do you have a good video or reference to show the kids how fossils are formed in the natural world? Like how a tree seems to turn to rock?

Question: from tsyed about the Lie Detector Circuit experiment :

how does it detect lying? doesn't it make noise if you touch and your not lying?

Question: from mottfamily8 about the BRAND NEW Supercharged Science Website for e-Science!!! experiment :

I can't get into the lessons on the new website. It tells me I have to log in and then takes me to a page that says"this page does not exist". Are the experiements and lessons the same on the old website and the new one?

Question: from tsyed about the Invisible Writing experiment :

could you use the sun? a lot of sunlight will be reflected off the paper?

Question: from ebrice about the Gravimetric Calculations experiment :

My mistake, I just watched the video and missed the part about it being an IMPURE sample. If you have PURE CaCO3, would the percent by weight of Calcium be 40%?

Answer:  Constant Acceleration

Hi there, I've sent you a private email that has additional information that I hope is helpful. Let me know if you didn't get it. Aurora

Answer:  Special Science Teleclass: Black Holes

The largest supermassive black hole appears to be that of M87 at a distance of 53.5 million light-years. You can learn more about it here: https://en.wikipedia.org/wiki/Supermassive_black_hole

Question: from marknkatie about the Hidden Carbon Dioxide experiment :

Thank you for your ideas! No matter how we tried, we simply couldn’t measure the co2 by pouring it onto the scale. However, it worked beautifully by filling balloons, one with co2 and the other with air. And....we had so much fun dousing candles that we used up a half gallon of vinegar in one sitting! Point was proven!! I so appreciate your help!

Question: from saturn about the Special Science Teleclass: Black Holes experiment :

what is the BIGGEST BLACK HOLE!!!!!!!!!!!!!!!!

Question: from tsyed about the Humming Balloon experiment :

I tried my nut wasn't sharp. I think it popped cause of friction. anyway I like it and I made it again.

Question: from tsyed about the Humming Balloon experiment :

I really liked this experiment! I spun the nuts so fast my balloon popped!! So cool. Thanks.

Question: from jackson119 about the Constant Acceleration experiment :

We are having a lot of difficulty figuring this program out. We've done the driveway races but can't figure out the worksheet. Our average distances were 18" at 1 sec, 45" at 2 sec and 106" at 3 sec. We graphed those. Then it says to square the time and take half of it so we got .5 sec, 2 sec. and 4.5 sec. What do you mean by "what is left will be your acceleration?" How do we graph the results of our modified time? How are we supposed to know the distances of those times? And the second question in the following exercises part says to calculate the slope of the line but doesn't explain how. Also, there was a link to "Student worksheet and exercises" and then it said advanced students should download "Driveway Races Lab" What is meant by advanced students? Is that for AP physics? Is this course all AP? I feel like we are so lost already and we're just in the intro lesson. Was there a prerequisite class that we needed before this one? Please help!

Answer:  Gravimetric Calculations

Hi there! Tell me more about what you're asking - I am not quite understanding your question. The principle behind this technique is that the mass of the ion in a pure compound can be found and used to find the mass % of the same ion of an unpure compound if you know how much of the unpure substance you have. You must completely precipitate it and filter it in order for this to work.

Answer:  Cool Milk Trick

Try both - what happens?

Answer:  Cool Milk Trick

Leave the Chlorox and Windex on the shelf where they belong - don't just randomly mix up chemicals, because you will not always know what invisible (and possibly dangerous) gases will be created. You can add ice or freeze the bowl first and then try it...?

Answer:  The Electromagnetic Field

Oh no! What if you log out using the link at the very bottom of the page, and then log back in?

Question: from nabreo about the Cool Milk Trick experiment :

Is lots of food coloring needed, like the amount you put or just a few drops of different colors.

Question: from nabreo about the Cool Milk Trick experiment :

Will other chemicals work? Like Clorox or windex Should we try or will something blow up

Question: from fartunxeyle about the The Electromagnetic Field experiment :

I'm logged in but I can't see the video

Question: from ebrice about the Gravimetric Calculations experiment :

Hi Why isn't the percent of calcium in EVERY sample of CaCO3 by weight 40%? (For every molecule there is 1 calcium atom, 1 carbon atom and 3 oxygen atoms).

Question: from saturn about the Diamond Kite experiment :

Thank you very much

Question: from tsyed about the Force-full Cereal experiment :

Thanks a lot! Cool experiment's you have.

Question: from tsyed about the Force-full Cereal experiment :

Try grape nut cereal it has 16.2 iron. I even lifted up the cereal with a magnet!

Answer:  Dinosaur Toothpaste

This is one of the experiments that we're still working on. We're in the middle of creating 700 more worksheets to post to the website, and this is one of them. So you don't have to wait, here's what I would do: make yourself a data table and think of one thing you'd like to change (incrementally - one small bit at a time) so you can see how it affects the experiment. Near the end of the video I've given a suggestion for one thing I changed, but you can vary the amount of H2O2, or yeast, or temperature of the liquid, size of the container... etc. Do at least three trials, and then you can make a statement (conclusion) about what you learned.

Answer:  Detecting the Electric Field

It's based on the idea that atoms atoms are mostly empty space, and it's the charges that hold things together. You and I feel solid, the table and chairs feel solid, the ground feels solid, right? That's because of the forces that keep everything from flying apart. Inside each little atom is a nucleus in the center and a cloud of electrons around it. If the atom was the size of the earth, the nucleus would be the size of a football field... so most of the space between that football field and the surface of the earth would be empty space. It's the forces that hold the atoms together that we get that "solid" feeling from. Does that help?

Answer:  Hidden Carbon Dioxide

I am sorry you didn't get this one to work. It's pretty hard to do because the gas is invisible to the eye. I would practice snuffing a candle to get the hang of where the pouring spot is. I've found that most people think the gas is flowing out much closer to the container than it actually is. You can also do this experiment with balloons. Take an un-inflated balloon and put a few tablespoons of baking soda in it, and snap it on top of of a water bottle partly filled with vinegar (about a third). Tip up the balloon so the vinegar and baking soda mix and the reaction starts and the balloon inflates. Now it's full of CO2. Take a second balloon and fill it up with your breath (which is going to be about 80% O2 from your lungs) and then measure the difference in these two balloons. You can take a stick and suspend it in the middle so it balances, then attack both balloons carefully (use the same size piece of tape if you can). Does that help?

Answer:  Diamond Kite

Oh, no! I'll have Tonya connect with you right away.

Question: from marknkatie about the Hidden Carbon Dioxide experiment :

Hi! We did this experiment over and over again with the suggested materials in the experiment video, including a 2 liter bottle of soda. We tried rinsing our containers and reusing them again, being careful not to cross-contaminate with the other substances. We trashed the old and tried new containers. We tried tall containers, short and fat containers. We tried the experiment outside and in different rooms of the house. We used very similar materials to yours in building our scale. We tried 3 different types of measuring containers and different lengths of string. We handled and poured the CO2 with great care. After an hour of failed attempts, I am writing to you. The only thing I could think of is maybe our air wasn't as oxygen rich as it should be, which is why we went outside in our heavily forested yard/neighborhood. We watched each of the two videos four times to see if we were missing something. What could have gone wrong? I really wanted this experiment to work like it did in your video. It makes me unsure of proceeding with all of the other chemicals that we ordered for the rest of the high school chemistry experiments. We would really love your input!

Question: from hollynoble about the Detecting the Electric Field experiment :

When you were talking in the Force introduction reading about friction and how a person doesn't sit on a chair, it's just the electromagnetic field around a person's atoms and the chairs atoms that are touching -- could you explain that a little bit more please? I can actually feel the chair when I sit in it, so it really feels like my matter is touching the chair's matter. Thanks.

Question: from tsyed about the Dinosaur Toothpaste experiment :

where can I find the worksheet for this experiment?

Question: from saturn about the Diamond Kite experiment :

Can u help!!! I signed up for grades 9-12 escience a week ago. Except it says i cant view some experiments because it may be Grades 9-12 content.

Answer:  Constant Acceleration

Oh, no! I am so sorry you're still struggling. I've sent you a private email with images and links in it so you can clearly see where to click and find what you need. I hope this is helpful, and let me know if you still need help. As for your question about rounding - we're not rounding, but rather using "significant digits" to get our answer. There's complete instructions on how to do this here: https://www.sciencelearningspace.com/2010/10/significant-digits/ and here: https://www.sciencelearningspace.com/2016/02/sig-figs/

Question: from nancy_axel about the Constant Acceleration experiment :

Thanks Aurora but we are still struggling. When we work out the problem we get 666,666m/s². Are you rounding? Also, I have searched everywhere and don't see complete explanations of you working out the answers to the physics problems. Your link just takes me to the first page of the Advanced Physics class. I don't see anything there that we didn't already watch. My son has watched all the videos on each lesson page up through the Pop Rockets page and is getting more and more lost. The activities at the end of that lesson are almost impossible for us to work out. (For example: even if we use your diagram and example problem at the bottom of page 3 of the Pop Rockets Activity pages we are trying to see how you are using the formula there but it's not making sense to me. it appears you have plugged 1.3 sec in for the time but in the problem you said it took 1.2 sec. That's confusing. And I don't know how to get the (-9.8m/s²) that you used for the acceleration. We must be missing something. I see that at the end of the unit there is a Worksheet for 1-D Kinematics that has answers written out but I couldn't find any of those problems that would have helped us solve bullet acceleration problem above. It may be that we need to just pull back and do the 8th grade physics first. However I'm not sure that is going to help us once we pick back up here and try doing this math.

Answer:  Constant Acceleration

Sorry I didn't see this question last week - my apologies for the delay. We're still getting setup for the school year here - so busy! I am concerned you aren't in the right section of the program. I do have complete explanations of me working out physics problems for most of the program in Advanced Physics, and all the homework have full solutions, not just answers. Did you find those yet? They start here: https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/advanced-physics/ That way you don't have to worry about "how do I solve this?" There's about 550 videos just in the physics section alone that detail all the different sorts of problems you're going to encounter in physics. Ok now onto your question - it seems like a math problem - you're so close to the answer! All you need to do is solve the equation for "a" like this: d = (0.5) a (t^2) d / (0.5) = a (t^2) We can flip the 1/2 on the bottom so it looks like this: 2d = a (t^2) Now solve for a: 2d/(t^2) = a So you punch into a calculator: 2 x (0.75) and then divide it by (0.0015 x 0.0015) to get 666,000 m/s^2. Let me know if you need more help. And make sure you've seen the step by step instructional videos that have details on how to solve these types of problems.

Answer:  Microwaving Soap

Ivory has air whipped into it, which is what makes this experiment work. Try different kinds of soap to see if there are other brands. Keep an eye on it though - you don't want it to burn. You can place a small cup of water inside with the soap (next to it) so the microwave doesn't cook itself if you have a dry bar of soap.

Answer:  Conversion Charts

Great questions! First, our biology courses are observation based, and focus on how to use the microscope, take samples, do dissections, etc. - the lab work of biology. We do not cover evolution or creation, so this course is only an overview course, not a complete course for high school. Both chemistry and physics are complete courses, but biology and earth science are not, due to the nature of the studies. I like your idea for an index for biology - let me see what I can put together and post for you. I'm in the final stages of finishing up the new website, so let me see what I can do for you. For biology, here's how you find it (got to Grade Level --> High School to see these links): Main Biology Course (recommended for grades 4-10th) https://www.sciencelearningspace.com/2018/06/part-1-getting-started/ Biology 1, 2, Life Science 1,2 (Units 16-19) recommended for grades K-6th: https://www.sciencelearningspace.com/unit-16-life-science/ https://www.sciencelearningspace.com/unit-17-life-science-2/ https://www.sciencelearningspace.com/unit-18-part1/ https://www.sciencelearningspace.com/unit-19-biology2/ If you're using Apologia, here's the companion course (this is only by popular request that we created this section - you do not need Apologia to go through our courses): https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/apologia-biology/ Marine Biology is an add-on course that is outside of e-Science (there's a couple like this, like Aviation and Civil Engineering - these are specialty courses you can get usually at a steep discount during our teleclasses). The full listing of all our courses individually by topic is here on our main website: https://www.superchargedscience.com/shop/single-topic-lessons/ Since you have e-Science, you have access to most of these through the e-Science program. Forensic Science is available until Nov 1st when we will pull it back into the publishing house for editing as it's part of our summer course. We work on the summer courses for next year from Nov through June when they get released again. Find Forensics here: https://www.sciencelearningspace.com/2015/05/forensics-science

Answer:  Special Science Teleclass: Thermodynamics

Thanks for helping me fix that typo! With over 20,000 pages of material that I wrote, there's bound to be a typo or two that I miss. We did have an official publishing/editing company proof it, but in the end, we're still human and we occasionally miss one. Thanks for your eagle eye!

Question: from nancy_axel about the Constant Acceleration experiment :

Acceleration problem from #3 on worksheet Unit 2 Lesson 2 : When a bullet is fired from a rifle it accelerates from a velocity of 0m/s to top speed in a distance of .75m in a time of .0015s. What is the acceleration experienced by the bullet? Would you please show us the math for how to work this problem out using d=1.2at²? Thanks!

Answer:  Special Science Teleclass: Thermodynamics

You're right - this is a more upper level class (one of the few, most aren't quite like this). However, some kids really enjoy seeing what they will be learning about soon, like a sneak peek. There's a lot packed into those intro webinar/teleclass lessons, so just start slow and enjoy the ones you're interested in!

Answer:  Introduction to Creating a Homemade Weather Station

Oh no! I’ll have Tonya connect with you right away!

Answer:  Microscope Lab Introduction

Oh no! I'll have Tonya connect with you right away!

Question: from sbreakfield9 about the Can Solar Energy Be Concentrated? experiment :

very fascinating!

Question: from kristy_law about the Microscope Lab Introduction experiment :

Something must be wrong with my login?! It appears I don’t have access to anything . I recently purchased a full year K-8 program. Please help. We’re so very excited to try this science program. Thanks!

Question: from kristy_law about the Special Science Teleclass: Geology experiment :

I purchased the full year program for K-8 and this is the first experiment for 2nd grade and it states I don’t have access to this video. I was able to watch a portion of this video last wk. I finally received all of the material and we’re ready to complete this lesson. Please let me know what else we need to do to correct this situation. I sent an email but am hoping thsomeone will be able to respond and correct the situation since we finally are ready for this lesson. Thanks so much.

Question: from kksknapp about the Introduction to Creating a Homemade Weather Station experiment :

Hi Aurora, I, too, cannot see the material. Thanks!

Question: from Jenmariegr about the Special Science Teleclass: Thermodynamics experiment :

Wow.. I do not think this is geared towards 3rd graders! Too many concepts in an hour; he can't even tell me the basics now. Also, I read the text to him and it says "Freezing point is the temperature at which a material changes from a liquid to a gas." Is this a typo?

Question: from katbro3649 about the Conversion Charts experiment :

Two questions really - first, I am researching all of your courses available for Biology to start planning for the spring semester for my high school son. I see Units 16-19, but I wonder if there is a complete list of all topics available? By that I mean the Marine Biology is not listed under topics, and neither is Forensic Science. I only knew to search for these two because we have seen them promoted in the past as summer camp or a tele class. Are there other topics that might be on the site but not listed under Topics? Secondly, it would be nice to see a course index similar to the Physics unit, just so that when planning a year of science you would know what time frame all the Biology units would take. Hope that makes sense! Thanks in advance for your help!

Question: from saturn about the Microwaving Soap experiment :

Does the soap have to be ivory soap???

Question: from nancy_axel about the Constant Acceleration experiment :

Oops. I meant a velocity of 0 m/s not 9 m/s. Sorry for the typo!

Question: from sarah_leck about the Bubble Experiments experiment :

We’re enrolled in the K-8 e-science program. We’re excited to begin the 5th grade chemistry experiments, unfortunately most of them say that we do not have access??? Why are these experiments listed under 5th grade chemistry if I cannot access them with a K-8 membership? How do I get access?

Question: from nancy_axel about the Constant Acceleration experiment :

Aurora, Thanks for answering our question so quickly! But apparently I didn't communicate well. I know this is posted under the driveway races experiment but I wasn't sure where to post our question. We were dealing with an acceleration problem so I just picked a teaching page about acceleration. We are working on the acceleration problems at the end of Unit 2. Lesson 2. On your worksheet problem number 3 asks: When a bullet is fired from a rifle it accelerates from a velocity of 9m/s to top speed in a distance of /75m in a time of .0015s. What is the acceleration experienced by the bullet? So using the formula: d=1/2at² our equation looks like this: .75m=1/2a(,0015s)² We are simply needing help with the math involved to get that to equal your answer: 666,000m/s² The closest we could get was: 681,816 m/s² I'm not good at math and know zero physics so we may end up needing too much help with this program since your answer keys just have answers and no explanations or show any work.

Answer:  Constant Acceleration

Let's take a look. For your equation, it should look like this: (distance) = 1/2 (acceleration) x (time)^2 There aren't any units in the one you posted, so I am not sure of what the value are that you inserted in your example. I am guessing you meant to put in 0.75 meters for distance and 0.0015 seconds (how did you measure something that small?) If so, your ball went far (nearly a meter) in a very, very short amount of time (1.5 milliseconds). So the acceleration number you calculated looks about right. I am thinking you'll want to recheck the numbers you put in and try again?

Answer:  Disappearing Foam Cup

Oh, no - I'll have Tonya connect with you right away. And yes, we just fixed several issues, and new ones are popping up. We'll get this right for you - so sorry!!

Answer:  Introduction to Creating a Homemade Weather Station

I'll have Tonya connect with you right away!

Question: from Athenaschuma about the Introduction to Creating a Homemade Weather Station experiment :

I also can not view all of this experiment

Question: from nancy_axel about the Constant Acceleration experiment :

We are working out the acceleration problems for Unit 2 and are getting stuck on number 3. When we plug in the distance and time we get an equation that looks like this: .75= 1/2 a (.0015) ² Is this correct? When we solve from here we don't get your answer: 666,000m/s² If our equation is correct maybe you could explain how to work out the math from there. Thanks, Nancy

Answer:  Disappearing Foam Cup

Oh no, that's not right. I know we were updating our login program and wonder if there's a new problem. We've heard from a dozen folks today about this, so hang on while we fix it. So sorry for the trouble! I'll have Crystal connect personally to make sure you've got everything you need. My apologies! (We're actually about to release the new website and have had to update quite a bit to get everything to work on BOTH sites, so something may have gone wrong when they were working on it.)

Question: from nikaerin about the Disappearing Foam Cup experiment :

Hello, we have the advanced package yet this experiment still tells us the content is restricted. I think there may be a problem with how it is set up. Also, if its advanced content why is it in the 5th grade section?

Answer:  Carbon Dioxide

Oh no! Let me get Tonya to connect with you and make sure you have everything you need.

Answer:  Forensic Science

We're going to keep e-Camp open until Nov. 1st, so you have time to enjoy it before we take it down to work on it for next year!

Answer:  Introduction to Kinematics

You'll be walked through every topic in sequence. In the new site (still trying to fix last minute things) you will see all the topics. Here's the download: https://www.sciencelearningspace.com/premiumcontent/docs/AP-Physics-Workbook1.pdf It's on the main page here: https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/advanced-physics/1-d-kinematics/ where it says "NEW!"

Answer:  Detecting the Gravitational Field

On the moon, yes. Since we live in a sea of air called the atmosphere, the feather has to push the air out from under it more slowly than the bowling ball does, so it will float down slower than the bowling ball.

Answer:  Remote Controls I

You can extend the wires that run from the battery to the motor, so you have the battery in your hands on the underside of the switch (my kids use a cardboard box instead of the index card). The wiring goes: motor-switch-battery-motor

Answer:  Robots Shop List

It's for the remote control for the robot - I think its one of the last experiments in the set. Let me know if you can't find it.

Question: from firuzkh about the Carbon Dioxide experiment :

Hi Aurora, I am clicking 5th grade level Chemistry. And every single experiment says it is for advanced grades. Why these videos popping up, when I search only 5th grade topics? Is there any chemistry experiments for lower grade students? For the price which I paid it should be something we can do without being asked to upgrade.

Question: from nabreo about the Forensic Science experiment :

How much time does a escience member get e camp? We love you Aurora, you do so much to help me kids in learning science. They absolutely love science now. Thanks Nicole

Question: from nikaerin about the Introduction to Kinematics experiment :

In the introductory video it showed you clicking on a link on the introduction to kinematics page which took you to the whole textbook for downloading. We can't find that link at all now, can you direct us? Also in that video a lot more topics were shown on the upper right side of the page. Are we not seeing everything we should be or have those been moved to a different section? Thanks!

Question: from holly_nobl about the Detecting the Gravitational Field experiment :

Would a feather hit the ground at the same time as a bowling ball if dropped from the same height?

Question: from ral0101 about the Remote Controls I experiment :

Hey Aurora, How can I use the SPST switch on the robot?

Question: from ral0101 about the Robots Shop List experiment :

Hello, Just wondering... what experiment do I need the SPST switch for? Thanks!

Answer:  Underwater R.O.V. Project

Yes you can drive this while people are swimming, just keep the battery out of the water! If it's plugged into a car charger, I would not recommend swimming when it is in operation, since the car charger is plugged into the wall (if that's the kind you have).

Question: from ilinca_doros about the Underwater R.O.V. Project experiment :

Can I drive this in a pool where people are swimming, or would it be an electric hazard?

Answer:  How to Use a Microscope: Optics, Observing, and Drawing Techniques

Hi Andie! If the lens is touching the slide, it can crack it, so be careful! Always start with the stage at its lowest position (or the nosepice at the hightest) and them start moving it as you look through the scope. If you find it doesn't focus, make sure you're on the lowest magnification first before you start trying to move the stage up. The higher the magnification, the closer the lens will be to the sample. Make sure your sample isn't too big, or it won't work in the microscope. Microscopes are designed to work within a certain range, so your sample cannot be too large or your slide too thick, or the laws of physics/optics will cause it not to be in focus. Using a microscope takes skill, so here's where you are developing that skill! If you can't get an image it's usually because the microscope isn't working right or the user didn't prepare the sample right. Try taking a specimen as thin as possible (like a moth wing or an onion membrane and also something larger in thickness, like a 1" square sheet of paper. Focus on it with low power and if you see an image (even if it's blurry, then the scope is doing ok.

Answer:  How to Add and Multiply Quickly in your Head

I'll have my team contact you right away to make sure your account is set up correctly!

Answer:  Slide Preparation: Staining

Hi Andie! I am sorry it took so long to get back to you! I was on a science Road Trip with my family for July. If you want to see the critters without killing them, try making the live cell laser microscope - that's a great way to view them in their own natural habitat. Look in Unit 9 for complete instructions. And also let me know if that's not going to work and I have more suggestions. (Food coloring is not a good idea.)

Question: from lemmonlear about the How to Add and Multiply Quickly in your Head experiment :

I am trying to view the video to this lesson but it says I do not have access. I have the 9th-12th grade subscription though. Am I doing something wrong? There are quite a few videos that I am having this issue with. Thanks for your help!

Question: from robertdangelo about the How to Use a Microscope: Optics, Observing, and Drawing Techniques experiment :

Hi Aurora, it's Andie. I'm trying to look at a mouth smear (you can look it up on the internet if you need a picture), and I can see the nucleus and the organelles, but that's all I can see. If I try to go up on a higher magnification, the lens and the slide touch (I don't want that). Is this supposed to happen or am I doing something wrong. Thanks, Andie D'

Question: from robertdangelo about the Slide Preparation: Staining experiment :

Hi Aurora, it's Andie. I want to look at river water under a microscope, mainly because I'm sure that there are all kinds of little creatures in there. However I am almost certain that I will need to stain it, but I don't want to kill all the organisms in there. Will ordinary food coloring do the trick? Thanks, Andie D' P.S. Please respond soon. ~ Andie

Answer:  Disappearing Foam Cup

Oops - sorry about that? I"ll have my team fix it right away.

Answer:  Disappearing Foam Cup

I apologize for the trouble. If you're going through the program by grade level, simply contact us with the grade level you need and we'll unlock everything you need for that level. We're working to get this resolved so you'll have access to everything you need, so in the meantime this is our "work around". I'll have Tonya bet in touch to make sure you have everything you need.

Question: from Klbelemjian about the Disappearing Foam Cup experiment :

This experiment is classified as 5th grade science, but I can't access it because the page says 9-12th grade. That's a tease. Please give access to K-8 members or remove it from 5th grade science category.

Question: from sjrecer about the Star Gazing experiment :

Song of the Sun experiment in Astronomy says Comments Closed. Can you please open the comments section there? Thanks.

Answer:  Scalars and Vectors

No, our curriculum is stand-alone. However many of our users are coming to us from another curriculum, like Apologia that they'd like to finish using since they've purchased it and want to complete it. So I created conversion charts for members that request them which you can find archived here: https://www.sciencelearningspace.com/2010/01/conversion-charts/ Since there were a lot of requests for Apologia specifically, I created entire pages that walk you through the program that best fits the Module you're working on. You can find them here: https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/apologia-ap-chemistry/ https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/apologia-chemistry/ https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/apologia-advanced-physics/ https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/apologia-physical-science/ https://www.sciencelearningspace.com/grade-levels/advanced-projects-2/apologia-biology/

Question: from Supercharged Science: a Homeschool Science Review | Nourishing Parenting about the Keeping a Scientific Journal experiment :

[…] my children to write more. Supercharged Science has a whole page that is dedicated to making a scientific journal in a professional […]

Question: from beth_goodwin about the Scalars and Vectors experiment :

Hi. I noticed you mentioned the Apologia Physical Science in conjunction with your Physics lessons. I think you said you were reworking some of their experiments. Is this meant to be a companion to your curriculum?