Most kindergarten children ask “Why can’t I see the air?”, not “why” but “what is it”. For example, put an empty bottle in the water, gurgling bubbles. The child asked, “Why are there bubbles?” You said, “Because there is air in the bottle, the air will bubble up when it comes out of the water.” The child looked at the empty bottle with a dazed face, isn’t there nothing in it? You go on to explain “the air is invisible and intangible”. The child is even more stunned-can’t see, can’t touch, isn’t it just nothing? Telling a child that there is air in an empty bowl, just relying on your mouth to say, is like you give him an empty bowl and insist that there are chicken legs in it. He will also ask you “Why can’t you see or touch this chicken thigh?” When answering children’s scientific questions, it is often useless to simply say that you have to roll up your sleeves and do it. When answering children’s scientific questions, it is not necessary to talk about a matter in a particularly comprehensive and in-depth manner, but to stop at the point where they can understand. I will never forget it in the future, and there will be repercussions. For example, for children, air may be the first invisible but real “thing” they come into contact with. Children’s interest in air is also based on the conflict between old and new cognitions-everything I know is visible and tangible, but the air is invisible and untouchable. Adults also say that air is everywhere. A series of exploration activities can be carried out around the air, which not only helps them get to know the air initially, but also allows them to get a new experience and think about some problems in a way that they have never had before. The most commonly used in class is to use other objects to let children “see” and “feel” the existence of air through their senses. Because for children, only when the air affects other visible objects can they actually feel the existence of air and believe in the existence of air. How to prove the existence of invisible air? For example: empty plastic bottles at home, softer ones that can be pinched (similar to empty shampoo bottles). Take a light object, such as a feather or a thin tissue. Align the mouth of the empty bottle with the paper towel and squeeze the bottle vigorously. The paper towel will be blown. What life experience does the child already have? When the bottle is filled with water, the water will run out when you pinch it hard. If there is nothing in the bottle (there is nothing here, which refers to what the child thinks is “nothing” without knowing that there is air), then what makes the feather or paper towel move? Methods like this can help children better understand the existence of air. The children will also have fun, you can design something interesting. For example, let them play a game of pinching a bottle and blowing a ball. In fact, with regard to air, even children in kindergartens can learn about all aspects of air through scientific exploration activities. Of course, they are not as deep as middle school students or adults can know, but they can accumulate enough experience belonging to their age group. Some child-acceptable concepts about air include: air is everywhere. Air occupies space. Air can produce “pressure” on things that come into contact with it (here, we prefer the “force” and “pressure” of spoken language that children can understand, rather than strictly physics.) Flowing air can push objects. Air can slow down moving objects. The warm air flows upward. and many more. If you want to, these can be explored with your children in life. For example, if a bicycle tire is flat, it needs to be pumped up. The tires from flat to bulging, from soft to hard when pinched, can help children feel the presence of air. In addition, there is a certain sequence of what children need to understand first, and then what to understand. For example, we must first accept the existence of air before we can further explore some of its characteristics. For example, hot air balloons can be seen in many scenic spots, and children may also be interested in why it flies. The rise of hot air is actually very easy to demonstrate with small experiments, but the premise is that he must first have some concept of air. In addition, the exploration of air can also be presented in many very interesting forms. For example, many people may have played when they were young. An empty cup is stuffed with paper at the bottom and pressed into the water flatly. The paper is actually not wet because the air separates it from the water. If the cup is tilted, big bubbles can be seen from the bottom of the water, this is because the paper inside will get wet. In fact, these are all using other objects to help children feel and recognize the air on the basis of their existing experience. For example, a child’s usual experience is: paper will get wet in water. Hey, but if you manipulate it like this, it’s not wet. At this time, you said it was because there was air in the cup and water couldn’t get in. Children can actually accept the two concepts of “air is invisible but exists” and “air occupies a certain space.” In short, at the beginning of the kindergarten children, it is difficult and unnecessary to understand and understand the air from a micro-molecular perspective, from a human visual perspective. It is good that parents and schools can provide them with sufficient exploration opportunities and guidance in their daily lives, so that they can build up early scientific experience. The problem description does not say how old the child is, so I discussed the above from the scope of kindergarten and the lower grades of elementary school. Each child’s experience and situation are different. In the classroom, first-grade children who lack scientific exploration experience, and middle-class children who are more experienced, have certain scientific knowledge and cognition of scientific concepts, sometimes even almost the same. In short, I think it is very important for children to guide children in science to understand what the child has already understood and what the real meaning behind his question is. This is especially important for young children. Because it is not easy to explain things that you don’t understand. Say a few more words. Many small science experiments for children nowadays are actually pursuing the presentation of a cool phenomenon, such as changing a color or forming a crystal. In the process of children’s scientific inquiry, it is actually driven by the guidance of a large number of questions from adults-what do you think will happen? What actually happened? What has changed? Why is this happening? …These are not achieved by experiment alone. Many adults, because their earliest impression of science is that they studied physics, chemistry, biology and other subjects in middle school. So when it comes to children’s science education, they will transfer their previous experience to this, thinking that they are too young and too far away from science. This is not the case.


By zhiwo

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7 months ago

If the language is not easy to solve, let’s find other ways to try. You might as well take your kids to do a little experiment together. Triangular Prism Experiment & 7 Elves We took the Triangular Prism Light Splitting Experiment to divide the sunlight into a rainbow of seven colors. He was very excited. Then I told him, look, there are actually 7 little fairies hidden in the sunlight, each of them has a different color. They are red, orange, yellow, green, blue, and purple. They are good friends. They are inseparable when playing, but they each have their own favorite things. These 7 little elves like to play hide-and-seek, and they have a magical ability. When they happily run and jump together outside, no one can find them. But when there are elves who don’t want to play, go home or rest, we will find them. You see that your mother’s flower is red. That’s because some elves hid in the petals, while other elves were still playing outside, so you found it. These seven little elves are in the air, all having fun, they are reluctant to go home and sleep, so you can’t see them. Yes, I can’t see it anymore.

7 months ago

The video of the self-made faucet Shanying in the air pressure experiment 84 Play this experiment to tell children that although the air is invisible, it exists objectively. When we open the bottle cap, as air enters the bottle, the water from the self-made faucet at the bottom will naturally flow down due to gravity and air pressure. When we tighten the cap, no air can get in and no water can flow out. You see, when we encounter a problem that we can’t explain, the child should have also learned this way of thinking. Related answer: Is it possible to embed science in the conversation, reading, and playing time with children every day?

7 months ago

Why can’t we see the air? Since we were born, we have been breathing air almost every minute, but most of the time, we can’t see the air. This is because in the long evolution, we adapt to the air, not the air adapts to us. In other words, the characteristics of air determine the color vision of living beings. And this brings a grim reality: we can change the atmosphere at an astonishing speed, but we cannot adapt to this change at the same speed, so when we start to see the air, everything becomes different. Why can’t we see the air | The video of the Museum of Chaos The video of the Museum of Chaos 123,000 plays the air as an element of life, filling us around, but we can’t see it-why? For a transparent object to be seen, it either has an uneven refractive index and appears as a distorted image; or it can absorb visible light of a certain wavelength and appears as a color; however, air does not have these two characteristics. Air is a very thin medium. Even if the refractive index is not uniform, it is unlikely to be perceived by the human eye. Only certain unusually strong local temperature differences can bring about significant atmospheric optical phenomena, such as mirages in the desert. Air is even less likely to absorb visible light. Evolution adapts organisms to the environment instead of adapting the environment to organisms. What kind of color vision will the earth’s organisms evolve when the air passes through the sunlight at what wavelength ratio, so if the air absorbs a certain wavelength of light, this light will not become visible light. However, if the entire solar spectrum is visible, the air will be clearly purple. This is because water vapor and carbon dioxide have significant absorption in the infrared band, and visible light and ultraviolet light appear brighter. Those absorbed infrared rays cannot be reflected back to the universe by the earth’s surface, leaving energy in the air. This is the essence of the greenhouse effect. Secondly, even if all the moisture and carbon dioxide in the air are removed, leaving a dry air that is almost completely composed of oxygen and nitrogen, some infrared rays will still be specifically absorbed by oxygen. This trait may come in handy when exploring extraterrestrial life in the future. Because oxygen is such a lively element, it is almost impossible to be enriched by processes other than life activities. If we can find the specific absorption of oxygen in the spectrum of a certain planet’s atmosphere, we can almost be sure that there are traces of life there. Back on the planet where we live, in fact, the air is not really invisible. When we look up, we can still see the obvious blue color, which is the color produced by the air scattering visible light to varying degrees. Generally, the diameter of molecules in the air is much smaller than the wavelength of visible light, which will cause obvious Rayleigh scattering of visible light. The shorter the wavelength, the stronger the scattering. And our vision is more sensitive to blue, so we see the blue sky. For this reason, landscape paintings should also make the distant scenes darker and bluer, which is the so-called “air perspective.” When the sunlight passes through the thicker atmosphere near the horizon, the sky near the sun is left with less scattered red and orange light. The rising sun and the setting sun have reddish glow. In years of intense volcanic activity, the stratospheric Ultrafine particles will also enhance this effect. When the air contains particles with the same wavelength as the light, such as water droplets in a cloudy sky, Mie scattering begins to dominate, and light of all wavelengths is scattered with similar intensity. Or there is a larger amount of dust that makes it difficult for short-wavelength light to penetrate, and we will see a yellow-orange sky, which is particularly noticeable in the dusty weather. On planets with out-of-control atmospheres, the air of Venus has a terrifying yellow sky because it is filled with heavy sulfuric acid drops. The ups and downs of iron oxide diffused by Mars dye the sky red, but make the setting sun appear strangely blue. However, as human activities release more and more waste gas and dust into the atmosphere, the polluted air will also show obvious Mie scattering, making the sky pale and the distant view gray. Especially the notorious PM2.5, which are particles with a diameter of 2.5 microns or less, just form strong Mie scattering and bring obvious haze. For this reason, we have to formulate special standards to evaluate the degree of air pollution. The Air Quality Index (AQI) uses green, yellow, orange and maroon to mark different degrees of pollution, which constitutes a symbolic “air color”.

7 months ago

Ordinary mothers answered like this: Because the air is colorless and tasteless. There are many colors in the world, and there are also objects that have no color, which is a transparent substance. Air is such a transparent substance. The mother of literature and art replied: The fish cried, the water knows, because the fish is in the water; you cry, I know, because you are in love. The air is like the love your mother has for you. Although you can’t see it, it always surrounds you, forever and ever. I answered like this: Me: Dad is not at home every day, do you have a dad? Cub: There is me: there is no color after a big stinky fart, can you feel it? Cub: Yes, I: So what reason can you get through these two examples? Cub: Sometimes Dad is as ethereal as the air, and sometimes it smells like fart. Me: …you are right

7 months ago

If my son asks me like this, I will say: “You close your mouth first, pinch your nostrils, and then inhale hard. What does it feel like?” “Yes, does it look like something is touching your hand? The feeling of pinching your nose together? That thing is air.” The purpose of this step is to let the child understand through such a simple experiment that air does exist objectively, and not a nonsense made up by adults. Then the child will be even more curious at this time-obviously there is something pinching my nose, why can’t I see it? I would say: “Actually, you can see it. If you think about it, you have clearly seen the air.” If he doesn’t figure it out for a long time, I will buy him a bottle of water and add a straw. Then let him exhale into the water with a straw. “Did you see these bubbles in the water? These bubbles are air, or they are very similar to air. At this time, the child must be wondering why things that were originally invisible can be seen now. What is the difference between them? ? At this time I will try to guide him first: “Then tell me, what is the [air] you see now? “” It’s round. “Yes, this round (actually irregular sphere, but not important) is air. And the reason you can see it is because it has a border, and this border is a frame. The air frame is inside, so you can see the air. “When the child digests a little bit, I will continue. “You can’t see the air, because everything in this world is divided into two categories, one is opaque, and they have their own color. There is another type that is transparent. They have no color. Air is the second type. Can you think of anything that is of the second kind? “Normal children should be able to think of something soon, such as water, such as glass. If you really can’t think of it, then give him a shake of the bottle of water you just bought. “You see, the water has no color, and it is also transparent, but you can see. get. You don’t usually see the air, but you also saw it just now. Why? “”Because if you want to see something transparent, then the transparent thing must have a frame and border. You can’t see the air because the world is full of air. If you can’t see its frame, you naturally feel that you can’t see the air. But you can grab some air, put it in a frame and you can see it. “Almost tell the child like this. Generally, a child who can ask this question has no specific knowledge of air. So the first step is to make him feel the real existence of air intuitively. Then explain why. The problem that cannot be seen is obviously not the reason for transparency, because the water is also transparent, but the child can see the water. At this time, if the child asks inferiorly about you, it will be miserable. In the process of explaining, try to use the surroundings as much as possible. Conditions, guide children to slowly reach the truth. Compared with younger children, there is no need to talk about detailed scientific theories, such as what color means, such as the true meaning of vision. But this scientific logical cognition requires adults to guide children. Formation. For children, explaining the question is not the most important thing, and giving an answer casually will not be perfunctory. But this process is hard to come by-when the child is curious, it is to help the child form a rational cognition When the logic is most efficient. The result itself is not important, the process of discovering the result is very important.

7 months ago

Why can’t we see the air? I will hold my breath with him first, and then take a big breath when I can’t hold it anymore. I will tell him the child, you have discovered that there are many things in our lives, tables, chairs, rice, pots, kettles, and there will be more things in the future, but you have to understand that those things that are invisible and intangible, Maybe it is indispensable in your life. Just like the air we can’t see or touch, even it has no taste and emotion, but without it we will die. I will bring a pot of jasmine and tell him that if you sniff it, the air will smell, and sprinkle perfume in the air, it will have a different smell. Blow a balloon with him and the air will be visible. Then tell him, you see, although these most important things in our lives may be invisible, intangible, and tasteless, when we put them together with other things, they can be felt by us. Isn’t it interesting? Isn’t it amazing? Is this magic? This is not, it makes sense. In the future you will find many magical and interesting things, they will tell you some truth, you have to figure it out for yourself. See how many truths can be discovered by you. One day children will learn the principles of science. At the age when they are the most curious, the most enquiring, and the most miraculous about the world, they are more hopeful than those who are serious about popularizing science and conducting scientific enlightenment. Enlightenment is carried out on the perceptual level. One’s ability to feel the world and realize something from it is related to happiness. As I wrote these words, although my lumbar spine was painful, my heart seemed to be bubbling and I was a little bit happy.

7 months ago

Little clever ghost, because this is “empty” and “qi”. Wow, it’s empty and angry, so it’s not suitable for seeing with eyes. We can’t see it because it’s transparent, like a piece of polished glass. We can’t touch it because it’s too soft. If you have to ask me, how do we know that air exists? Then remember that we have talked about the various human sensations: the smell of the nose, the look of the eyes, the hearing of the ears, the taste of the mouth, and the touching of the body. Do you remember telling you what breathing is? Exhale, and, inhale, so the air is for us to feel the drops with our noses. When we go to enjoy the flowers, we can smell the scent of flowers. When we go to the outskirts, there is a fresh fragrance of plants and trees. Lapaba has a smelly smell. These are all part of the “air” we feel. Do we only have the nose to feel the air? Not really. For example, in summer, I took you from the outdoors to the air-conditioned room. What was your first reaction? It’s so cool, right? Conversely, when it takes you to a heated room in winter, is it very warm? This is the air that the body feels~ the temperature. As for when you go to the dessert shop and smell the fragrance and feel the air is sweet, it is that your sense of taste is recalled by the fragrance, little greedy cat~ Finally, there are things in this world, and some are not felt by our five senses. When it arrives, we need to experience it carefully, just like you sometimes want to squeeze the ball head of the little girl at the front table. It’s not that you hate that ball head, but you like that little girl, just like you love mom, dad, dad. Mother loves you, sometimes it may not only be hidden in a hug, a candy, a piece of cake, or it may be contained in a potion of good medicine and bitter decoction. In a serious criticism, Mom and Dad hope you can do more Feel the world with your heart, don’t miss the beauty of the small and trivial, and don’t be deceived by the bad guys’ sugar-coated cannonballs. The specific expression and content depends on the age of the child and the ability to accept it. For example, if the child is too young to understand the last paragraph, there is no need to talk about it.

7 months ago

For preschool children, the learning method is mainly perceptual and exploratory learning. In other words, if you show your child dozens of pictures of apples, it is better to give him a real apple and let him explore and perceive by himself. On the premise of safety, let the child explore the world with as many senses as possible and build a three-dimensional world. , The real model lays the foundation for the development of abstract thinking in the future. When the child asks “why”, we can’t stop at simply providing the answer. You directly tell him the result. Although the child has more knowledge, he will “lost big because of his smallness.” Compared with acquiring knowledge, it is more important to cultivate children to master the inner thinking methods and guide them to observe, explore, verify, and draw conclusions. The child asks, “Why can’t I see the air?” It is very simple for us to give an answer casually. Because the air is colorless and tasteless, it is invisible. Instead of giving an uncertain answer in this way, it is better to use rhetorical questions to stimulate the children’s interest in their own inquiry, encourage them to find the answer on their own, and verify the authenticity. So, we can answer this way: Why do you think the air is invisible? After the child gives a hypothetical answer, we will further guide: Do you have a way to prove whether your idea is correct or wrong? This kind of rhetorical communication is an excellent soil for nurturing children’s logical and scientific thinking. Sometimes, a child’s thoughts are naive and have big brains. We can all guide him to the process of inquiry, thinking like a scientist: discovering problems, proposing hypotheses, and verifying right and wrong. Cultivate children to think independently, and establish a cognition in his childhood: the world we live in, everything and everything can be explored and changed. This kind of cognition will accompany the child’s life, affecting him to learn actively, find ways to solve problems, instead of being satisfied with the superficial cognition of things.

7 months ago

Because the air is transparent. Many things are transparent, such as fresh water, glass, etc. The same is true for air. Transparent means that light can pass through. Everything we can see is opaque or not very transparent. Child, do you want to see the air? In other words, do you want the air to be opaque? What a terrible idea. There is a planet in a corner of the universe. People there are enjoying the transparent air. Everyone can see each other and the beautiful scenery in the distance. Later, an omnipotent bear kid appeared, and the air on this planet suddenly became opaque, so everyone was completely dark in front of them, and everyone had to rely on touch and hearing to live.

7 months ago

Let him see the fish move freely in the water. Use another balloon to let him feel the presence of air. Tell others that being in the air is like a fish in the water. Air and water are different forms of matter. Bring the water to a boil and let him see that the water turns into gas. The water turns into ice cubes in the refrigerator. Let him understand the three forms of matter. A little bigger, let him know the vitality of Chinese philosophy, vitality is a level of matter more microscopic than air. Establish the concept of vitality for the child, and he will become a true Chinese! The theory of vitality is the material basis of Chinese culture. Why should Chinese medicine education enter primary and secondary schools? It is for them to be exposed to the most basic material concepts and cosmology of Chinese culture from an early age.

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