Book 6 Hands-On Projects

Click here for a downloadable pdf with student notebook page.

Materials Needed

  1. Smartphone or Tablet: Needed to run AR applications.
  2. Augmented Reality Apps: Download the following apps on your device:
  3. Tinker Cad (Free) Download Here
  4. QuiverVision Color Pages (Requires payment): Printable coloring pages that come to life with AR. Download Here
  5. Coloring Supplies: Crayons, markers, or colored pencils. Order Here


In this activity, students will:

  • Learn how to use an Augmented Reality (AR) program to explore how AR works.
  • Practice creating objects using AR by visualizing them in 3D.
  • Engage in interactive learning to evaluate how AR might enhance learning science topics.


  • Discuss with your students the importance of becoming a creator of technology rather than just a consumer of technology. Technology is not just smart phones and computers, but any tool that is created to help us better understand or interact in the world around us.
  • Review Chapter 1 and discuss how technology shapes science and how science shapes technology.
  • Review the difference between independent and dependent Variables?
  • Independent Variable: This is the variable that you, the scientist, will change or control in the experiment. It's what you manipulate to see how it affects something else.
  • Dependent Variable: This is the variable that you measure or observe. It depends on the changes you make to the independent variable.
  • Discuss how creators of technology create new ways to vary, use, or determine both independent and dependent variables.

Part 1: Setting Up

Download and Install Apps:

  • Have students download the Tinkercad and Quiver Vision apps from the links provided.
  • Install them on your smartphone or tablet.

Print Coloring Pages:

  • Visit the Quiver Vision website and download some coloring pages. Print them out and get your coloring supplies ready for the students.

Part 2: Investigating and Using a 3D AR Program

Color The Page:

  • Have students take one of the Quiver Vision coloring pages you printed and color it using your preferred coloring supplies.

Open the Quiver Vision App:

  • Have students launch the app on your device and select the coloring page you have colored.

Scan The Drawing:

  • Instruct students to point their device's camera at the colored page and watch as it transforms into a 3D animated scene.

Explore and Interact:

  • Have students tap on different parts of the scene to interact and learn more about the science phenomena depicted.


  • Have students write down their observations as they explore the 3D models and animations. What did they learn? What surprised them? Do they think they could create this type of program?

Part 2: Creating with TinkerCad

Step 1: Sign Up and Log In

Visit TinkerCad's Website: Direct your students to go to TinkerCad.

Create an Account:

  • Instruct students to click on "Join Now" if they don't already have an account.
  • They can sign up using an email address or through their Google account for convenience.

Log In: Once they have created an account, remind them to log in with their credentials to access the platform.

Step 2: Start a New Project

Dashboard Overview:

  • After logging in, students will be taken to their TinkerCad dashboard.
  • Provide a brief overview of the dashboard, highlighting key features.

Create New Design:

  • Have students click on the "Create new design" button.
  • Inform them that this will open up the main workspace where they can start building their project.

Step 3: Design A 3D Model or Circuit

Choose Your Workspace:

  • 3D Design: Ensure students select the "3D Design" workspace if they're creating a 3D model.
  • Circuits: If working on an electronic project, instruct them to switch to the "Circuits" workspace.

Building A Model:

3D Design:

  • Guide students to drag and drop basic shapes (like boxes, cylinders, and spheres) from the right sidebar onto the workplane.
  • Encourage them to adjust the size, color, and position of these shapes and combine them to create their desired model.
  • Show them how to click and drag to select multiple shapes, then use the group function to combine them into a single object.


  • Instruct students to drag and drop components like resistors, LEDs, and batteries onto the workspace from the right sidebar.
  • Demonstrate using the wiring tool to connect components and create their circuit.
  • Have them click the "Start Simulation" button to test their circuit and see it in action.

Step 4: Save, Export, and Share

Saving The Project: Inform students that TinkerCad automatically saves their work as they go, but it's a good practice to manually click the "Save" button to ensure their project is saved.

Export Your Design:

  • 3D Models: Guide students to click on the "Export" button to download their design as an STL or OBJ file for 3D printing.
  • Circuits: Instruct them to click on "Download" to save their circuit design or export it to another format.

Share The Project: Show students how to use the "Share" button to get a link to their project. They can share this link with friends, teachers, or collaborators to showcase their work or get feedback.


  • Encourage students to look for patterns or interesting findings in their observations. How would using AR help them understand the science phenomena better?
  • Based on their observations, what can they conclude about the power of augmented reality in learning science?
  • Have students think about how AR technology can be used in other areas of education and everyday life. Encourage them to share their thoughts with classmates.

Click here for a downloadable pdf with student notebook pages.

Materials List

  1. Red Cabbage Order Here
  2. Distilled Water Order Here
  3. Vinegar (Acid Control) Order Here
  4. Ammonia (Base Control) Order Here
  5. Coffee Filter Paper Order Here
  6. Eyedropper Order Here
  7. Jars or Small Containers Order Here


  • Observe that acids and bases have different properties that can be tested for using an indicator.
  • Use controls in an experiment to compare known outcomes with unknowns.


  • Review Chapter 3 and discuss acids and bases, how they are different and explain that acids and bases have unique properties that can be detected using indicators.
  • Engage students with open-ended questions to stimulate curiosity and critical thinking. Have students look up answers to questions they find interesting on the internet or in a library.
  • Examples

Ask Questions

Step 1: Write Down Questions

  • Have students write down their questions about acids and bases.
  • Examples: "Why do some liquids taste sour?" "How can we tell if something is an acid?"

Step 2: Improve the Questions

  • Guide students to refine their questions. Convert open-ended questions to closed-ended ones and vice versa.
  • Example: "Why do some liquids taste sour?" -> "Do all acids taste sour?"

Step 3: Prioritize the Questions

  • Ask students to review their list of questions and prioritize the ones they find most relevant for the experiment.

Step 4: Record Your Question

  • Have students write down their prioritized questions in their notebooks.

Test, Tinker, Try - Experiment

Part I: Preparing the Indicator

Prepare Red Cabbage Juice:

  • Cut a head of red cabbage into several pieces.
  • Boil 0.7 liters (3 cups) of distilled water, then add the cabbage pieces.
  • Boil until the water turns a deep purple color.
  • Remove the cabbage pieces and let the water cool.
  • Set aside 0.25 liters (1 cup) of the cabbage juice for the experiment and refrigerate the rest for future use.

Prepare pH Paper:

  • Cut 20 or more strips of coffee filter paper (about 2 cm x 4 cm).
  • Use an eyedropper to put several drops of cabbage juice on each strip and let them dry.

Part II: Setting Up Controls and Testing Solutions

Create Control Solutions:

  • Control Acid: Label a jar "Control Acid" and add 15 ml (1 tbsp.) of vinegar and 75 ml (5 tbsp.) of distilled water.
  • Control Base: Label a jar "Control Base" and add 15 ml (1 tbsp.) of ammonia and 75 ml (5 tbsp.) of distilled water.

Label Testing Jars:

  • Label jars for each solution to be tested and add 15 ml (1 tbsp.) of each substance with 30-75 ml (2-5 tbsp.) of distilled water.
  • Suggested items to test: water (neutral), Windex (basic), lemon juice (acidic), white grape juice (acidic).

Part III: Testing and Observations

Test Control Solutions:

  • Dip an unused strip of pH paper into each control solution.
  • Record the results and tape the pH papers into the Laboratory Notebook.
  • Expected Results: Vinegar should turn the paper pink (acid), and ammonia should turn it green (base).

Test Unknown Solutions:

  • Use the pH paper to test each unknown solution and record the results.

Observe and Record


  • Ensure students observe and write down their findings for each test.
  • Record the color changes and any other notable observations.

Analyze and Evaluate

Analyze Data:

  • Guide students to analyze patterns in their data.
  • Discuss how the control results help to interpret the unknowns.

Evaluate Findings:

  • Assist students in drawing conclusions based on their data.
  • Discuss any discrepancies and possible reasons for unexpected results.

Discuss Implications:

  • Talk about the real-world applications of understanding acids and bases.
  • Encourage students to think about how this knowledge is used in various fields, such as chemistry, medicine, and cooking.

Draw Conclusions:

  • Have students revisit their question and discuss if they were able to find an answer.
  • Guide students to summarize their findings in a clear and concise manner. They should explain how indicators can be used to determine chemical properties of matter.

Share Results:

  • Have students prepare presentations to share their findings with others. They can use visual aids such as charts and graphs to illustrate their data.
  • Encourage students to write a detailed report summarizing their experiment, including their research, question, hypothesis, methods, observations, data analysis, and conclusions.

Expand the Experiment : Experimenting with Natural Indicators

Testing Natural Materials:

  • Provide materials such as turmeric powder, poppyseed petals, cherries, and other colorful natural substances.
  • Have students test these materials with acids and bases to see if they act as indicators.

Record Results:

  • Have students crush or chop the materials, add them to small jars with acids and bases, and note any color changes.
  • Record observations in a chart to determine which materials can be used as pH indicators.

Click here for a downloadable pdf with student notebook pages.

Click here to download a pdf with student notebook pages.

Click here to download a pdf with student notebook pages.

Click here for a downloadable pdf with student notebook pages.

Click here for a downloadable pdf with student notebook pages.

Click here for a downloadable pdf with student notebook pages.

Click here for a downloadable pdf with student notebook pages.

Click here for a downloadable pdf with student notebook pages.

Click here for a downloadable pdf with student notebook pages.