With students suggesting we couldn't get the water in the air cold enough to condense on a CCN, we went the dry ice route. We've figured out from our dry ice safety sheet that dry ice is REALLLLLLLLLLLLY cold, and this would hopefully give us the temperature differential we needed. And sure enough it did!
We're now thinking about how this scientific phenomenon works, knowing it's producing the fog we've so longed for. It's important to understand the science behind something before we try to engineer, and so we're spending some serious time on what this process looks like at the molecular level before we build our fog machines!
Check out some sixth graders' models for how fog forms using dry ice and water. We've got some great ideas out there before we establish consensus!
We're now thinking about how this scientific phenomenon works, knowing it's producing the fog we've so longed for. It's important to understand the science behind something before we try to engineer, and so we're spending some serious time on what this process looks like at the molecular level before we build our fog machines!
Check out some sixth graders' models for how fog forms using dry ice and water. We've got some great ideas out there before we establish consensus!