I stop myself almost every time. That’s the hardest thing — watching them make a mistake and letting it happen.
But it isn’t really a science experiment if I lay everything out for them and give them steps. That would make it a demonstration or maybe a guided activity. Those are fun to do sometimes, and can be useful for showing a kid how something sciencey works, but following steps doesn’t do a lot to encourage scientific thinking.
Graham mixes up the words artist and scientist, and he often says experiment when he means art project. I don’t know why those two fields are so intertwined in his mind, but they definitely are. Without reading too much into the quirky thinking of a four year old, I’ve decided that it’s a sign that we are doing something exciting here at the Ard School.
Because — and I know this is a tangent but while we’re here I might as well — really, the process of making art requires application of the scientific method. Artists don’t usually think they’re any good at science, but then they’ll wonder if they can do something with this material and test it and refine their tests until they can consistently get the result they want. Then they put the work out there for public input and feed that back into the next cycle.
In high school and college I had friends who were all starry eyed for research science. Science! Then they got to the other side of their PhDs and found out that the actual job of research science isn’t nearly as jazzy as Bill Nye promised. It’s rewarding sometimes, but the rewards are spread out over decades sometimes. Bill Nye never did an episode about statistical analysis errors or how exciting it is to have to scrap three years worth of data because of a minor mistake that compounded over time. Or what it’s like to deal with a drunk lab manager who is sleeping with his post docs while you agonize over losing funding because it’s looking like this line of study might be nearing a dead end.
But! In an art studio, the experiments are faster and more colorful. Mistakes are usually easy to recover from. If not well, you melt the whole thing down in a cathartic lava experience and start over. Publishing isn’t easy but instead of writing up papers, you dress fancy and drink wine and answer intellectual questions about your inspiration. It’s much closer to what people envision a science lab to be like.
I’m finished with my tangent now. Thank you.
The boys are conducting ice experiments this week. I cleaned out the freezer and gave them almost unlimited access to the kitchen. The first day, they were like busy little ants going up and down chairs they’d dragged into the kitchen. Up to the sink down to the table, up to open the freezer, careful not to spill! Measure, stir, spill, wipe.
Graham’s first experiment surprised me. I figured he’d want to put toys in a cup of water or something to see what would happen, but no. He filled up a cup with just plain water and stuck it in the freezer. Then he filled another cup with water and put it out on the counter.
He wanted to find out whether water would eventually freeze if you leave it out long enough.
Okay. See where it’s hard to keep my mouth shut? But it doesn’t matter if the question is crazytown — this is a great question. Because we can test it and see.
Meanwhile Nicolaus started mixing all different things in different cups and bowls and things, generally having a great time making a huge huge mess. He’s older so I encouraged him to be a little more rigorous. Meaning, I made him pay attention to his measurments and ratios. A teaspoon of salt will make a much bigger difference in a cup of water than it will in a quart.
When they checked their results, they found that everything was frozen except for the water on the counter and the cup with salt in it. That one was slushy. Oh and! A glass jar cracked. Very exciting.
So today I kept subtly hinting and trying to guide Nicolaus to discover whether salt would melt ice that’s already frozen. He humored me with yeah, I will do that later… he even told me how to do that. In case you know, I wanted to do it myself. But he was focused on digging through the spice drawer, trying to read the labels. “What is curry powder? Is this other one pepper?”
Honestly, I thought he was just goofing off mixing stuff randomly for fun because woooo mixing is fun. Which is fine, I told myself. These are little kids, I must get a grip, there is plenty of time in their young lives to learn about true scientific inquiry.
He worked on it for a long time this afternoon until it occurred to me to ASK him why he was choosing these certain ingredients. He explained:
Well, salt stops water from freezing all the way. In a lot of cartoons they show spicy food to be actually HOT. So I’m wondering whether spicy things could actually heat the water up so it won’t freeze. Then over here I’m mixing different kinds of sugar together with water to see if that will freeze. Because whenever I’m eating food? I have noticed that sweet things are pretty different tasting than salt. So maybe something different will happen.”
My father in law was here and he started to explain why that won’t work, why it has nothing to do with the taste, facts and good points and all of that. I sidetracked him into another conversation. Didn’t want to be rude and tell him shhhh, but at the same time didn’t want to interrupt the fantastic line of questioning and reasoning that was going on in my kitchen.
Now one of the bowls of water won’t tell us anything. Nicolaus mixed all of his spicy ingredients in there, but then he also added a tablespoon of sugar and a tablespoon of salt. I started to lead him to maybe make different choices on that one but then realized that oh wait, shut up Tiffany. The real learning happens tomorrow, when he pulls it all out of the freezer and tried to figure out what it all means.
It’s late now. Everyone’s asleep and everything’s in the freezer waiting.