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Mike tested how various vinegars affected the strength of the reaction with baking soda.
He also built a volcano to react the vinegar and baking soda in.
In this science project, Janie and Morgan were interested in finding out whether the size of a marble would affect how quickly it rolls down a marble maze.
Dottie loves coffee and decided to study the affect of coffee with and without caffeine on heart rate for her science project.
Tips from an adult who is blind to teach students with visual impairments to identify birds.
A high school student who is blind created accessible instructions for building lego structures.
This is a description of how to adapt the APH Periodic Table in order to indicate tactually the major element groups.
This project was completed by Adam and Eli at Texas School for Blind this spring. Their project tested the effect of music on memory.
Jim and Andrew, students at Texas School for the Blind, tested the need for a seed to have soil (space) and air in order to sprout.
Amy, a student at Texas School for the Blind, tested the relative conductivity of lemons and potatoes.
Mike, a student at Texas School for the Blind, tested which soda would shine a penny more.
This project was completed by Alexandra, a student at Texas School for the Blind. She wanted to test the effect of taste on heart rate.
This hands-on science lab is designed to teach students who are blind or who have low vision about DNA.
Through a tactile graphic and an active model, students will gain a better understanding of spring tide and neap tide.
In this activity, students consider how a model of the 3-D Earth can be shown in 2-D on a tactile graphic, and why models, though useful, have limitations.
This blog is designed to describe how to easily incorporate independent living skills into instruction in the science lab.
Introduction to evolution and Darwin's theory of natural selection
How is a student with visual impairment to count using tally marks?
Providing magnification in science (particularly of specimens) proves invaluable for low vision students.
In this simple interactive model, students use their hands to model the tectonic plates and the movement of these plates.
This simple interactive activity allows students who are blind to learn basic properties of waves and to compare waves in the electromagnetic spectrum.
This math activity is designed to help 8th graders who are blind or visually impaired to understand congruency.
An overview of steps to take to prepare for working with a chemistry student in a high school class.
Tips to adapt a scientific talking calculator for easier use by students who are blind or who have low vision
In these hands-on science lessons, students explore light sources and the properties of light.
In this tasty activity, students learn about about heat transfer by conduction, convection, and radiation as they pop
popcorn in three different ways.
Using a comparison of DNA with architectural blueprints of a building helps students better understand the function of DNA and its location in the cell.
Space Camp for Interested Visually Impaired Students (SCIVIS) is a week-long accessible camp designed to introduce students to the world of space travel.
Ideas for using music and song in science instruction for students with visual impairments
Video with transcript, questions, and tactile images to teach students with visual impairments about black holes and the Milky Way.
In this hands-on geology lab, students with visual impairments explore index fossils and analyze data to solve a mystery.
In this activity, students demonstrate their understanding of the structure of the atom and their ability to use the AZER Periodic Table Reference Booklet.
Trevor Thomas, a hiker who is blind, shares his experiences in these videos. Students will determine his speed in this activity.
This model utilizes the fan as the luminosity of the star in order to describe in a tactile manner the absolute verses apparent magnitude of stars.
This activity, appropriate for K-2 or older modified students, teaches the parts of a plant through a familiar song.
In this active model, students who are blind or visually impaired will compare the relationship of the Sun, Moon, and Earth during the phases of the Moon and relate this to the tides.
In this activity, students with visual impairments model day and night using a globe specially marked to indicate the students' current location on Earth.
Students who are blind or visually impaired will understand the revolution of the Moon around the Sun and its rotation through this simple activity.
Science lesson for students with visual impairments to design packaging for eggs that will keep them from breaking.
In this active model, students with visual impairments "play" the role of the Earth and the Moon to better comprehend the tidal cycles.
Introduction to inquiry-based learning for science students who are blind or visually impaired
In this activity, students with visual impairments order the steps of the scientific method prior to formal instruction.
Interactive game designed to allow students to practice appropriate social skills, turn taking, numeracy skills, fitness skills and following rules.
TSBVI high school student, Mikkah, discusses her experiences at Space Camp in an interview with her science teacher, Laura Hospitál.
In this simple interactive activity, students with visual impairments differentiate speed and velocity.
Thanks to Jim Clark for sharing this activity. It is a review of concepts related to energy transfer while making and drinking tea.
Guidelines for finding the right text for students who are visually impaired with varying ability levels.
In this simple activity, students play the role of the subatomic particles and position themselves correctly inside or outside of the nucleus.
These hands-on accessible science activities are designed for students who are blind or visually impaired with multiple disabilities to learn about snow.
In this activity, students with visual impairments test common objects to determine which stick to a magnet. Why certain items are magnetic and other are not is the focus.
The group (family) in which an element is located on the Periodic Table can be used to determine the number of valence electrons.