stem module: a river study lisa wininger plainwell...

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STEM MODULE

Stem Module: A River Study

Lisa Wininger

Plainwell Community Schools

April, 2006

Participant in Research Experience for Teachers (RET) Workshop at Western Michigan University

2005-06 Academic Year

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I. Background

In this module, students will use a River Tank as a basis of inquiry for a variety of

ecosystem-related explorations. A River Tank is a large tank that combines an aquarium,

terrarium and animal exhibit to produce a series of microhabitats within a larger

connected system that interact in ecological balance.

The main inquiry or problem that underpins the unit is what can be done to maintain or

restore the balance of an ecosystem that has been acted upon by outside forces. The

River Tank is a system that can be created, maintained and manipulated in the classroom

setting. It simulates a river ecosystem, and contains plants and animals suitable for a

semitropical environment.

This unit provides three specific lessons/experiments targeted at elementary level

students in the classroom and lab. Suggested lessons are outlined for lab work by middle

school students, with an extension for field experiences for high school students also

provided. Each level builds upon knowledge and insight gained in the previous level. At

each level, students will be responsible for performing or designing an inquiry activity

focusing on how physical, biological or chemical changes to the system could affect its

ecological health. Some activities will be conducted outside of the tank, others on the

tank itself, and others in a field site. River tanks and similar products can be obtained

from science suppliers and pet stores.

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II. Michigan Curriculum Framework Science Benchmarks

The following elementary benchmarks are addressed through the module:

Strand I. Constructing New Scientific Knowledge

• Standard I.1. Constructing New Scientific Knowledge o Elementary 1. Generate reasonable questions about the world based on

observation. o Elementary 2. Develop solutions to unfamiliar problems through

reasoning, observation, and/or experiment. o Elementary 5. Develop strategies and skills for information gathering and

problem solving. o Elementary 6. Construct charts and graphs and prepare summaries of

observations.

Strand II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge (Reflecting on Scientific Knowledge)

• Standard II.1. Reflecting on Scientific Knowledge o Elementary 1. Develop an awareness of the need for evidence in making

decisions scientifically. o Elementary 4. Develop an awareness of and sensitivity to the natural

world.

Strand III. Using Scientific Knowledge in Life Science

• Standard III. 5. Ecosystems o Elementary 1. Identify familiar organisms as part of a food chain or food

web and describe their feeding relationships within the web. o Elementary 2. Explain common patterns of interdependence and inter-

relationships of living things. o Elementary 3. Describe the basic requirements for all living things to

maintain their existence.

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o Elementary 4. Design systems that encourage growing of particular plants or animals.

o Elementary 5. Describe positive and negative effects of humans on the environment.

III. Elementary Level Lessons

Lesson 1: Water movement.

Question: What effect does increasing or decreasing water flow or level have on the

ecosystem?

Objective: Students will understand how water moves throughout the system and how

this movement affects the living and nonliving components of the ecosystem.

Introductory Information: In nature, water moves in a variety of ways. A current

occurs when water moves continuously and in a predictable way, depending on the forces

that are acting upon it. What are some of the forces that act upon water to make it move?

Current may vary in strength, duration, direction and other factors. In the tank, several

different currents exist.

Other movements of water are waves, ripples and tides. In the tank, ripples can be

observed as a disturbance on the surface of the water. How do ripples relate to wave

action in the tank?

What effect does current and water level have on the living and nonliving parts of the

tank system? How are plant and animal life affected by changes in flow? Some plants are

adapted specifically to live in water, in damp soil and in dry soil. Aquatic animals may

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have a narrow range of tolerance for changes in flow and level. Water flow may also

impact sedimentation and oxygenation.

Activity:

1. Observe the movement of water in the tank. Using the river tank

map, chart the water current and label its approximate rate of speed

(very slow, slow, medium, fast). Paste the map into your river tank

notebook.

2. Think about the Kalamazoo River (or any local river or creek).

How is the tank current similar to the current in a natural water

body? How is it different? In the river, what makes the water flow

in a particular direction? Is it the same force that moves the water

move in the tank? Record your thoughts in your notebook.

3. Reduce the flow of water within the tank using the regulator.

Observe the current and water levels. Will a slower current have

any effect on plant and animal life in the tank? Will it change the

nonliving parts of the tank in any way? If you were able to stop

the flow of water to the tank, what effect do you think it would

have on the living and nonliving parts of the system?

4. Increase the flow of water using the regulator. Observe the current

and water levels. Does the faster flow affect currents, living or

nonliving parts of the habitat? If you were to double the increased

flow, what impacts do you predict would occur?

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5. Record your predictions for decreased flow and increased flow in

your river tank notebook.

6. Propose a physical change to water flow in the system such as a

dam or waterfall. Create a sketch which shows the change that you

propose. What effect will your change have on flow, current or

level?

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It is useful to observe the water currents in the tank prior to installing plants and animals, and then to do a comparative analysis after the habitat has been completed.

Lesson 2: Producers and Consumers

Question: How do plants and animals act as each other’s food source in the tank?

Objective: Students will understand the roles of producers and consumers in the river

tank, and their interdependence for survival.

Introductory Information: In the river tank, plants are producers. They use sunlight,

water and chemical/mineral substances to make their own food and store in their

structures. The animals are the consumers. They are unable to make their own food so

they consume plants and/or other animals for energy.

The river tank is essentially a closed system, with the exception of food which may be

added by humans to meet the energy needs of some of the animals, if the tank cannot

supply them. Each plant or animal is a part of a food chain. In this activity, students

will observe the tank to learn about the food chain and the role of each plant and animal

in it.

Activities:

1. In your notebook, make a list of all the living things in the tank.

Use the bulletin board study guide to find the actual names of each

organism (see attached examples). Make a list in your notebook of

which organisms are producers and which are consumers.

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2. Next draw a line from the consumer to the producers or the

consumers that it eats. This line is a food chain. If a consumer or

producer eats more than one organism or is eaten by more than one

organism, the lines become intertwined and make a food web.

3. Now we will plant a new plant and/or release a new fish into the

main pool of the river tank. What effects do you think this new

plant and fish could have on the other organisms in the tank? How

can we find out the effects before we put the new organisms in?

Record your ideas in your notebook.

4. Each day for 2 weeks, carefully observe the new plant and fish.

What do you notice about their behavior and health? How do they

interact with the other living organisms in the tank?

5. In your notebook, draw a picture of each organism in the tank and

use a page to draw a large size food web. You may wish to use the

Kidspiration software to create a web with graphics (see example).

If so, print the page and paste it into your notebook.

6. Look at your food web. Do you notice any chains which seem

unbalanced? Are any organisms underfed or overeaten? Record

your thoughts.

7. At the end of the year, the tank will be drained. What should we

do with the plants and animals? Should we take them to the river

or to a creek and let them go? Why or why not? Write your ideas

about what to do and why in your notebook.

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Producers and Consumers Lab Notebook Hello, young scientists!

Question: How do plants and animals feed themselves in the river tank? Ideas: Plants are producers. They make their own food inside themselves using sunlight, water and minerals. Animals are consumers. They cannot make their own food so they eat plants or other animals to get energy.

1. What are all of the living things that you see in the river tank? Make a list of what you see. You can add drawings if you wish.

2. Look at your list. Draw a line with an arrow from a consumer to the thing that you think it eats. For example, in the meadow, eagle eats the mouse that eats the seeds. Eagle mouse seeds. This is a food chain.

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2. If a consumer eats more than one thing or a producer is eaten by more than one consumer, the lines become intertwined. This is called a food web. An example is below.

Now we will add a new fish or frog to the tank.

3. How do you think adding this new animal might affect the other plants or animals in the tank? Write your ideas below.

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How can we find out what will happen before we put the animal into our tank?

4. Now, draw a food web for the river tank habitat in the space below. Make sure you have all of the producers and consumers included in your web. Include the new animal in your web.

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Look at your food web. Do you see any chains or lines that are unbalanced? Are some plants or animals getting eaten more or getting less food than others? Write your ideas below.

5. At the end of the year, the tank will be drained. What should we do with the plants and animals? Should we take them to the river and plant the plants or let the animals go? Write your ideas about this below. Be sure to explain why you think the way you do.

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We will continue watching our new animal over the next 2 weeks and see what changes if any it makes in the river tank habitat!

SAMPLE FOOD WEB

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Lesson 3: Balancing the Habitat

Question: How is a balance maintained between the living and nonliving components of

the river tank?

Objective: Students will understand the roles of producers and consumers in the river

tank, and their interdependence for survival.

Introductory Information: An ecosystem consists of living and nonliving components

that combine to support life in a particular place. Nonliving components might include

soil, water, rocks or geological features, light, air, shelter, space and so on. Living

components include plants and animals, which require energy, water, space and shelter or

protection to enable them to survive. Plants and animals adapt to enable them to live

within a specific habitat.

The river tank is an example of a subtropical aquatic habitat. In addition to the nonliving

components listed above, it is also necessary to provide a suitable temperature, water

level and to regulate the chemical characteristics of the water. Changes in the habitat will

affect the ability of its inhabitants to survive. Some animals may be born, live and die all

within the confines of the tank. Their success depends on many different elements.

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Activities:

1. Observe the organisms in the tank. Select one organism for further study. Record

this information in your notebook.

2. In the tank, where does your animal get its food, water, air, shelter and physical

space? How does your animal behave in its space and how does it interact with

other plants and animals and the physical environment? Record this information.

3. Using a selected website from the favorites list such as AJKids, DiscoverySchool,

National Geographic or Google, research the lifestyle of your organism in its

natural setting. In nature, where does your animal live? Where does it get its

food, water, shelter, air and space? Record your answers.

4. Draw a Venn diagram in your notebook (see example). One circle is for your

animal in the tank. The other is for your animal in the wild. Note how its needs

are met in each location and overlaps if any.

5. Suppose we did not turn on the lights to the tank for a week? What do you think

would happen? Why do you think that? What if we didn’t supply light for a

month? What would happen then? Why? Record your thoughts.

6. Some animals in the tank require food from an outside source (us). What would

happen if we did not feed those animals? Why? Record your thoughts.

7. You have been given the chance to redesign the river tank for the company. What

changes would you make to the system to allow it to be more self sustaining and

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to give the plants and animals a better chance at survival? Using a shoebox–type

diorama as a model, create a (dry) model of an improved river tank (see

examples). Diagram each change from the original model in a series of drawings

in your lab notebook and explain what the change is and why you believe it would

help create a more balanced system.

Sample Dioramas

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Name __________________________ Subject: Animal Needs

Teacher: Mrs. Wininger Date: _________________

Animal Needs

Animal in the Wild

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Same Needs Are Met

Animal in the Tank

Powered by TeAch-nology.com- www.teach-nology.com

IV. Middle School Lesson Outline

At the middle school level, students will consider the chemistry of the river tank system,

and how interacting chemicals affect the overall health of the system. Students will begin

to connect this understanding with a river setting in their vicinity.

Question: How do chemical processes affect the environmental health of the river tank

system?

Lesson 1: Monitoring pH levels in the system. The pH value of water defines its acidity.

Water with a pH value of 7.0 is considered neutral: below this value is acid, above it is

alkaline. For the River Tank, a pH range of 6.5 to 8.5 is preferable. Use the testing kit

instructions to analyze the pH level of the tank water. If the pH level is too acid or

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alkaline, one third of the water must be changed. The pH of the water can be changed by

filtering it through peat.

Lesson 2: Monitoring total ammonia levels in the system. Fish, fish wastes and the

breakdown of organic materials like food and plant debris continually generate toxic

nitrogen-materials in the tank. The first product generated is ammonia. Microorganisms

that colonize the biological filter break down the ammonia first into nitrate and then into

nitrate. If the filter is not working properly, a toxic build up of ammonia can occur. If

total ammonia exceeds 0.25 mg/l is present for extended periods, harm to fish can occur.

If the pH level is high, this will contribute to the toxic effects of the ammonia. Follow

the instructions in the test kit for ammonia. If ammonia levels are too high, complete a

partial water change. Use a gravel cleaner to rid the tank of partially decomposed organic

material. Clean the filter media in old aquarium water. Also, it may be necessary to

measure oxygen levels to ensure that sufficient oxygen is present to break down waste

materials.

Lesson 3: Monitoring water hardness (levels of dissolved solids like calcium and

magnesium). Tap water may have a wide range of chemical properties depending on the

water source. In the river tank, spring water or seasoned water should be used for the

initial fill up. General hardness (GH) is a measure of the dissolved calcium and

magnesium salts. These salts influence the metabolism of fish, plants and

microorganisms. Water with high calcium and magnesium salt content is called hard and

with a low level, is called soft. Most freshwater fish do best at a general hardness level of

between 6-16 dH.

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The carbonate hardness (KH) is determined by the carbonate and bicarbonate content.

KH and pH values are interrelated. The higher the KH value, the more alkaline the water

is. The lower the KH, the more acid the water. A KH value of 3-10 dH is recommended

for the tank.

Test the tank water for GH and KH according to the instructions on the kit. Depending

on the results, if excessive hardness is revealed, the levels can be reduced by adding

softer water like rainwater, distilled water or treated water.

Lesson 4: Monitoring toxin levels and understanding the nitrite level in the system.

Nitrite is the second step in breaking down toxic ammonia in the tank system. This is

carried out by microorganism in the filter. Too much nitrite is very harmful to fish

because it reduces the blood’s capacity to transport oxygen around the body. This can

result in “brown-blood disease” where nearly all of the hemoglobin in the blood is bound

up with the nitrites and the fish is starved of oxygen. High levels of nitrite indicate that

the filtration process sis not working properly. An average level of nitrite is around 1.6

mg/l, although it is best at around 0.8 mg/l. .

Test the tank water according to the directions in the testing kit. If the nitrite level is

above 1.6 mg/l, carry out a partial water change using a gravel cleaner. The filter will

need to be cleaned regularly. Be sure not to overfeed or overstock the system as this will

lead to excessive ammonia and nitrite production.

Lesson 5: Monitoring carbon dioxide content in the water. Once you have determined

the pH value and carbonate hardness, you will work out the carbon dioxide content of the

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aquarium from a carbon dioxide calculation table. The recommended carbon dioxide, pH

and KH values are indicated in the table below

CO2 / KH / pH table.

The formula listed above was used to create the chart shown below.

KH pH 6.0 6.2 6.4 6.6 6.8 7.0 7.2 7.4 7.6 7.8 8.0

0.5 15 9.5 6.0 3.8 2.4 1.5 0.9 0.6 0.4 0.23 0.15

1.0 30 19 12 8 4.8 3 1.9 1.2 0.8 0.5 0.3

1.5 45 28 18 11 7.1 4.5 2.8 1.8 1.1 0.7 0.45

2.0 60 38 24 15 9.5 6 3.8 2.4 1.5 1.0 0.6

2.5 75 47 30 19 12 7.5 4.7 3 1.9 1.2 0.75

3.0 90 57 36 23 14 9 5.7 3.6 2.3 1.4 0.9

3.5 105 68 42 26 17 10.5 6.6 4.2 2.6 1.7 1.0

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4.0 120 75 48 30 19 12 7.6 4.8 3.0 1.9 1.2

5.0 150 95 60 38 24 15 9.5 6 3.8 2.4 1.5

6.0 180 114 72 45 29 18 11 7.2 4.5 2.9 1.8

8.0 240 151 96 60 38 24 15 9.6 6.0 3.8 2.4

10.0 300 189 119 75 48 30 19 12 7.5 4.8 3

15.0 450 284 179 113 71 45 28 18 11.3 7.1 4.5

Green = Good CO2 levels 10-25ppm Good CO2 levels are also shown in BOLD.Yellow = High CO2 levels Over 25ppm Levels over 25 can be harmful to your fish White = Low CO2 levels

Lesson 6: Collecting water samples from the river and comparing the levels found in the

local river to the data from the river tank. This task involves using the information

gained from analyzing the water in the River Tank about chemical processes and

analyzing water collected in the field as a comparison.

Questions include: How will the river water differ from the tank water in pH, GH, KH,

ammonia and nitrite level? In what ways are they similar? What processes are occurring

in the natural setting that would produce these results? In what respects is the natural

water indicative or not indicative of a balanced system? Would the location where the

water was collected have any effects on these readings?

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V. High School River Study Outline:

At the high school level, a field study of an existing river or wetlands area will be the

focal point and culminating activity of the river study curriculum.

Question: What is the current state of environmental health of the river? How have

natural and manmade impacts changed the system over time? How changes could be

made to improve biodiversity and ecological health in this system?

Students will conduct a research project on the history of the river. This may include

reviewing historical maps, studies by governmental agencies, floodplain records, or

consulting with local involved groups and agencies. They will review current maps and

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overlay with historical maps to identify physical changes over time. They will also

review any environmental and land use studies to understand changes over time.

Students will conduct physical surveys of selected river locations. They will map

physical characteristics and record wildlife observations. They will also collect water

samples.

In the lab, water quality will be evaluated on a variety of factors including dissolved

oxygen levels, turbidity, toxin levels, Students will use the data that they have collected

to form an overall picture of the environmental health of the river system. Using the

historical and contemporary data, they will prepare a report which summarizes their

findings and presents conclusions about the river, and present recommendations for

improving the overall health and biodiversity of the river system.

VI. Conclusion:

This module allows students to use knowledge and understanding gained through the

activities to compare a model with physical, biological and chemical processes in a real

life setting. At the culmination of the units, it would be effective to discuss the

advantages and disadvantages of using the river tank model and the actual study sites.

Scientists often use models to simulate effects and then transfer that knowledge to a real

world setting. The use of the River Tank can be seen in this light also.

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News

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Habitats: Ponds, lakes, marshes and wetlands

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How they meet their needs:

They eat pill bugs, millipedes, mealworms, and other insects

They sleep during the day

They hibernate by burying themselves in soil during the winter

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Tropical Fish

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Habitats:

Coral reefs Seagrass beds Rock Platforms Sandy bottoms

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How They Meet Their Needs:

Some eat algae, other fish, parasites, or invertebrates like lobster or shrimp.

Some take shelter in caves or coral, others

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travel in groups called schools

They use their strong fins to travel quickly and their scales to protect their bodies.

Aquatic Frogs

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Habitats: Lakes, rivers, streams, ponds, swamps and other wetlands

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They prefer live foods like insects, black worms, and mosquito larvae

They shed their

skin as they grow

They live in moderate climates

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between 60 and 85 degrees Fahrenheit

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Tropical Plants

Habitats: Tropical plants

like to live in climates that are moist and wet, like rainforests or the jungle.

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Their height helps them be close to the sunlight so they can grow They take in

nutrients from

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the soil and the air around them They need

plenty of water and sunlight

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Snails

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Habitats:

Snails love the dirt! They can live on land in your woods or the garden.

They also can live in water in ponds, lakes or streams.


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They have a thick slime that helps protect them as they move

They hibernate in the winter, living on stored fat

They use their sense of touch and smell to get around

They eat decaying soil and garden plants

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HABITATS UNIT CURRICULUM MAP GRADE 2 SCIENCE

Content MCF Benchmark Text Activities &

Resources Time

Habitats “What is a habitat?”

LEC.E2 – Know that a habitat is a place where an animal meets its basic needs

Unit B Chapter 1 Lesson 1

Terrarium or aquarium – long term project Habitat “Little Books” Video 107 Magic School Bus – Habitats Video 393 Habitats

2

Land Habitats “What different animals live in different land habitats?”

LEC.E2 – Know how different animals meet their needs in desert, rain forest, forest, and tundra habitats LE.E2 – Know how different animals are adapted to survive in their environment


Instant Reader: Animal Homes

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Water Habitats “What different animals live in different water habitats?”

LEC.E2 – Know how different animals meet their needs in fresh water ponds or salt water oceans. LE.E2 – Know how different animals are adapted to survive in their environment


Investigation Take Home Book: Andy Goes Fishing

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Animal Adaptations “What do different animals have or do to survive?”

LE.E2 – Know that animals can have camouflage, body coverings or they may migrate, move, hibernate, or estimate to survive in their environment


Video 373 – Animal Disguises Optional Enrichment: Instant Reader: What is a Food Chain?

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Habitat Changes “How does weather change habitats?”

Know that too much or too little rain or five can change a habitat


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Pollution LEC.E4 – Know that Unit B 3

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“How does pollution change to environment?”

pollution of the land, water, or air harms plants and animals

Chapter 2 Lesson 2

People and the Environment “How do people help the environment?”

LEC.E4 and EG.E6 – Know that people can reduce pollution by conservation, recycling, reducing waste, and cleaning EC.E3 – Know that humans can manage ecosystems to encourage particular plants; such as farms, gardens, and lawns

Unit B Chapter 2 Lesson 3 Local Lesson

Video 76 Here Today, Here Tomorrow Instant Reader: Reuse and Recycle Take Home Book: Julia Helps Clean Up

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PLANTS AND ANIMALS UNIT CURRICULUM MAP

GRADE 3 SCIENCE

Content MCF Benchmark Text Activities & Resources

Time

Plants LD.E4 – Plants need air, water, soil, and light to survive LD.E5 – Know function of roots, stems, leaves H.E3 – Leaf shape as an example of characteristics passed from parents to young

Unit A Chapter 1 Lesson 1, pg. 2-7 and 10-11 (skip cells)

Video 151 (Part 1) Plants Video 79 Flowers, Plants & Trees Video 6 The Kingdom of Plants

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Seed Plants LD.E5 – Know function of seeds LD.E3 – Know life cycle of a seed plant LD.E5 – Know function of flowers in pollination

Unit A Chapter 1 Lesson 3 Local Lesson

Video 116 Magic School Bus-Seeds Take Home Book: Plants as Medicine

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Animals LD.E4 – Know that animals need food, water, and shelter H.E.3m – Evidence of characteristics (traits) passed (inherited) from parent to young

Unit A Chapter 2 Lesson 1, pg. 38-45 and 48-49 (skip cells)

Video 98 Animals with Backbones Video 98 Animals without Backbones

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Mammals & Birds

LD.E1 – Explain characteristics & function of observable

Unit A Chapter 2 Lesson 2

4

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body parts of various animals LD.E2 – Classify & compare animals on the basis of observable physical characteristics E.E2 – Explain how physical and behavioral characteristics of animals help them survive in their environment

Amphibians, Reptiles, and Fish

LD.E1 – Explain characteristics & function of observable body parts of various animals LD.E2 – Classify & compare animals on the basis of observable physical characteristics E.E2 – Explain how physical and behavioral characteristics of animals help them survive in their environment LD.E2 – Describe life cycle of a frog


Video 163 (Part 2) Reptiles (Bill Nye)

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Animal Behavior LE.E2 – Explain how physical or behavioral characteristics of animals help them survive


Video 77 How Animals Communicate Take Home Book: Marsupials

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ECOSYSTEM UNIT CURRICULUM MAP

GRADE 4 SCIENCE

Content MCF Benchmark Text ActiviHow Animals Get Food LEC.E1 Identify familiar organisms as part of a

food chain or food web and describe their feeding relationships within the web Concepts: producer, consumer, decomposer


Video 11Bus – DeVideo 10Bus – GeChains)

Food Chains LEC.E1 Identify familiar organisms as part of a food chain or food web and describe their feed

Unit B Chapter 2

Food ChVideo 10

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relationships within the web Concepts: food chain – how energy moves through a food chain, habitat

Lesson 2 Ecology Chain? Owl PellVideo 10Bus – Fo

Food Webs LEC.E1 Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web Concepts: food webs, predator, prey


Food weVideo 16Webs Take Hothe Ecos

Ecosystems LEC Know the parts of an ecosystem LEC.E4 Describe the positive and negative effects of humans on the environment Concepts: ecosystem, populations, community, habitats


Video 15Biodiver

Forest Ecosystem Example of an ecosystem – use to apply/review above benchmarks Concepts: deciduous, conifer


Water Ecosystem Example of an ecosystem – use to apply/review above benchmarks Concepts: freshwater, saltwater


Video 29Take Ho

*Optional: If time study Desert Ecosystem Desert Ecosystem

Example of an ecosystem – use to apply/review above benchmarks


Video 11Bus – DeVideo 82Animals

*Optional: If time study Grassland Ecosystem

Example of an ecosystem – use to apply/review above benchmarks


VARIABLES CURRICULUM MAP

GRADE 5 SCIENCE

Content MCF Benchmark Text Activities &

Swingers A variable is anything that you can change in an experiment that might affect the outcome. In a controlled experiment only one variable is changed, and the results are compared to a standard. The length of a pendulum determines the number of swings in a unit of time.

FOSS Variables Investigation 1 Parts 1-3

Observe and compof pendulums. Experiment to finvariables affect tha pendulum make Relate pendulum number of cycles of time. Predict the behavi

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pendulums, usingLifeboats A variable is anything that you can change

in an experiment that might affect the outcome. In a controlled experiment, only one variable is changed, and the results are compared to a standard. Capacity is the maximum volume of fluid a container can hold.

FOSS Variables Investigation 2

Observe and compof different boats. Organize informa Relate the capacitmass they can hol Predict the behaviusing a graph.

Plane Sense A variable is anything that you can change in an experiment that might affect the outcome. In a controlled experiment, the experimental variable is changed incrementally to see how it affects the outcome. A system is a set of related objects that can be studied in isolation.


Observe and compof a standard planmodified plan sys Conduct controlle Organize data in a Relate the effect odistance the plan t Predict outcomes

If time: Flippers

A variable is anything that you can change in an experiment that might affect the outcome. In a controlled experiment, the experimental variable is changed incrementally to see how it affects the outcome. A system is set of related objects that can be studied in isolation.


Observe and compof objects flipped Conduct controlle Organize and comresults of investig Relate the effect otrajectory of objec Predict the behavion the catapult.

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