science.dadeschools.netscience.dadeschools.net/middleschool/documents/1617/… · web viewm/j...

Student

Miami-Dade County Public Schools

Division of Academics

Required

ESSENTIAL

Laboratory Activities

M/J Comprehensive Science 3

STUDENT EDITION

REVISED July 2016THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Dorothy Bendross-Mindingall, Vice Chair

Ms. Susie V. Castillo

Dr. Lawrence S. Feldman

Dr. Wilbert Tee Holloway

Dr. Martin Karp

Ms. Lubby Navarro

Ms. Raquel A. Regalado

Dr. Marta Prez Wurtz

Mr. Logan Schroeder-Stephens

Student Advisor

Mr. Alberto M. Carvalho

Superintendent of Schools

Ms. Maria L. Izquierdo

Chief Academic Officer

Office of Academics and Transformation

Ms.LissetteM.Alves

Assistant Superintendent


Mr. Cristian Carranza

Administrative Director


Department of Mathematics and Science

Dr. Ava D. Rosales

Executive Director

Department of Mathematics and Science

EL7_2016M-DCPS Department of Science3

Table of Contents

Next Generation Sunshine State Standards 6

Lab Roles11

Lab Safety Information and Contract12

Pre-Lab Safety Worksheet and Approval Form13

Parts of a Lab Report14

Experimental Design Diagram and Hints 17

Engineering Design Process20

Conclusion Writing (CER) 19

Project Based STEM Activity (PBSA) Rubric21

Essential Labs and STEM Activities

Boat Challenge (STEM 4.0) (Topic 1)22

Whats the Matter? Inquiry Lab (STEM 2.0) (Topic 2)24

Physical and Chemical Changes in Matter (STEM 3.0) (Topic 3)29

Conservation of Mass (STEM 2.0) (Topic 3)34

Air Bag Challenge (STEM 4.0) 39

Atomic Modeling (STEM 2.0) (Topic 4)41

Periodic Table of Elements (STEM 2.0) (Topic 5)44

Clay Elements, Compounds/Molecules (STEM 3.0) (Topic 6)49

Separating Mixtures (STEM 3.0)53

Investigating the Effect of Light Intensity on Photosynthesis (STEM 3.0) (Topic 7)55

Maximizing Photosynthesis (STEM 3.0)61

Carbon Cycle Game (STEM 2.0) (Topic 8).67

Scale of the Universe Modeling Activity (STEM 4.0) (Topic 9)81

Star Bright Apparent Magnitude Lab (STEM 3.0) (Topic 10)92

Star Brightness (STEM 4.0)95

The Martian Sun-Times (STEM 4.0) (Topic 11).97

Space Travel Tour Agency (STEM 3.0)103

What Causes the Seasons? (STEM 2.0) (Topic 12)106

ADDITIONAL RESOURCES

Density of Blocks (STEM 2.0) ...116

CSI: Following the Hard Evidence Density Lab (STEM 2.0) ....119

Mass, Volume, Density (STEM 2.0) ..123

Precipitating Bubbles (STEM 3.0).128

Greenhouse Gases in a Bottle (STEM 2.0)....133

Imaginary Alien Life-forms (STEM 2.0) (Adaptations and Punnett Square)...136

Planetary Exploration and Extreme Life Forms (STEM 4.0).144

Annually Assessed Benchmarks

Next Generation Sunshine State Standard (NGSSS)

SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also assesses SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (Also assesses SC.6.N.1.2, SC.6.N.1.4, and SC.8.N.1.2.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (Also assesses SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1, and SC.8.N.1.6.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. (Also assesses SC.6.N.3.1 and SC.8.N.3.2.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)

SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses SC.8.E.5.1 and SC.8.E.5.2.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)

SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). (Also assesses SC.8.E.5.6.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. (Also assesses SC.8.E.5.4 and SC.8.E.5.8.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)

SC.7.E.6.2 Identify the patterns within the rock cycle and events (plate tectonics and mountain building). (Also assesses SC.6.E.6.1, SC.6.E.6.2, and SC.7.E.6.6.) relate them to surface events (weathering and erosion) and subsurface events (plate tectonics and mountain building). (Also assesses SC.6.E.6.1, SC.6.E.6.2, and SC.7.E.6.6.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)

SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (Also assesses SC.7.E.6.3.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)

SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earths crustal plates causes both slow and rapid changes in Earths surface, including volcanic eruptions, Earthquakes, and mountain building. (Also assesses SC.7.E.6.1 and SC.7.E.6.7.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (Also assesses SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6, and SC.6.E.7.9.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.E.7.5 Explain how energy provided by the Sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. (Also assesses SC.6.E.7.1.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.) (Cognitive Complexity Level 1: Recall)

SC.8.P.9.2 Differentiate between physical changes and chemical changes. (Also assesses SC.8.P.9.1 and SC.8.P.9.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.7.P.10.1 Illustrate that the Suns energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. (Also assesses SC.8.E.5.11.) (Cognitive Complexity Level 1: Recall)

SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (Also assesses SC.7.P.10.2.) (Cognitive Complexity Level 1: Recall)

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also assesses SC.6.P.11.1 and SC.7.P.11.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (Also assesses SC.7.P.11.1.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. (Also assesses SC.6.P.13.2 and SC.8.P.8.2.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. (Cognitive Complexity Level 1: Recall)

SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life. (Also assesses SC.6.L.14.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Also assesses SC.6.14.6.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (Also assesses SC.7.L.15.1 and SC.7.L.15.3.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. (Also assesses SC.7.L.17.1 and SC.7.L.17.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (Also assesses SC.8.L.18.1, SC.8.L.18.2, and SC.8.L.18.3.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

LAB ROLES AND THEIR DESCRIPTIONS

Cooperative learning activities are made up of four parts: group accountability, positive interdependence, individual responsibility, and face-to-face interaction. The key to making cooperative learning activities work successfully in the classroom is to have clearly defined tasks for all members of the group. An individual science experiment can be transformed into a cooperative learning activity by using these lab roles.

Project Director (PD)

The project director is responsible for the group.

Roles and responsibilities:

Reads directions to the group

Keeps group on task

Is the only group member allowed to talk to the teacher

Shares summary of group work and results with the class

Materials Manager (MM)

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.


The only person allowed to be out of his/her seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures

Returns all materials at the end of the lab to the designated area

Technical Manager (TM)

The technical manager is in charge of recording all data.


Records data in tables and/or graphs

Operates digital devices (computer, laptops, tablets)

Completes conclusions and final summaries

Assists with conducting the lab procedures

Assists with the cleanup

Safety Director (SD)

The safety director is responsible for enforcing all safety rules and conducting the lab.


Assists the PD with keeping the group on-task

Conducts lab procedures

Reports any accident to the teacher

Keeps track of time

Ensures group research using electronic sources is done in a productive and ethical manner

Assists the MM as needed.

When assigning lab groups, various factors need to be taken in consideration;

1 Always assign the group members preferably trying to combine in each group a variety of skills.

2 Constantly evaluate the groups and observe if they are on task and if the members of the group support each other in a positive way. Rotation of lab groups and members throughout the year is encouraged.

LABORATORY SAFETY

Rules:

Know the primary and secondary exit routes from the classroom.

Know the location of and how to use the safety equipment in the classroom.

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teachers permission.

Follow laboratory procedures as explained and do not perform unauthorized experiments.

Work as quietly as possible and cooperate with your lab partner.

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

Remove all unnecessary materials from the work area and completely clean up the work area after the experiment.

Always make safety your first consideration in the laboratory.

Safety Contract:

I will:

Follow all instructions given by the teacher.

Protect eyes, face and hands, and body while conducting class activities.

Carry out good housekeeping practices.

Know where to get help fast.

Know the location of the first aid and firefighting equipment.

Conduct myself in a responsible manner at all times in a laboratory situation.

I, _______________________, have read and agree to abide by the safety regulations as set forth above and also any additional printed instructions provided by the teacher. I further agree to follow all other written and verbal instructions given in class.

Student Signature: ____________________________Date: ___________________

Parent Signature: _____________________________Date: ___________________

Pre-Lab Safety Worksheet and Approval Form

This form must be completed with the teachers collaboration before the lab.

Name of Student Researcher: __________________________________________Period: ______

Title of Experiment: ___________________________________________________________________

Place a check mark in front of each true statement below:

1. I have reviewed the safety rules and guidelines.

2. This lab activity involves one or more of the following:

Human subjects (Permission from participants required. Subjects must indicate willingness to participate by signing this form below.)

Vertebrate Animals (requires an additional form)

Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA, tissues, including blood or blood products, all require an additional form.)

Hazardous chemicals (such as: strong acids or bases)

Hazardous devices (such as: sharp objects or electrical equipment)

Potentially Hazardous Activities (such as: heating liquids or using flames)

3. I understand the possible risks and ethical considerations/concerns involved in this experiment.

4. I have completed an Experimental/Engineering Design Diagram.

Show that you understand the safety and ethical concerns related to this lab by responding to the questions below. Then, sign and submit this form to your teacher before you proceed with the experiment (if necessary, use the back of this form).

A. Describe what you will be doing during this lab.

B. What are the safety concerns with this lab that were explained by your teacher? How will you address them?

C. What additional safety concerns or questions do you have?

D. What ethical concerns related to this lab do you have? How will you address them?

Student Researcher Signature: ____________________________Date: ___________________

Teacher Approval Signature: _____________________________Date: ___________________

Human Subjects Agreement to Participate:

Subject Name: ______________________ Signature: ____________________ Date: ________

PLEASE PRINT

Subject Name: ______________________ Signature: ____________________ Date: ________

PLEASE PRINT

Subject Name: ______________________ Signature: ____________________ Date: ________PLEASE PRINT

PARTS OF A LAB REPORT

A Step-by-Step Checklist

Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts.

Title (underlined and on the top center of the page)

Benchmarks Covered:

Your teacher should provide this information for you. It is a summary of the main concepts that you will learn about by carrying out the experiment.

Problem Statement:

Identify the research question/problem and state it clearly.

Variables and Control Test:

Identify the variables in the experiment. State those over which you have control. There are three types of variables.

1. Test Variable (Independent Variable): (also known as the tested variable) the factor that can be changed by the investigator (the cause).

2. Outcome Variable (Dependent Variable): (also known as the outcome variable) the observable factor of an investigation which is the result or what happened when the independent variable was changed.

3. Controlled variables (Constants): the other identified independent variables in the investigation that are kept constant or remain the same during the investigation.

Identify the control test. A control lest is the separate experiment that serves as the standard for comparison to identify experimental effects, changes of the dependent variable resulting from changes made to the independent variable.

Potential Hypothesis (e.g.):

State the hypothesis carefully. Do not just guess but try to arrive at the hypothesis logically and, if appropriate, with a calculation.

Write down your prediction as to how the test variable (independent variable) will affect the outcome variable (dependent variable) using an if and then statement.

If (state the test variable) is (choose an action), then (state the outcome variable) will (choose an action).

Materials:

Record precise details of all equipment used

For example: a balance weighing to +/- 0.001 g, a thermometer measuring from -10 to +110oC to an accuracy of +/- 0.1oC, etc.

Record precise details of any chemicals used

For example: 5 g of copper (II) sulfate pentahydrate CuSO4.5H2O(s).

Procedure:

Do not copy the procedures from the lab manual or handout.

Summarize the procedures; be sure to include critical steps.

Give accurate and concise details about the apparatus and materials used.

Data:

Ensure that all data is recorded.

Pay particular attention to significant figures and make sure that all units are stated.

Present your results clearly. Often it is better to use a table or a graph.

If using a graph, make sure that the graph has a title, both axis are labeled clearly, units of measure are identified and that the correct scale is chosen to utilize most of the graph space.

Record all observations.

Include color changes, solubility changes, whether heat was released or absorbed, etc.

Results:

Ensure that you have used your data correctly to produce the required result in words and provide graphs.

Include any other errors or uncertainties which may affect the validity of your result.

Conclusion and Evaluation:

A conclusion statement answers the following 7 questions in at least three paragraphs.

I First Paragraph: Introduction

1. What was investigated?

a) Describe the problem.

2. Was the hypothesis supported by the data?

a) Compare your actual result to the expected result

(either from the literature, textbook, or your hypothesis)

b) Include a valid conclusion that relates to the initial problem or hypothesis.

3. What were your major findings?

a) Did the findings support or not support the hypothesis as the solution to the restated problem?

b) Calculate the percentage error from the expected value.

II Middle Paragraphs: These paragraphs answer question 4 and discusses the major findings of the experiment using data.

1. How did your findings compare with other researchers?

a) Compare your result to other students results in the class.

The body paragraphs support the introductory paragraph by elaborating on the different pieces of information that were collected as data that either supported or did not support the original hypothesis.

Each finding needs its own sentence and relates back to supporting or not supporting the hypothesis.

The number of body paragraphs you have will depend on how many different types of data were collected. They will always refer back to the findings in the first paragraph.

III Last Paragraph: Conclusion

1. What possible explanations can you offer for your findings?

a) Evaluate your method.

b) State any assumptions that were made which may affect the result.

2. What recommendations do you have for further study and for improving the experiment?

a) Comment on the limitations of the method chosen.

b) Suggest how the method chosen could be improved to obtain more accurate and reliable results.

3. What are some possible applications of the experiment?

a) How can this experiment or the findings of this experiment be used in the real world for the benefit of society?

Parts of a Lab Report Reminder

Step 1: Stating the Purpose/Problem

What do you want to find out? Write a statement that describes what you want to do. It should be as specific as possible. Often, scientists read relevant information pertaining to their experiment beforehand. The purpose/problem will most likely be stated as a question such as:

What are the effects of _________ on ___________?

Step 2: Defining Variables

TEST VARIABLE (TV) (also called the independent variable) The variable that is changed on purpose for the experiment; you may have several levels of your test variable.

OUTCOME VARIABLE (OV) (also called the dependent variable) The variable that acts in response to or because of the manipulation of the test variable.

CONTROLLED VARIABLES (CV) All factors in the experiment that are NOT allowed to change throughout the entire experiment. Controlling variables is very important to assure that the results are due only to the changes in the test variable; everything (except the test variable) must be kept constant in order to provide accurate results.

Step 3: Forming a Hypothesis

A hypothesis is an inferring statement that can be tested.

The hypothesis describes how you think the test variable will respond to the outcome variable.

(i.e., If... then)

It is based on research and is written prior to the experiment. Never change your hypothesis during the experiment.

Never use I, we, or you in your hypothesis (i.e. I believe or I think that)

For example: If the temperature increases, then the rate of the reaction will increase.

It is OK if the hypothesis is not supported by the data. A possible explanation for the unexpected results should be given in the conclusion

Step 4: Designing an Experimental Procedure

Select only one thing to change in each experimental group (test variable).

Change a variable that will help test the hypothesis.

The procedure must tell how the variable will be changed (what are you doing?).

The procedure must explain how the change in the variable will be measured.

The procedure should indicate how many trials would be performed (usually a minimum of 3-4 for class experiments).

It must be written in a way that someone can copy your experiment, in step by step format.

Step 5: Results (Data)

Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster.).

Quantitative Data is comprised of results in numbers (i.e. 5 cm, 10.4 grams)

The results of the experiment will usually be compiled into a table/chart for easy interpretation.

A graph of the data (results) may be made to more easily observe trends.

Step 6: Conclusion

The conclusion should be written in paragraph form. It is a summary of the experiment, not a step-by-step description. Does the data support the hypothesis? If so, you state that the hypothesis is accepted. If not, you reject the hypothesis and offer an explanation for the unexpected result. You should summarize the trend in data in a concluding statement (ex: To conclude, the increase in temperature caused the rate of change to increase as shown by the above stated data.). Compare or contrast your results to those from similar experiments. You should also discuss the implications for further study. Could a variation of this experiment be used for another study? How does the experiment relate to situations outside the lab? (How could you apply it to real world situations?)

Student Name: ____________________________Date: ______________Period: ______

Experimental Design Diagram

This form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test Variable

(Independent Variable)

Number of Tests:

Subdivide this box to specify each variety.

Control Test:

# of Trials per Test:

Outcome Variable

(Dependent Variable)

Controlled Variables

1.

2.

3.

4.

5.

6.

EXPERIMENTAL DESIGN DIAGRAM HINTS

Title: A clear, scientific way to communicate what youre changing and what youre measuring is to state your title as, "The Effect of ____________on__________." The tested variable is written on the first line above and the outcome variable is written on the second line.

Problem Statement: Use an interrogative word and end the sentence with a question mark. Begin the sentence with words such as: How many, How often, Where, Will, or What. Avoid Why.

Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............, then...........format. After If, you should state the TV, and after the then, you should state that there will be no significant difference in the results of each test group.

Research Hypothesis: If ____________(state the conditions of the experiment), then ____________(state the predicted measurable results). Do not use pronouns (no I, you, or we) following If in your hypothesis.

Test Variable (TV): This is the condition the experimenter sets up, so it is known before the experiment (I know the TV before). In middle school, there is usually only one TV. It is also called the independent variable, the IV.

Number of Tests: State the number of variations of the TV and identify how they are different from one another. For example, if the TV is "Amount of Calcium Chloride" and 4 different amounts are used, there would be 4 tests. Then, specify the amount used in each test.

Control Test: This is usually the experimental set up that does not use the TV. Another type of control test is one in which the experimenter decides to use the normal or usual condition as the control test to serve as a standard to compare experimental results against. The control is not counted as one of the tests of the TV. In comparison experiments there may be no control test.

Number of Trials: This is the number of repetitions of one test. You will do the same number of repetitions of each variety of the TV and also the same number of repetitions of the control test. If you have 4 test groups and you repeat each test 30 times, you are doing 30 trials. Do not multiply 4 x 30 and state that there were 120 trials.

Outcome Variable(s): This is the result that you observe, measure and record during the experiment. Its also known as the dependent variable, OV. (I dont know the measurement of the OV before doing the experiment.) You may have more than one OV.

Controlled Variables or Variables Held Constant: Controlled Variables (Constants) are conditions that you keep the same way while conducting each variation (test) and the control test. All conditions must be the same in each test except for the TV in order to conclude that the TV was the cause of any differences in the results. Examples of Controlled Variables (Constants): Same experimenter, same place, time, environmental conditions, same measuring tools, and same techniques.

ENGINEERING DESIGN PROCESS

Step 1

Identify the Need or Problem

Step 3

Develop Possible Solution(s)

Step 2

Research the Need or Problem

Step 6

Test and Evaluate the Solution(s)

Step 7

Communicate the Solution(s)

Step 8

Redesign

Step 5

Construct a Prototype

Step 4

Select the Best Possible Solution(s)

1. Identify the need or problem

2. Research the need or problem

a. Examine current state of the issue and current solutions

b. Explore other options via the internet, library, interviews, etc.

c. Determine design criteria

3. Develop possible solution(s)

a. Brainstorm possible solutions

b. Draw on mathematics and science

c. Articulate the possible solutions in two and three dimensions

d. Refine the possible solutions

4. Select the best possible solution(s)

a. Determine which solution(s) best meet(s) the original requirements

5. Construct a prototype

a. Model the selected solution(s) in two and three dimensions

6. Test and evaluate the solution(s)

a. Does it work?

b. Does it meet the original design constraints?

7. Communicate the solution(s)

a. Make an engineering presentation that includes a discussion of how the solution(s) best meet(s) the needs of the initial problem, opportunity, or need

b. Discuss societal impact and tradeoffs of the solution(s)

8. Redesign

a. Overhaul the solution(s) based on information gathered during the tests and presentation

Source(s): Massachusetts Department of Elementary and Secondary Education

Student

CONCLUSION WRITING

Claim, Evidence and Reasoning

Students should support their own written claims with appropriate justification. Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). Engaging students in explanation and argumentation can result in numerous benefits for students. Research shows that when students develop and provide support for their claims they develop a better and stronger understanding of the content knowledge (Zohar and Nemet, 2002).

When students construct explanations, they actively use the scientific principles to explain different phenomena, developing a deeper understanding of the content. Constructing explanations may also help change students view of science (Bell and Linn, 2000). Often students view science as a static set of facts that they need to memorize. They do not understand that scientists socially construct scientific ideas and that this science knowledge can change over time. By engaging in this inquiry practice, students can also improve their ability to justify their own written claims (McNeill et al., 2006).

Remember when providing evidence to support a claim, the evidence must always be:

Appropriate

Accurate

Sufficient

The rubric below should be used when grading lab reports/conclusions to ensure that students are effectively connecting their claim to their evidence to provide logical reasons for their conclusions.

Base Explanation Rubric

Component

Level

0

1

2

Claim

A conclusion that answers the original question.

Does not make a claim, or makes an inaccurate claim.

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

Evidence

Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

Does not provide evidence, or only provides inappropriate evidence (evidence that does not support the claim).

Provides appropriate but insufficient evidence to support claim. May include some inappropriate evidence.

Provides appropriate and sufficient evidence to support claim.

Reasoning

A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific principles.

Does not provide reasoning, or only provides reasoning that does not link evidence to claim

Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some but not sufficient scientific principles.

Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles.

McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-Newsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.

Source(s): Massachusetts Department of Elementary and Secondary Education

Student

PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC

Score 4

Score 3

Score 2

Score 1

Score 0

Purpose

Students demonstrate outstanding understanding of the problem, criteria, and constraints.

Students demonstrate adequate understanding of the problem, criteria, and constraints.

Students demonstrate minimal understanding of the problem, criteria, and constraints.

Student understanding of the problem, criteria, and constraints in inadequate or unclear.

Student understanding of the problem, criteria, and constraints is not evident or not recorded.

Brainstorm

Student uses prior knowledge and lesson content knowledge to brainstorm a clear, focused idea(s).

Idea(s) selected from brainstorming are excellently aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge to brainstorm a clear, focused ideas.

Idea(s) selected from brainstorming are adequately aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are minimally aligned to the intent of the problem and a clear connection is not readily apparent without explanation.

Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s).

Idea(s) selected from brainstorming are impractical for the intent of the problem and/or connection to the problem is inadequate or unclear.

Brainstorming idea(s) are not aligned with the intent of the problem, no idea(s) were given by the student, or no brainstorming is evident or recorded.

Design/Plan

Student proposes and designs a plan that excellently aligns with the criteria, constraints, and intent of the problem.

Design sketch is complete and includes exceptional, relevant details that will be referenced when building the solution to the problem.

Student proposes and designs a plan that adequately aligns with the criteria, constraints, and intent of the problem.

Design sketch is complete and includes details that will be referenced when building the solution to the problem.

Student proposes and designs a plan that minimally aligns with the criteria, constraints, and intent of the problem.

Design sketch is complete and a clear connection is not readily apparent without explanation.

Student proposes and designs a plan that does not align with the criteria, constraints, and intent of the problem.

Design sketch is impractical and/or connection to the problem is inadequate or unclear.

Design plan is not completed by the student or no plan is evident or recorded.

Create/Build a Working Model

Student builds a working model that excellently aligns with the criteria, constraints, and intent of the problem.

The working model can be tested using appropriate tools, materials and resources.

Student builds a working model that adequately aligns with the criteria, constraints, and intent of the problem.

The working model can be tested using appropriate tools, materials and resources.

Student builds a working model that minimally aligns with the criteria, constraints, and intent of the problem.

The working model can be tested using modified tools, materials and resources.

Student builds a working model that does not align with the criteria, constraints, and intent of the problem.

The working model can be tested using modified tools, materials and resources OR completed working model cannot be tested.

Working model is not built.

Test and Redesign

Student tests the working models effectiveness to solve the problem. Accurate and detailed records are collected and an analysis of data is present.

Student tests the working models effectiveness to solve the problem. Adequate records are collected and an analysis of data is present.

Student tests the working models effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present.

Student tests the working models effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present.

Testing is not performed due to an inability to test based on the quality of the working model, there is no working model to test, or no testing is evident or recorded.

PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC

Score 4

Score 3

Score 2

Score 1

Score 0

Budget (if applicable)

Student record of budget is exceptionally clear and complete. Students were on or under budget.

Student record of budget is exceptionally clear and complete. Students were over budget, but less than 10% over.

Student record of budget is clear and complete. OR the student went 10% or more over budget.

Student record of budget is unclear or incomplete. OR the student went 15% or more over budget.

Student did not include a record of the budget or it is not evident.

Production

Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete.

Or no data was used to support statement.

Student does not provide reasoning for why the project is ready for production or use or this is not evident.

Discuss and Share

Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.

Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.

Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates.

Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited.

Student does not participate in project discussion with judge.

Construct viable arguments.

Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student inadequately communicates findings, or analysis of data is present, but flawed.

Student does not participate in project discussion with judge.

Project: _______________________________ Score: ______________

Project: ______________________________________________Score: _____________

BOAT CHALLENGE

(STEM 4.0)

Project Based STEM Activities Middle Grades Science

Step 1


Define Problem/

Scenario:

Your company wants to be hired to transport building materials from Miami Beach to Fisher Island at the lowest possible cost. In order to do so, your company will ship more materials in fewer trips. Cost of fuel is very expensive making it important that your team constructs the most energy efficient boat possible.

Expected Task:

Build an economical boat that can hold the most mass without sinking.

Step 2


Research and Citations:

How does the shape or material design of a boat affect how much weight it can hold?

Vocabulary:

mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces, design, solution, test

Step 3


Criteria:

Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $250

Each group should consist of 3-4 students

Constraints:

Maximum Budget for construction materials $5,000

Materials:

Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard weight), ruler, electronic scale or triple beam balance.

Step 4

Select the Best Possible Solution (s)/

Step 5


Building of the Product (Prototype, model or Artifact):

Brainstorm ways in which to design a boat with the fewest materials possible. Create a sketch of the design of a boat that will keep the boat afloat and balanced. Think of ways to reinforce the bottom and how to make the walls to keep the water out. Then build the model to replicate the sketch using the materials provided.

Step 6


Testing of the Product (Prototype, model or Artifact):

Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat.

Peer-Review Questions:

How did your team prioritize the budget with the boat design?

How did you choose which design to build?

What research did you use to design your boat?

What other designs did you consider for your boat?

What would you improve in the design of your boat?

Step 7


Project Summary:

Your team will create a pitch (poster, PowerPoint, etc.) presentation for your companys boat and the reason your boat had the most efficient design.

Presentation of Final Solution:

Present your teams boat design and budget to the class. Test to see the maximum mass that your boat can hold. Record the surface area of your boat and maximum mass it can hold.

Step 8

Redesign

Re-designing of the Prototype

Adjust or re-design your boat and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Boat Challenge Team Test

Team

Volume

Max Mass (unit: )

1

2

3

4

5

Analysis

How did the shape of the boat affect how much mass it can hold?

How did the most efficient boat compare in relation to its volume and mass it could hold?

Is there a relationship between mass and volume of objects in general? Explain.

Name: ____________________________________Date: ___________Period: ______

WHATS THE MATTER? INQUIRY LAB

(STEM 2.0)

Florida Next Generation Sunshine State Standards Benchmark(s):

SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

Purpose of the Lab/Activity:

Students will identify different classes of matter based on physical properties by separating a mixture.

Students will observe and explore the properties of different substances.

Students will test how different substances interact with each other

Prior Knowledge:

Matter is divided into the four basic states of solid, liquid, gas, and plasma. Matter is classified based on composition. Matter is identified by its characteristic physical properties. Physical properties are those that can be determined without altering the composition of the substance, such as, color, odor, density, strength, elasticity, magnetism, and solubility.

Problem Statement / Research Question: How are physical properties used to identify and isolate a specific substance?

Separating Matter

Purpose: You will design your own method to separate the mystery mixture based on physical properties of each substance.

Observations:1. What substances do you think are in the mystery mixture? Explain your reasoning.

2. What are physical properties that we use to identify substances?

Scientific Question:


Procedures:

Separating Matter Data Table 1

Material

Physical Property used to separate from mixture

Explanation

Sugar

Sand

Wood

Iron

Analysis Questions

1. How did you separate the materials in the beaker?


2. Why is it important for scientists to write detailed procedures?

3. Would the physical properties of a material change if the size of the material is changed? Explain.

4. Did you have to completely alter /chemically change any of the materials to measure their physical properties? Explain.

5. Scientists often find mysterious materials. Explain how physical properties are important for identifying unknown substances.

Name: ____________________________________Date: ___________Period: ______


Problem Statement/Research Questions:

How are physical properties used to identify and isolate a specific substance?

Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

Evidence: (Support your claim by citing data you collected in your lab procedure)

Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim.

Name: ____________________________________Date: ___________Period: ______


SSA Connection:SC.8.P.8.4.

1. Rafael broke a small twig off a tree and threw it in the lake. It floated away. If he could somehow push the whole tree into the lake and it floated, which of the following would explain why it floats?

A. The temperature of the tree is less than the temperature of the water.

B. The volume of the tree is less than the volume of the water.

C. The mass of the tree is less than the mass of the water.

D. The density of the tree is less than the density of the water.

2. Ryan boiled a liter of water and then stirred sugar into it, adding more sugar until no more would dissolve in the water, creating a saturated solution. If he pours more sugar into it after it has had a chance to cool, what will most likely happen?

A. All of the sugar will come out of solution, and pure water will float to the top.

B. If he stirs constantly, the sugar will form into one large sugar crystal.

C. The added sugar will sink to the bottom.

D. The added sugar will dissolve in the water.

3. Sarah is completing a lab in which she is required to identify an unknown substance. She records several observations and measurements of the substance. Which of the following properties will be most helpful to Sarah in making a correct identification?

A. Density

B. Mass

C. Volume

D. Weight

4. Katie's teacher has given her a sample that contains a mixture of salt, sand, and iron filings. She is instructed to separate the mixture into the three individual components. What would be the best physical property to focus on for the first step in separating the mixture?

A. Density

B. Electrical conductivity

C. Magnetism

D. Melting point

Name: ____________________________________Date: ___________Period: ______

PHYSICAL & CHEMICAL CHANGES IN MATTER

(STEM 3.0)


SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA)

(Also assesses SC.8.P.9.1 and SC.8.P.9.3.)

SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.

Purpose: You will design your experiment to test the reactions of different liquids and solids to differentiate between physical changes and chemical changes.

Problem Statement / Research Question:

How can you differentiate between a physical and chemical change?

What are some indicators that a chemical change has occurred?

Prediction: Predict whether you think a physical change or a chemical change will occur when each of the following substances is mixed with red cabbage juice (phenol red).

Substance

Physical or Chemical Change?

1

Water

2

Vinegar

3

Baking Soda

4

Calcium Carbonate

5

Milk

Procedures:

1. Gather materials and safety equipment. Label test tubes with numbers 1-5. All test tubes have red cabbage juice.

2. Take the temperature of the cabbage juice in each test tube and record in table.

3. Pour 5mL of water into test tube 1 and record the temperature and any changes you observe.

4. Repeat step #3 for 5mL vinegar in test tube 2, a pinch of baking soda in test tube 3, spoonful of calcium carbonate in test tube 4, and 5mL of milk in test tube 5.

Observation Table:

Substance

Record Observations

Physical or Chemical Change?

Temp. Before

Temp. After

1

Water

2

Vinegar

3

Baking Soda

4

Calcium Carbonate

5

Milk


Reflection Questions:

1. How could you explain the similarities and differences between what you see before you start your investigation and after you have completed your tests?

2. What is a physical change?

3. What is a chemical change?

4. How can you tell something has stayed the same or changed into something new?

Conclusion:

Problem Statement: How can you differentiate between a physical and chemical change?



Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim. Include information from observations and notes from video.)

Name: ____________________________________Date: ___________Period: ______


SSA Connection:

1. Hilary put some ice cubes in a glass of water, and the ice cubes melted. What is the best evidence she can use to show that the melting of the ice is a purely physical change and not a chemical change?

A. Even though the ice and the liquid water look different, they can be shown to be made of the same molecules.

B. When liquid water is put into the freezer and cooled long enough, it will change into a solid form.

C. She did not need to add any extra heat in order to get the ice to melt in the glass of water.

D. Although ice is more difficult to see through than liquid water, it does not change color when it melts.

2. Which of the following is an example of a chemical change?

A. freezing water to make ice

B. boiling water to make steam

C. making salt water from salt and water

D. separating water into hydrogen and oxygen

3. Which of the following events involves a chemical change?

A. A cake rises in the oven.

B. Salt is dissolved in warm water.

C. A pencil is broken into two pieces.

D. Sandy water is filtered to extract the sand from the water.

4. Which of the flowing is an example of a chemical change?

A. A rock breaks into pebbles.

B. Wood burns and becomes charcoal.

C. Water boils and changes from a liquid to a gas.

D. Dry ice (solid carbon dioxide) sublimes into carbon dioxide gas.

Geologists develop weapons to combat that sinkhole feeling

By Alexandra Witze April 15, 2013

Sponsor Message

What do five Porsches, several Kentucky thoroughbreds and a three-story building in Guatemala City have in common? Theyve all been swallowed by sinkholes.

Sadly, the sudden cave-ins sometimes claim peoples lives as well. On February 28 the earth opened up underneath the Seffner, Fla., bedroom of Jeff Bush, entombing him. The freak accident highlighted Floridas vulnerability to sinkholes, and the seemingly sheer randomness of death by earth.

But geologists are fighting back. The battle isnt just one man versus the ground; its science versus societys tendency to put structures in harms way.

Sinkholes are just one manifestation of a much larger geographic phenomenon known as karst. Youve seen karst landscapes if youve been through the Hill Country of central Texas or to Mammoth Cave in Kentucky. Karst can form anywhere you get rock that is easily dissolved like limestone or its chemical relative, dolomiteand water draining through that rock.

Runoff from rain, streams or lakes percolates through the soil and picks up carbon dioxide on the way, becoming slightly acidic. The acid reacts with the soft rock and chews away at it, widening tiny cracks into larger fissures. Eventually, the subterranean landscape can get honeycombed with caves, chambers and other hollows. If your house is right atop one of those buried empty spaces, you may be in troublebecause the fragile barrier between yourself and the void can easily give way.

Karst is common stuff, making up some 20 to 25 percent of all the land surface on Earth. Roughly 40 percent of the United States east of Oklahoma is karst, including large swaths of Pennsylvania, Tennessee, Kentucky and Georgia.

And, of course, Florida. Nearly the entire state sits on a thin veneer of limestone and dolomite rock. Water, too, is key; drain underground aquifers for drinking or agriculture, and the ground suddenly becomes more unstable and prone to collapse. During a cold snap in 2010, farmers in the state strawberry capital of Plant City pumped millions of gallons of underground water onto their crops to save thembut ended up causing dozens of sinkholes. Some popped up perilously near the interstate, and one Plant City woman nearly got sucked into her backyard twice, both that year and the year after.

The litany of sinkhole disasters in the Southeast reads like a horror novel for insurance executives. Those thoroughbred horses? They vanished among the bluegrass country of Kentucky. The five Porsches? They met their end in Winter Park, Fla., a manicured suburb near the family playgrounds of Orlando, when a 100-meter-wide hole opened suddenly on May 8, 1981.

State legislators created the Florida Sinkhole Research Institute the following year. But it lasted for only about a decade before people once again forgot about the threat beneath their feet. Now, the Florida Geological Survey maintains the only database of sinkholes across the stateor what it calls subsidence incidents, as most have not been checked by a professional engineer.

People are going to keep moving to karst-rich regions, and keep on draining the water out of them. The question is whether scientists can do anything about the sinkholes that are sure to follow.

There are some glimmers of hope. Engineers in Italy and Spain, two countries with some spectacular landscapes underlain by karst, have developed new methods to predict which areas are most likely to fail first. Italian scientists recently combined ground-penetrating radar and electrical studies of the soil to spot buried anomalies that may represent earth about to give way. In northeastern Spain, researchers used mapping software to combine dozens of layers of geographic information and pinpoint which areas are most susceptible.

In New Mexico, students of sinkholes are even looking to space. After a salt well collapsed in the town of Artesia in 2008, environmental engineers started probing whether similar wells in other towns may also be at risk. The researchers used radar signals bounced off the ground by satellites that measure how long the pulses take to return to space. This technique can determine whether a spot on the planets surface is rising or falling over time, such as near a volcano on the verge of erupting or a sinkhole about to form.

Luckily, the satellite data showed that all is well in New Mexico at least for now, the researchers report in an upcoming issue of a journal called, yes, Carbonates and Evaporites. But Florida cant say the same. In late March, a second sinkhole opened in Seffner. It is just two miles from where the ground killed Jeff Bush in his bed.

https://www.sciencenews.org/article/geologists-develop-weapons-combat-sinkhole-feeling

Reading Passage Questions

1. The contents of a test tube are added to a flask containing another substance. What must be known about the resulting mixture in the flask in order to state that a chemical reaction has occurred?

A. The identity of the mixture must be known as a new mixture means a chemical change has taken place.

B. The new mixture must have a higher temperature to prove that a chemical reaction has taken place.

C. The resulting mixture must contain a newly formed substance with different properties from the original substances.

D. The color of the mixture must change if a new substance is formed proving that a chemical change occurred.

2. According to the passage, sinkholes are formed when runoff becomes acidic and reacts with rocks, widening cracks into large fissures. At what point is the change in landscape a chemical change?

A. When runoff becomes acidic

B. When runoff reacts with the rocks

C. When the rocks crack

D. When the land starts to sink

3. According to the passage, how do geologists use properties of matter to help solve problems caused by subsidence incidents?

A. Geologists study the physical and chemical properties of karst to predict where sinkholes occur

B. Geologists use physical properties of sinkholes to build better homes there

C. Geologists use chemical properties of sinkholes to add water to certain areas

D. Geologists use the physical and chemical properties of the soil to build aquifers

Student

EL8_2016M-DCPS Department of Science 68

Name: ____________________________________Date: ___________Period: ______

CONSERVATION OF MASS

(STEM 2.0)

SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. (Assessed as SC.8.P.9.2)

SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.)

Purpose: You will test the law of conservation of mass by creating a reaction of chemicals and measuring the mass before and after of the reaction.

Problem Statement

Hypothesis

Materials

Student

Graduated Cylinder

Erlenmeyer Flask

Balloon

Baking Soda

Triple Beam Balance or electronic scale

Spoon

Vinegar

Procedure - Part 1:

1. Using your graduated cylinder, measure 50 mL of vinegar.

2. Add the vinegar to your 125 mL Erlenmeyer flask.

3. Stretch your balloon out for about a minute so that it will inflate easily.

4. Using the white plastic spoon, add 10 grams of baking soda to your balloon. Use the paper funnel to avoid spilling.

5. While keeping all the baking soda in the balloon, carefully place the mouth of the balloon over the opening of the Erlenmeyer flask to make a tight seal. The balloon will hang to the side of the flask. Record/draw observations.

6. Using your Triple Beam Balance or scale, find the mass of the closed system. (Flask, vinegar, balloon, and baking soda) Record the mass in the data table.

7. With the balloon still attached to the flask, firmly hold where the balloon is attached to the flask and lift the balloon so that the baking soda falls into the flask and combines with the vinegar. Swirl gently.

8. Record/draw all observations.


Data & Observations: (Draw and label a diagram of your observations)

Before

After

Start Mass of System (g)

End Mass of System (g)

Mass of System

Gas Released (g)

Calculate the percent error for your results and show work.

Come up with possible sources of error to mention when drawing conclusions.

Percent error = Initial Mass Final Mass X 100

Initial Mass

Percent Error =


Procedure - Part 2:

1. Using your balance or scale, find the mass of the closed system once the chemical reaction has completed. Be sure to keep balloon attached.

2. Record the info into the data table below.

3. Carefully remove the balloon and let all the gases escape.

4. Place the deflated balloon back onto the Erlenmeyer flask.

5. Find the mass again using your balance or scale.

6. Record your info into the data table above.

Explain:

Look at the chemical equation below:

*NaHCO3 + CH3COOH NaOOCCH3 + H20 + CO2

Baking + Vinegar Sodium + Water + Carbon

Soda Acetate Dioxide

Analysis:

1. Name the reactants:_______________________________________________________

2. Name the products:_______________________________________________________

3. Name the gas produced:___________________________________________________

4. Compare the mass of the closed system before and after the reaction. Explain your results.

5. Were any new elements introduced into the closed system? Where did the gas come from? Explain.

6. What evidence did you observe to indicate that a chemical reaction took place?

7. After the gas was released, what happened to the mass of the system and why?

8. Did your results support this statement? Why/Why Not?

Name: ____________________________________Date: ___________Period: ______


Conclusion

Problem Statement: (From the beginning of the lab)

Claim:

Make a CLAIM based on what you observed in the experiment you performed today that answers your problem statement.

Evidence:

Support your claim using EVIDENCE you collected in your experiment.

Reasoning:

Use science concepts to provide REASONING for why the evidence you presented supports your claim.

Name: ____________________________________Date: ___________Period: ______


SSA Connection:SC.8.P.9.1, SC.8.P.9.2

1. A student adds water and sugar to a jar and seals the jar so that nothing can get in or out. The student then finds the mass of the jar containing the water and sugar. After some sugar dissolves, the student finds the mass of the jar and its contents again.

What will happen to the mass of the jar containing the water and sugar after some of the sugar dissolves?

A. The mass will stay the same.

B. The mass will increase.

C. The mass will decrease.

D. The mass will depend on how much sugar dissolves.

2. Joey is performing an experiment in science class. He mixes two liquids in a test tube, and gas bubbles appear at the surface of the test tube. Which of the following describes what is most likely taking place?

A. A physical change is causing a change in phase from liquid to gas.

B. A chemical change has caused the liquids to undergo combustion and gas is escaping.

C. A physical change is causing the solution to exhibit different properties than the original substances.

D. A chemical change has resulted in the production of a new substance, which is being given off as a gas.

3. Suppose you put popcorn kernels into an airtight popcorn popper and measure the mass of the popper and measure the mass of the popper with the kernels. After the popcorn has popped, what would you expect to find regarding the mass of the popper and the popcorn?

A. The mass after popping will be less than the original mass because the popped corn is less dense than the kernels.

B. The mass after popping will be equal to the original mass because the airtight container did not allow any materials to enter or leave the popper.

C. The mass after popping will be greater than the original mass because the volume of the popped corn is greater than that of the kernels.

D. The mass after popping will be not able to be determined accurately because of the steam that is released from the kernels during the popping.

Project: ______________________________________________Score: _____________

AIR BAG CHALLENGE

An extension to the Conservation of Mass Lab

(STEM 4.0)

Step 1


Define Problem/ Scenario:

Your company wants to be hired to design a cost-effective airbag from nonflammable chemicals that will inflate quickly and prevent injury.

Expected Task:

Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash.

Step 2


Research and Citations:

Written information by the students about the addressing need or solving the problem with citations noted.

Vocabulary:

mass, volume, physical change, chemical change, law of conservation of mass, design, solution, test

Step 3


Criteria:

Costs: 10 mL of vinegar= $500

1 grams of baking soda= $100

Each group should consist of 3-4 students

Constraints:

Air bag doesnt explode

Protects passenger (egg) from a minimum vertical drop of 50 cm.

Maximum amount of vinegar 50 mL and 5 grams of baking soda

Materials:

Vinegar

Baking soda

Meter stick/measuring tape

Electronic scale/triple beam balance

Plastic sandwich bags

Hard boiled eggs

Clear plastic cups

Graduated cylinders

Masking tape

Optional: shoebox or plastic container to hold air bag in place.

Project: ______________________________________________Score: _____________

AIR BAG CHALLENGE

Step 4

Select the Best Possible Solution(s)/

Step 5


Building of the Product (Prototype, model or Artifact):

Brainstorm ways in which to create a chemical reaction that will sustain the impact of an egg being dropped from 50 cm. Think of ways to hold your air bag in the container to avoid the egg from bouncing out.

Step 6


Testing of the Product (Prototype, model or Artifact):

Test the air bag by dropping the egg from 50cm height for first trial. Repeat each drop by increasing the height by 5cm. Record the maximum height of the egg before it cracks and/or explodes the air bag. Record the height on the class chart.

Peer-Review Questions:

Did you the budget of materials play a role in your design? How?

How did you choose which ratios of vinegar and baking soda to try?

What research did you use to design your air bag?

What other designs did your team consider?

What would you change to improve in the design of your air bag?

Step 7


Project Summary:

Each team will create a presentation (poster, PowerPoint, etc.) of their companys airbag and the reason their airbag had the most efficient design.

Presentation of Final Solution:

Present your teams air bag design and budget to the class. Test to see the maximum height your air bag can maintain the egg passenger safe. A class data chart will be constructed where the ratio of vinegar and baking soda is recorded with respect to the maximum height the egg was safe per team.

Step 8

Redesign

Re-designing of the Prototype

Adjust or re-design their boat and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Name: ____________________________________Date: ___________Period: ______

ATOMIC MODELING

(STEM 2.0)


SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases.

Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons).

Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose:

You will explain the composition of matter by illustrating various atomic models of different elements.

Problem Statement/Research Question: How does atomic structure relate to the information on the periodic table?

Observation:

Based on the picture below, explain the relationship between all matter and atoms.

Atomic Models:

Matter is made up of different elements such as carbon, oxygen, magnesium, potassium, and helium. Everyday objects composed of elements can be found on the table. Draw the atomic model for the element in the table. Be sure to include the nucleus, proton, neutron, and electron.

Object

Particle Motion

Element

Atomic Model

State: _______

Helium

Protons: 2

Neutrons: 2

Electrons: 2

State: _______

Lithium

Protons: 3

Neutrons: 4

Electrons: 3

State: _______

Beryllium

Protons: 4

Neutrons: 5

Electrons: 4

State: _______

Boron

Protons: 5

Neutrons: 6

Electrons: 5

State: _______

Carbon

Protons: 6

Neutrons: 6

Electrons: 6

State: _______

Fluorine

Protons: 9

Neutrons: 10

Electrons: 9

State: _______

Potassium

Protons: 19

Neutrons: 20

Electrons: 19

Elaborate:

Review the Periodic Table of Elements and look for an element that you have heard of before and draw the object that contains that element and the atomic model for that element on a separate piece of paper.

Name: ____________________________________Date: ___________Period: ______

ATOMIC MODELING

Research Question: How does atomic structure relate to the information on the periodic table?



Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim.)

SSA ConnectionSC.8.P.8.1

1. Which of the following statements about atoms is TRUE?

A. They are the same for all elements.

B. They are both stable and nonradioactive.

C. They are arranged in the periodic table according to number of protons.

D. They are made up of protons and electrons in a nucleus surrounded by orbiting neutrons.

2. Why does the atomic mass of an element differ from the atomic number?

A. Atomic number consists of only the number of neutrons. Atomic mass also includes the number of protons.

B. Atomic number consists of only the number of protons. Atomic mass also includes the number of neutrons.

C. Atomic number consists of only the number of protons. Atomic mass also includes the number of electrons.

D. Atomic number consists of only the number of electrons. Atomic mass also includes the number of protons.

3. How does the formation of ice in the freezing compartment of a refrigerator demonstrate the particulate nature of matter?

A. As the particle energy of matter decreases, the motion of the atoms in a given space decreases

B. As the particle energy of matter decreases, the motion of atoms in a given space increases

C. As the particle energy of matter increases, the motion of atoms in a given space decreases

Student

D. As the particle energy of matter increases, the motion of atoms remains unchanged

Name: ____________________________________Date: ___________Period: ______

PERIODIC TABLE OF ELEMENTS

(STEM 2.0)


SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 1:Recall)

Problem Statement/Research Question: How is the periodic table useful for scientists?

Purpose:

You have been chosen to assist a group of alien scientists. In order to be able to converse scientifically, you must learn their language, and most importantly, you must arrange their elements according to the trends that exist in the periodic table. Below are clues for the alien's elements. So far, the aliens have only discovered elements in groups 1, 2, and 13-18, and periods 1-5. Although the names of the elements are different, they must correspond to our elements if our belief of universal elements holds true.

The diagram and information below will help you match your clues to the Human periodic table.

Procedure:

Part 1 - Read each clue carefully, and then place the symbol for that clue's element in the blank periodic table provided. Use pencil so you can erase.

1. Livium (Lv): This element is responsible for life. It has 6 electrons.

2. Computerchipium (Cc): This element is important for computers. It has 14 protons.

3. Lightium (L): This is the lightest of elements; aliens used it in their aircraft until their aircraft caught fire in a horrific accident. It also has a low melting point.

4. Breathium (Br): When combined with Lightium (L), it makes the alien's most common liquid whose formula is L2Br. It has 8 electrons.

5. Franconium (F): A metal found in period 4 group 13.

6. Moonium (Mo): An element with an atomic number of 34.

7. Explodium (Ex): This element is the most reactive metal on the alien's table. It has 37 protons.

8. Sparkium (Sp) and Burnium (Bu) are members of the alkali metal group, along with Violetium(V) and Explodium (Ex). Their reactivity, from least to greatest, is Sp, Bu, V, Ex.

9. Balloonium (Ba): A noble gas used to fill balloons. It has 2 protons.

10. Toothium (To): This element helps build strong bones and teeth. It has 20 protons.

11. Metalloidium (M) and Poisonium (Po): Two metalloids found in period 4. Po has 33 protons.

12. Lowigium (Lo): This element is a halogen found in period 4 and has 35 protons.

13. Darkbluium(Dk): Has an atomic mass of 115 and 66 neutrons.

14. Hugium (Hu): This element is a noble gas on the alien's periodic table that has the most mass (131).

15. Glucinium (Gl): The element found in period 2, group 2 with an atomic mass of 9.

16. Reactinium (Re): The most reactive non-metal on the periodic table with 9 electrons.

17. Balloonium (Ba), Signium(Si), Stableium(Sb), Supermanium (Sm), and Hugium (Hu) are all noble gases. They are arranged above from least to most massive. Ba has 2 protons.

18. Cannium (Cn): This element is used to can foods. It has 50 protons.

19. Reading across period 3 you will find Burnium (Bu), Blue-whitium (Bw), Bauxitium (Xi), Computerchipsium (Cc), Bringer-of-lightium (Bl), Stinkium (Sk), Purium (P), and Stableium (Sb).

20. Scottishium (Sc): An alkaline metal that is hard and tough, much like To, Bw, and Gl. It has 38 protons.

21. Infectium (If) is a halogen, like Re, P and Lo, with 53 protons.

22. Abundantcium (Ab): One of the most abundant gasses in the universe. It has 7 protons, 7 neutrons, and 7 electrons.

Some additional clues: The number after the symbol indicates the number of protons in the nucleus of the atom: Notalonium(Na): 51, Earthium (E): 52, Boracium (B): 5.

Imaginary Periodic Table


Analysis (Use the Standard Periodic Table, not the one above):

1. What trends do you notice as elements are listed from left to right?

2. Based on the periodic table why are Be, Mg, Ca, and Sr in the same column/group/family?

3. Based on the periodic table why are He, Ne, Ar, Kr, and Xe in the same column/group/family?

Part 2 Color Coding the Periodic Table Adapted from the Texas Center for Educational Technology

This portion will help you understand how the periodic table is arranged. Using color pencils and the standard Periodic Table for assistance, color each group on the table as follows:

1. Color the square for Hydrogen pink.

1. Lightly color all metals yellow.

1. Place black dots in the squares of all alkali metals.

1. Draw a horizontal line across each box in the group of alkaline earth metals.

1. Draw a diagonal line across each box of all transition metals.

1. Color the metalloids purple.

1. Color the nonmetals orange.

1. Draw small brown circles in each box of the halogens.

1. Draw checkerboard lines through all the boxes of the noble gases.

1. Using a black color, trace the zigzag line that separates the metals from the nonmetals.

1. Color all the lanthanides red.

1. Color all the actinides green.

When you are finished, make a key that indicates which color identifies which group.


Follow the instructions below to label the major groups and divisions of the periodic table.

1. The vertical columns on the periodic table are called ____________.

2. The horizontal rows on the periodic table are called _____________.

3. Most of the elements in the periodic table are classified as _____________.

4. The elements that touch the zigzag line are classified as _______________.

5. The elements in the far upper right corner are classified as______________.

6. Elements in the first group have one outer shell electron and are extremely reactive. They are called ___________ ______________.

7. Elements in the second group have 2 outer shell electrons and are also very reactive. They are called ______________ ______________ ________________.

8. Elements in groups 3 through 12 have many useful properties and are called _________________ _______________.

9. Elements in group 17 are known as salt formers. They are called _________________.

10. Elements in group 18 are very unreactive. They are said to be inert. We call these the ______________ ______________.

11. The elements at the bottom of the table were pulled out to keep the table from becoming too long. The first period at the bottom called the _________________.

12. The second period at the bottom of the table is called the _____________________.

Name: ____________________________________Date: ___________Period: ______


Conclusion:

Research Question: How is the periodic table useful for scientists?

Claim: Make a CLAIM based on what you observed in the experiment you performed today.

Evidence: Support your claim using EVIDENCE you collected in your experiment.

Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim.

SSA Connection:SC.8.P.8.6

1. Which of the following statements regarding the periodic table of elements is true?

A. The periodic table does not list all of the known elements in the universe.

B. The properties of elements can be predicted by their positions in the periodic table, but how the elements react with each other cannot be predicted.

C. All elements on the periodic table are made up of the same fundamental particles: protons, neutrons and electrons.

D. All nonliving things consist of elements on the periodic table; all living things consist of things that are not listed on the periodic table.

2. In the modern periodic table, which of the following describes atoms with similar chemical behavior and properties?

A. They have similar atomic masses.

B. They are located in the same group.

C. They are located in the same period.

D. They have the same number of isotopes.

3. Using the periodic table, which of the following pairs of elements should you expect to have the most similar properties?

A. Aluminum (Al) and Silicon (Si)

B. Sulfur (S) and Selenium (Se)

C. Sodium (Na) and Nitrogen (N)

D. Hydrogen (H) and Helium (He)

Name: ____________________________________Date: ___________Period: ______

Clay Elements, Molecules, and Compounds

(STEM 3.0)

SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA)

SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances (Assessed as SC.8.P.8.5)

Objectives:

Students will model how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things.

Students will differentiate among pure substances, mixtures and solutions.

Problem Statement/Research Question: How does a small set of elements combine to form molecules, compounds and mixtures, which are used in your daily lives?

Background:

Atoms - small particles that make up elements and compounds

Molecules - two or more atoms bonded together: these atoms may be of the same element or different elements

Compounds - two or more different types of atoms bonded together

Mixtures when two or more substances are physically blended but not chemically bonded together

Materials:Paper Towel, Toothpicks, Modeling Clay, Colored pencils

Procedure:

1. Color the modeling clay key according to the samples of clay provided.

2. For each molecule/compound listed in the table you will need to:

A. List the names of the atoms involved

B. Identify the number of each atom in the molecule.

C. Make the clay model

D. Color the model in the table and label the name of each atom.

E. Identify model as an element, compound or mixture.

(You need to take apart some models to make other models. But make sure you have received the teacher's initials next to the model before you take it apart. For instance, you need to make CH4 and CO2 with the same carbon molecule.)

3. After you have completed all of the models, you must answer the questions to ensure comprehension of the material.

SUBSTANCE

FORMULA

ATOM NAMES

# OF ATOMS

MOLECULAR MODEL

Make the clay compound model and color the diagram

ELEMENT,

COMPOUND

OR MIXTURE

Hydrogen Gas

H2

Salt (Sodium Chloride)

NaCl

Methane

CH4

Carbon Dioxide

CO2

Oxygen Gas

O

science.dadeschools.netscience.dadeschools.net/middleschool/documents/1617/… · web viewm/j...

Documents