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Miami-Dade County Public Schools

Division of Academics

RequiredESSENTIAL

Laboratory Activities

M/J Comprehensive Science 2STUDENT EDITION

REVISED July 2016

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Dorothy Bendross-Mindingall, Vice Chair

Ms. Susie V. Castillo Dr. Lawrence S. Feldman

Dr. Wilbert “Tee” HollowayDr. Martin Karp

Ms. Lubby NavarroMs. Raquel A. RegaladoDr. Marta Pérez Wurtz

Mr. Logan Schroeder-StephensStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Ms. Lissette M. AlvesAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

Table of Contents

Next Generation Sunshine State Standards....................................................................................................5

Lab Roles and Their Descriptions..................................................................................................................7

Laboratory Safety and Contract.....................................................................................................................8

Pre-Lab Safety Worksheet and Approval Form.............................................................................................9

Parts of a Lab Report...................................................................................................................................10

Experimental Design Diagram.....................................................................................................................12

Engineering Design Process.........................................................................................................................14

Conclusion Writing......................................................................................................................................15

Project Based STEM Activity (PBSA) Rubric............................................................................................16

Essential Labs and STEM Activities

Temperature Changes Everything (STEM 2.0) (Topic 1)...........................................................................18

Chemical Change in a Bag (STEM 2.0) (Topic 2)......................................................................................21

Keeping Out the Heat (STEM 4.0) ..............................................................................................................25

Stations: Energy Transformations (STEM 2.0) (Topic 3)...........................................................................27

Power, Work and the Waterwheel (STEM 4.0) ...........................................................................................31

Solar Energy vs. Color (STEM 3.0) (Topic 4).............................................................................................34

Wave Speed (STEM 2.0) & Literature Connection: Rogue Waves (Topic 5)............................................38

Laser Target – Saving the Earth (STEM 4.0) ..............................................................................................47

Density Driven Fluid Flow (STEM 2.0) (Topic 7)......................................................................................49

Standing Through an Earthquake (STEM 4.0) ............................................................................................53

Crayon Rock Cycle (STEM 2.0) (Topic 8)..................................................................................................55

Water Filtration (STEM 4.0) ........................................................................................................................60

Fossils and Law of Superposition (STEM 2.0) (Topic 9)............................................................................62

Becoming Whales: Fossil Records (STEM 2.0) (Topic 10)........................................................................66

Moth Catcher (STEM 2.0) (Topic 10).........................................................................................................71

Bird Beak Adaptations (STEM 2.0) (Topic 11)...........................................................................................76

Beak Design (STEM 4.0) .............................................................................................................................81

Everglades Biodiversity (STEM 1.0) ( Topic 12).........................................................................................84

Modeling Limiting Factors (STEM 4.0) .....................................................................................................90

Cleaning Up an Oil Spill (STEM 2.0) ( Topic 13)........................................................................................92

Genetic Offspring (STEM 2.0) (Topic 14)..................................................................................................97

Perfect Baby (STEM 2.0) (Topic 15).........................................................................................................102

Human Variations (STEM 2.0) ..................................................................................................................106

EL7_2016 M-DCPS Department of Science 3

Additional Lab Activities

Hydroelectric Energy (STEM 2.0).............................................................................................................114

Energy Pipeline (STEM 2.0)......................................................................................................................117

Water and Air Acidification (STEM 2.0) .................................................................................................123

Incomplete Dominance Lab (STEM 2.0) (Advance).................................................................................130

Calculating Grandchildren (STEM 4.0).....................................................................................................136


Grade 7 Science Next Generation Sunshine State Standards Benchmarks included in Essential Labs

SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation 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. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 1: Recall)

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. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. (Assessed as SC.7.N.2.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. (Assessed as SC.6.N.2.2) (Cognitive Complexity: Level 1: Recall)

SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

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. (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)


SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. (Assessed as SC.7.P.10.3) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.P.10.3 The student recognizes that light waves, sound waves and other waves move at different speeds in different materials. (AA) (Cognitive Complexity: Level 1: Recall)

SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. (Cognitive Complexity: Level 1: Recall)

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

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

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. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. (Assessed as SC.7.L.15.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

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. (AA) (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. (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)(AA)= Annually Assessed Benchmarks


Lab Roles and Their DescriptionsCooperative 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.Roles and responsibilities:

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.Roles and responsibilities:

Records data in tables and/or graphs Operation of 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.Roles and responsibilities:

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; Always assign the group members, preferably trying to combine in each group a variety of

skills. Evaluate the groups constantly and observe if they are on-task and if the members of the

group support each other in a positive way. Once you realize that a group is not working to expectations, re-assign the members to another group.


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 teacher’s 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 to the teachers all accidents and possible hazards.

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’s Signature:____________________________ Date: ___________________

Parent’s Signature: Date: ___________________


Pre-Lab Safety Worksheet and Approval FormThis form must be completed with the teacher’s collaboration before the lab.

Student Researcher Name: _______________________________________ 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 (use back of paper, if necessary).

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’s Signature/ Date: Teacher Approval Signature:

____________________________________ ______________________________

Human Subjects’ Agreement to Participate:

_______________________________ ____________________________Printed Name/Signature/Date Printed Name/Signature/Date

__________________________________ ________________________________Printed Name/Signature/Date Printed Name/Signature/Date


Parts of a Lab ReportA 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 while conducting the experiment.

Problem Statement:Identify the research question/problem and state it clearly in the form of a question.

Potential Hypothesis (es): State the hypothesis carefully. Do not just guess, but also 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. o If (state the test variable (independent variable) is (choose an action), then (state the outcome

variable (dependent variable) will (choose an action).Materials:

Record precise details of all equipment used.o For example: a balance that measures with an accuracy of +/- 0.001 g.

Record precise formulas and amounts of any chemicals usedo For example: 5 g of CuSO4

or 5 mL H2O Procedure:

1 Do not copy the procedures from the lab manual or handout.2 Summarize the procedures in sequential order; be sure to include critical steps.3 Give accurate and concise details about the apparatus and materials used.

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): the factor that can be changed by the investigator (the

cause).2. Outcome variable (dependent variable): the observable factor of an investigation that is the

result or what happened when the test variable (independent variable) was changed.3. Controlled variables (variables held constant): the other identified test variables (independent

variables) in the investigation that are kept or remain the same during the investigation.4. Identify the control test. A control test is the separate experiment that serves as the standard for

comparison to identify experimental effects, changes of the outcome (dependent) variable resulting from changes made to the test variable (independent variable).

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, each axis is labeled clearly, and the correct scale is chosen to utilize most of the graph space.Record qualitative observations. Also list the environmental conditions.

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


Results:1 Ensure that you have recorded your data correctly to produce accurate results.2 Include any errors or uncertainties that 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 or state the purpose of the experiment.

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 discuss the major findings of the experiment using data.4. How did your findings compare with other researchers?

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

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

iii) 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: Conclusion5. What possible explanations can you offer for your findings?

a) Evaluate your method.b) State any procedural or measurement errors that were made.

6. 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.7. 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.


Name: _____________________________________ Date: _____________________________Period: _____

Experimental Design DiagramThis form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test variable (TV) or (Independent variable) (IV)Number of Tests:Subdivide this box to specify each variety.Control Test:

# of Trials per Test:Outcome Variable (OV)or Dependent Variable (DV)Controlled Variables or VariablesHeldConstant

1.

2.

3.

4.

5.

6.


Experimental Design Diagram Hints:

Title: A clear, scientific way to communicate what you’re changing and what you’re measuring is to state your title as, "The Effect of ____________on__________." The test 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........... form. 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) (OV): This is the result that you observe, measure and record during the experiment. It’s also known as the dependent variable, DV. (I don’t know the measurement of the OV before doing the experiment.) You may have more than one OV.

Controlled Variables or Variables Held Constant: 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: Same experimenter, same place, time, environmental conditions, same measuring tools, and same techniques.

ENGINEERING DESIGN PROCESS EL7_2016 M-DCPS Department of Science 13

Step 1Identify the

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

CONCLUSION WRITINGClaim, Evidence and Reasoning


Step 1Identify the

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. 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’ views 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 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 RubricComponent Level

0 1 2Claim - 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.


StudentProject Based STEM Activity (PBSA) Rubric

Score 4 Score 3 Score 2 Score 1 Score 0

Purp

ose 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.

Bra

inst

orm

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 idea(s Idea(s) selected from brainstorming are adequately aligned to the intent

of the problem.


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.


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.

Des

ign/

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.

Cre

ate/

Bui

ld a

W

orki

ng M

odel 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,


The working model can be tested using appropriate tools, materials

and resources.

Student builds a working model that minimally aligns with the criteria,


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

resources.

Student builds a working model that does not align with the criteria,


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

model cannot be tested.

Working model is not built.

Tes

t and

R

edes

ign Student tests the working

model’s effectiveness to solve the problem. Accurate and

detailed records are collected and an analysis of data is present.

Student tests the working model’s effectiveness to solve the problem. Adequate records are collected and

an analysis of data is present.

Student tests the working model’s effectiveness to solve the problem.

Minimal records are collected. Analysis of data is not present.

Student tests the working model’s 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.

Bud

get(

if ap

plic

able

)

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.


StudentPr

oduc

tion

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.

Dis

cuss

and

Sha

re

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.

Con

stru

ct v

iabl

e ar

gum

ents

.

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.


StudentName: ___________________________ Date: _________________ Period: ______

Temperature Changes EverythingAdapted from Science NetLinks Activity Sheet - Temperature Changes Everything

(STEM 2.0)

Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.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. (AA)

Background:One of the most important concepts for students to understand is that temperature affects the motion of molecules. As air is warmed, the energy from the heat causes the molecules of air to move faster and farther apart. Some students may have difficulty with this concept because they lack an appreciation of the very small size of particles or may attribute macroscopic properties to particles. Students might also believe that there must be something in the space between particles. Finally, students may have difficulty in appreciating the intrinsic motion of particles in solids, liquids, and gases; and have problems in conceptualizing forces between particles. In order to clarify student thinking about molecules and their relationship to temperature, instruction has to make the molecular world understandable to students.

Problem Statement: How can adding or removing heat from a system result in a change of state?

Vocabulary: heat, temperature, liquid, solid, gas, state of mater, evaporation, melting point, boiling point, condensation, molecular motion, Celsius, Fahrenheit, kinetic energy

Materials: (one per group) one small party balloon balance one small bottle/flask oven mitt hot plate/Bunsen burner water

Procedures:1. Pour about 15 ml. of water into an empty glass bottle/flask.2. Calculate the mass of the bottle, water, and balloon using the balance. Record the mass on the data

table.3. Partially blow up the balloon, and then let the air out of it. Do this several times as this helps to stretch

the balloon.4. Stretch the open balloon over the top of the bottle.5. Heat the bottle until the water boils vigorously. Write down your observations of the water and the

balloon on the data table.6. Using an oven mitt, place the bottle with balloon on the balance; record the mass on the data table.7. Allow the bottle to cool. Write down observations of the balloon and the bottle.8. Place the bottle with balloon on the balance. Record information on the data table.


StudentObservations/ Data Table:

Table 1- Mass and Observations of Bottle, Balloon and Water Set-up

Temperature of Bottle, Balloon, and Water

Mass (grams) Observations

Room TemperatureHotCoolObservations/ Data Analysis:1. What do you think caused the balloon to expand? _______________________________________________________________________________________________________________

2. What is happening inside the balloon that is causing this to happen? ___________________

3. How does adding heat affect the liquid water? __________________________________________________________________________________________________________________4. Why do you think the balloon was pulled into the bottle? What is happening outside the balloon that is causing this to happen? __________________________________________________________________________________________________________________________5. What did you observe inside the bottle as it cooled? _________________________________ 6. What is happening to particles inside the balloon? Are they moving? How are they moving? ________________________________________________________________________________________________________________________________________________________

Results/ Conclusion

1. How did this experiment demonstrate water changing from liquid to gas? ____________________________________________________________________________________________2. What would have happened if the bottle were placed in the freezer? ____________________

__________________________________________________________________________3. Sketch a model of the water molecules in liquid state in the flask and in gas state in the flask and

balloon.

Research Question: How can adding or removing heat from a system result in a change of state?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)


Student

SSA Connection

1. Beth takes a sip of very hot soup and decides to put an ice cube in her bowl. Which best describes what happens next?

A. The cold from the ice evaporates in the air.B. Heat is destroyed as the ice melts.C. Heat from the soup flows into the ice cube. D. Cold from the ice cube flows into the soup.

2. Federico removes a metal spoon from a freezer and places it into a beaker of water that is at room temperature. Which of the following will occur?

A. Heat will flow from the water to the spoon. B. Heat will flow from the spoon to the water.C. The temperature of the spoon will decrease.D. The water and the spoon will exchange heat at the same rate.

3. Car engines generate a lot of heat. In a water-cooled engine, a water pump prevents the engine from burning up by circulating liquid coolant through the engine. That liquid is then pumped to the radiator. A fan then causes air to flow through the radiator. Which best describes the flow of heat through this system?

A. The fan blows cool air through the engine, and heat leaves the engine in one continuous movement.

B. The coolness from the water pump's liquid coolant flows into the hot radiator, cooling the system.C. Heat from the engine is transferred to the liquid coolant, which transfers to the radiator and then to

the air. D. Heat is transferred to the air flowing through the radiator. It is then dissipated into the atmosphere.

4. When a liquid substance, such as water, gains heat energy, which of the following will happen?

A. The water will always change state and become a gas.B. The water may become a solid.C. The water will remain in the liquid state regardless of the amount of heat gained.D. The water may change states depending on the amount of heat gained

5. Eric places some room-temperature strawberries into his freezer. Which of the following correctly describes what happens to the strawberries?

A. The heat from the strawberries is transferred to the freezer and causes the strawberries to freeze.B. Some of the cold from the freezer is transferred to the strawberries and causes the strawberries to freeze.C. The temperature of the freezer remains the same as the temperature of the strawberries decreases.D. Heat is transferred from the freezer to the strawberries and causes the temperature of the strawberries to decrease.



CHEMICAL CHANGE IN A BAG(STEM 2.0)

Adapted from: Chemistry in a Bag Demonstration (http://www.middleschoolscience.com/bag.htm) and Ziptop Bag Chemistry (http://www.science-house.org/learn/CountertopChem/exp5.html)

Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possible a change in state.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.

Background Information: Chemistry is the study of the composition of and the changes that occur in matter. A chemist must be able to identify the changes that occur in a chemical reaction. When a chemical reaction occurs, the particles that make up matter reorganize in some way. This reorganization of particles leads to modifications such as color changes, release or absorption of heat, and gas release or “fizzing,” among others. If a chemical reaction occurs, a new substance with different properties always forms.

Problem Statement(s): How does heat move during a chemical reaction? How can a substance change during the chemical reaction?

Vocabulary: heat, temperature, liquid, solid, gas, state of matter, molecular motion, Celsius, Fahrenheit, kinetic energy, endothermic reaction, exothermic reaction

Materials per lab group: 4 Ziploc bags, 2 plastic spoons, 1- 00o-100o C thermometer, 2 tbsp. – Calcium chloride or (Damp-Rid) , 2 tbsp. sodium hydrogen-carbonate (Baking Soda), 1 test tube, 30 mL indicator solution (phenol red/- phenolphthalein or red cabbage juice)

Procedures: Part 1:1. Add 2 tsp. of sodium hydrogen carbonate (NaHCO3) to a Ziploc bag.2. Record temperature with a 100o Celsius thermometer.3. Gently place a test tube with approximately 30 mL of phenol red inside the bag in the upright

position. 4. Squeeze out any excess air and seal the bag. 5. Do not open the bag, but pour the phenol red from the test tube into the bag by gently tilting the

bag.6. Gently massage the bag to mix the contents. 7. Look, listen, feel, and record the temperature again. 8. Record your observations in the data log below.

Part 2: 1. Add 2 tsp. of calcium chloride (CaCl2) to a second Ziploc bag.


http://www.middleschoolscience.com/bag.htm

Student2. Record temperature with a 100o Celsius thermometer. 3. Gently place a test tube with approximately 30 mL of phenol red inside the bag in the upright

position.4. Squeeze out any excess air and seal the bag. 5. Do not open the bag, but pour the phenol red from the test tube into the bag by gently tilting the

bag.6. Gently massage the bag to mix the contents. 7. Look, listen, feel, and record the temperature again.8. Record your observations in the data log below.

Part 3: 1. Place 2 tsp. of sodium hydrogen carbonate (NaHCO3) into a third Ziploc bag.2. Place 2 tsp. of calcium chloride (CaCl2) into the third Ziploc bag.3. Add 30 mL of Phenolphthalein into the third Ziploc bag. 4. Seal the bag and then gently massage the bag to mix the contents.5. Very carefully lower the test tube containing 30 mL of phenol red upright into the bag. This can be

done using 50 mL of cabbage juice as a substitute. Do not let any spill out.6. Have a student help you by holding the test tube gently from the outside of the bag while you

squeeze the excess air out and seal the bag. 7. Hold the test tube and sealed bag up and then slowly pour the phenol red out of the test tube into

the bag (while the bag is still sealed). 8. Look, listen, feel, and record the temperature again. 9. Record your observations in the data table.

Observations/ DataTable 1: Chemical Change in a Bag

Trials Temperature(℃) of liquid before

reaction

Temperature(℃)After reaction

Foam or BubblesPresent?

yes/no

Color Change?

Gas Emitted?

(Yes or No)

Bag 1

Bag 2

Bag 3

Observations: Describe in a complete sentence the changes that happened in each bag when you combined: 1. sodium hydrogen carbonate (NaHCO3) plus phenol red: ___________________________

_________________________________________________________________________2. calcium chloride (CaCl2) plus phenol red:________________________________________

_________________________________________________________________________3. sodium hydrogen carbonate (NaHCO3) plus calcium chloride (CaCl2) plus phenol red:_____

_________________________________________________________________________

Analysis and Results:

1. What happened to the contents of the bags? _____________________________________ EL7_2016 M-DCPS Department of Science 22

Student_________________________________________________________________________

2. Without opening the bags, how can you tell if a gas was produced? ____________________3. The equation below tells us what chemical reaction happened in bag #3. Identify and count the

elements on each side of the “yield” sign:______________________________________

2NaHCO3 + CaCl2 CaCO3 + 2NaCl + H2O + CO2

4. Place a circle around the calcium chloride. Place a square around the salt. Place a triangle around the water.

5. Study the chemical equation list the name of the gas that was produced in this reaction.___________________________________________________________________

6. Was there a change in temperature? How can you tell? ______________________________________________________________________________________________________

Conclusion: Classify each of these changes as chemical or physical. Use your observations to help you make your decisions.

1. In the third bag, what did the indicator tell you about the observed reaction? ______________ ____________________________________________________________________________2. Which was an endothermic reaction? Which was endothermic? Explain your answers.Endothermic: _________________________________________________________________Exothermic: ______________________________________________________________________________________________________________________________________________

Research Question: How does heat move during a chemical reaction? How can a substance change during the chemical reaction?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




Student

SSA Connection

1. Cassandra notices that when she breathes on a cool window, the water vapor in her breath forms liquid water. What happens to turn the water vapor in her breath into liquid water?

A. Heat is added to the water vapor from the surrounding air.B. The temperature of the water vapor increases as it leaves her body.C. The water molecules become more spread apart as they touch the window.D. Heat leaves the water vapor as it touches the cool window.


StudentProject: ______________________________________ Score: ___________

Keeping Out the Heat Project Based STEM Activities for Middle Grades Science

(STEM 4.0)Benchmarks: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.SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another.SC.7.P.10.1: Illustrate that the Sun’s 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.

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Define Problem/Scenario:

In order to save money while reducing the carbon footprint from electricity costs, you have been applied to design a residential home that will limit the entry of heat from the outside for a community developer.

Expected Task: Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings), as a sales pitch to the developer, demonstrating effects of their insulation efforts.

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Research and Citations:

Research information by the students about the need or problem being solved with cited notes.

Vocabulary: Conduction, convection, radiation, heat, thermal energy, temperature, insolation, infrared

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Criteria: The House must have at least two scale windows per side per story and 2 doors (1 front door and 1 back door).

The initial test for the house should be done without any insulation to determine the effects of insulation.

To mimic different times of the day, the heat lamp should relocated to simulate light during the morning, mid-day and afternoon.

Constraints: Base area maximum of 645cm2 (100in2), maximum height of 40cm (15.75in).

File folders must only be one layer thick on the model.

Materials: Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Android) or Seek Heat (multiple platforms).


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Based on research and brainstorming of solutions, build a prototype of your house without any cotton ball insulation first. This will allow you to develop a method of insulating the house that is specific to the heat inefficiencies of your model.

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

Students test the models to determine the amount heat entering the house and identify hot spots where large amounts of heat enter the model. This should be done using a thermal imaging app and measuring the actual temperature of the interior of the house after 4 minutes of heating against walls, joints, windows, doors, etc.

Peer-Review Questions:

Describe how your team collected thermal energy data during testing.

What adjustments did you make to limit the amount of heat entering the house?

Which data (thermal imagining or temperature recordings) were most helpful in the development of your model?

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Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include reference to their thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design.

Presentation of Final Solution:

Students should present their project as a sales pitch for a community developer including the highlights from their project summary

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PrototypeBased on peer reviews, teacher input, and analysis of proposed solution, re-design and rebuild a prototype of your model.



Stations: Energy Transformations(STEM 2.0)

Benchmarks:SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.

Background Information: The laws of thermodynamics are very important not just to scientists but also in our everyday lives. The first law of thermodynamics explains that the amount of energy that is present before and after work is the same. Energy is conserved. For example, if you drop a ball, scientists are able to measure the energy before, during, and after the fall. The amount of energy remains constant throughout the procedure. Similarly, when a ball is thrown or a spring released or a match is burned, the energy can be measured. This is the reason behind the first law of thermodynamics: “Energy can neither be created nor destroyed; it can only be converted from one form to another.” Scientists have found that the amount of energy in a closed system remains constant.

Problem Statement: How does energy transfer during different types of movement?

Vocabulary: energy, heat, scientific law, kinetic energy, potential energy, conservation, temperature, conduction, convection, radiation, thermal, radiant, chemical, mechanical, transformation

Materials: Wire Mini Fans Batteries Hot plate Battery Holders Wax Light bulb sockets Small Pan Small light bulbs Rubber Ball Solar cells Ruler

Procedures:

Lab 1:

Directions: 1) Rub your hands together, gradually picking up the speed.

HOT Questions:1) Identify the types of energies that you used to rub your hands together.2) Identify the type of energy that was given off from your hands.3) If you rub your hands faster or slower, how does this affect the result?4) Complete an energy transformation flow chart for this activity


StudentLab 2:Directions:

1) Connect one wire to one of the battery springs.2) Connect the second wire to the second battery spring3) Put one wire at the bottom of the light bulb4) Put the second wire on the side of the light bulb

HOT Questions:1) Describe what happened when you connected the battery, wires and light bulb.

____________________________________________________________________2) Identify the type of energy in the battery.____________________________________3) How was the energy converted to light and heat? _____________________________

____________________________________________________________________4) Complete an energy transformation flow chart for this activity____________________

____________________________________________________________________Lab 3:Directions

1) Connect one wire to a solar cell.2) Connect that wire to the mini-fan3) Connect the second wire attached to the fan to the solar cell.4) Take materials outside to expose the solar cell to the sun.5) Keep your hands out of the way of the fan blades!

HOT Questions:1) What happened when you connected the solar cell, wires and fan? _______________2) What type of energy do you start with in the solar cell? ________________________3) How does the energy transform from the wires to the fan? ______________________

____________________________________________________________________4) Complete an energy transformation flow chart for this activity.

____________________________________________________________________Lab 4:Directions

1) Do three jumping jacks. HOT Questions:

1) Identify the type of energy within the food you have eaten today._____________________________________________________________________________________

2) Explain the type of energy that it converts to when you do the jumping jacks.___________________________________________________________________________

3) If you ate more crackers, how would this affect the amount of jumping jacks you could do? Explain your answer and how it relates to the Law of Conservation of Energy.____________________________________________________________________ ____________________________________________________________________

4) Complete an energy transformation flow chart for this activity.____________________________________________________________________

Lab 5:Directions:

1) Plug in the hot plate.2) Turn the dial to hot.3) Place the scented wax in a pot and place on the hot plate.4) Watch for one minute.


StudentHOT Questions:

1) Identify the type of energy from the outlet.__________________________________2) Describe how the energy changed the state of the wax.________________________3) Complete and energy transformation flow chart for this activity._______________________________________________________________________

Lab 6: Directions:

1) Have one group member hold the bouncy ball at his or her waist.2) Measure the height of his or her waist from the floor with the ruler. 3) Drop the ball and have another group member measure the height it bounces back up to.

HOT Questions:1) What is the height of your team members’ waist/the original drop height? __________2) What was the final bounce back height? ____________________________________3) Complete an energy transformation flow chart for this activity.

____________________________________________________________________

Conclusion: Explain how the Law of Conservation of Energy applies to each of these activities.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: How does energy transfer during different types of movement?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




StudentSSA Connection1. When Charlie came home from school, he turned on a garden hose that had been sitting in the sun all

day. The water that came out of the hose was so hot, he could hardly touch it. What happened to the water molecules that made the water feel so hot?

A. The solar energy hitting the hose made the water molecules move faster. B. The individual water molecules got larger as they absorbed the solar energy.C. The warmth of the soil around the hose made the water molecules move slower.D. The heat energy from the Sun was stored as chemical energy in the water molecules.

2. Which of the following is the best example of chemical energy being transformed into light energy and heat energy?

A. boiling water on an electric stoveB. turning on a battery-powered flashlight C. watching a movie on televisionD. using a solar panel to charge batteries

3. Thomas goes into his room to do his homework. He turns on his desk lamp, which uses a 60-watt (60 W) light bulb. After an hour he finishes his homework and reaches to turn off the lamp. When he touches the top of the lamp, he notices that it feels warm. Why does the top of the lamp feel warm?

A. Some of the electrical energy was changed to heat. B. Some of the electrical energy was destroyed.C. The light bulb used more watts than it needed to.D. The light bulb was faulty and did not work correctly.

4. An empty paper cup is the same temperature as the air in the room. A student fills the cup with cold water. Which of the following describes how thermal energy is transferred?

Thermal energy…A. is transferred from the cold water to the cup until they are at the same temperature.

B. is transferred from the cup to the cold water until they are at the same temperature.C. is transferred from the cup to the cold water until the cup has no more thermal energy.D. is not transferred between the cup and the cold water.

5. Randy is observing an experiment on heat flow. He has three objects at differing temperatures, as shown in the table below. Randy places the objects in a beaker of water that has been heated to 100 degrees Celsius (°C).

Object A Object B Object CTemperature (oC) 10o 30o 99o

Which of the following correctly describes the flow of heat in this system?A. Heat from the water moves into Objects A, B, and C.B. Heat from Object C moves into the water and into Objects A and B.C. Heat from the water moves into Object A, but not Objects B and C.D. Heat from the water moves into Objects A and B, but not Object C.



Power, Work and Waterwheel Project Based STEM Activities for Middle Grades Science

(STEM 4.0)Benchmarks:SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

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In this activity, you are working for an engineering design firm that works mostly with waterwheels and water energy. Your city wants to use hydropower instead of coal to make energy because they are worried about air pollution. The city has hired you to design an efficient watermill. The firm (our class) has been organized into several engineering teams (student groups).Activity from: Hands-on Activity: Power, Work and the WaterwheelContributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulderhttps://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml

Expected Task: Using the available materials, each team will research, brainstorm and design a model of a water wheel which must be able to pull up a specific weight when water is poured over the wheel. Each team must create a technical diagram of their model and calculate power and work by measuring force, distance and time for their model of the waterwheel

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Vocabulary: Energy, Power, Work, Force, Joule, Watts


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Criteria: Each team must design and test their original design Must only use materials provided by the teacher Teams can’t have extra materials such as index cards Teams must tie the string to the cap end and during

testing the other end of the string they will tie the weight.

As the waterwheel rotates the string must wrap around the neck of the bottle, pulling up the weight.

During testing, teams must time how long the waterwheel takes to lift the weight a distance of 1 meter (distance).

During testing, teams must record the mass of the object in kilograms (kg) and multiply the mass by gravity (~10) to calculate force.

You will calculate power and work by measuring force, distance and time for your team-built waterwheel.

Constraints: Each team will use the same weight when testing Each team must use the same size and type of funnel

and it must be the same distance above the waterwheel for each test.

Each team must use the same amount of water (one full jug or pitcher)

During testing, two students from each team must hold the ends of the dowel rod while another student pours the water over the waterwheel

Materials: 2-liter bottle with caps ¼-inch dowel rod (must be longer than the 2-liter

bottle) 15 index cards 1.2 meters of string scissors tape pitcher or water jug funnel

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With your research and brainstormed ideas, come to a consensus using the materials provided to build a model of a waterwheel.

Each group must create a technical diagram of their waterwheel.


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The team should record their predictions on how they think their waterwheel will perform during testing. Before testing teams should place the dowel through the bottle, tie the string to the cap end of the bottle and tie the weight to the other end of the string. Two students from the team should hold the ends of the dowel as another student pours the water over the waterwheel. Another team member should time how long it takes the motion of the waterwheel to pull up the weight a distance of 1 meter. Students will record data and calculate the work and power of their waterwheel.

Peer-Review Questions: Why did you choose this design for your waterwheel?

Will your waterwheel do more work or have more power than the models from other groups?

Does your model perform the way you expected? Why do you think your waterwheel model is

efficient? What are the strengths and weaknesses of your

model? What are the energy transformations taking place in

the working waterwheel? Explain how you can relate the water wheel to a

hydroelectric power plant.

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Project Summary:Students should include a description and explanation of their model and summarize how the model performed during testing, including their calculations for work and power. Students must also include their technical diagram.


Students will explain the results of how their waterwheel performed during testing and refer to the model and the technical diagram during the presentation. Students should present like they talking to the board of the engineering design firm and explain why their design is an efficient waterwheel.

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the PrototypeBased on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design.



Solar Energy vs. Color(STEM 3.0)

Benchmarks:SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)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. (AA)SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation 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.

Purpose of the Lab/ Activity: The student will demonstrate the efficiency of a solar collector is based on its design and color

selection. The student will explain the different temperatures obtained in various solar collectors. The students will demonstrate that certain materials absorb solar energy better than others while

certain colors reflect more energy than others. The students will identify variables in a solar energy-collection investigation.

Background: In order to utilize solar energy, a solar collector is necessary. A solar collector is a device which absorbs the sun’s energy. The color of the collector has a drastic impact on the amount of sunlight that it collects. Darker solar collectors are more effective in absorbing sunlight than lighter solar collectors. For this reason, solar collectors are commonly black, dark blue and dark red. In physics, white, black and grey are not colors because they do not emit a specific wavelength of light. Black absorbs all colors of the visible light spectrum and white reflects all colors. When radiant energy is absorbed, thermal energy in the object increases. When thermal energy moves from the warm object to cooler surroundings by conduction or convection, the thermal energy changes to heat energy.

Prerequisites: Light behaves in three ways- reflection, refraction, and absorption. Light moves directly through transparent materials. Light refracts (bends) as it moves through different types of matter. Light is absorbed within opaque materials. Visible light is described as white light which breaks up into the colors of the visible spectrum

when it passes through a prism.

Vocabulary: wave, thermal energy, temperature, radiation, medium/media, wave speed, reflection, refraction, absorption, experiment, investigation, model, observation, replication, variable


StudentProblem Statement: How does color affect how much solar energy is absorbed within a solar collector?

Hypothesis: ______________ color will absorb the most thermal energy.

Materials per group: pieces of construction paper (recommended size 12cm by

16cm) Colors - white, light blue, orange, brown

4 Celsius thermometers tape stop watch Optional materials if done inside: ring stand, clip on lamps.

Procedures: 1. Fold each sheet of construction paper hamburger style and tape on 2 sides to make a pocket2. Place one thermometer in the center of each paper pocket.3. Place the four paper pockets in a row on cement (what most homes in South Florida are

constructed) 4. Place one thermometer on the cement surface without any construction paper.5. Make sure all of the thermometers are exposed to the light equally and can be read easily.6. Take the temperature then every 5 minutes for 25 minutes.

Observations/ Data 1. Create a data table and graph your results.


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Observations/ Data Analysis:2. Discuss why there was a thermometer without construction paper.__________________

_______________________________________________________________________3. What color construction paper did you select as your hypothesis and why? ____________

_______________________________________________________________________4. Discuss the findings of your experiment._______________________________________

_______________________________________________________________________5. List the colors in order of most to least absorption._______________________________

_______________________________________________________________________

6. List the colors in order of most to least reflection. _______________________________________________________________________________________________________

Conclusion7. Would you want your roof to absorb a high or low amount of thermal energy? _________

______________________________________________________________________8. Would you want your roof to reflect a high or low amount of thermal energy? __________

______________________________________________________________________9. Follow the energy transformations from the Sun to your thermometer._______________

______________________________________________________________________10. Discuss the benefits to the homeowner be of having a roof that is low absorption and high

reflection? Which colors would this be in our experiment? ______________________________________________________________________________________________

11. Discuss the drawbacks to the homeowner having a roof that would be high in absorption and low in reflection? Which colors would this be in our experiment? ______________________________________________________________________________________

12. Based on this investigation, what observations support the statement: heat flows from warmer objects to cooler objects? _________________________________________________________________________________________________________________

Research Question: “How does color affect how much solar energy is absorbed within a solar collector?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



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

SSA Connection

1. Why does it get so hot inside a car parked in the Sun?

A. Sunlight heats the roof which then heats the interior.B. The air around the car is heated which heats up the car.C. Energy from light waves is trapped inside the car as heat energy. D. The light waves attract heat from the surrounding ground or pavement.

2. Anna turned on a light in her room. What types of energy are produced by the light bulb as it burns?

A. light energy and heat energy B. electrical energy and light energyC. heat energy and electrical energyD. light energy and mechanical energy

3. Andrea held her hand up in front of a light and a shadow in the shape of her hand appeared on the opposite wall. What property of light explains why the shadow appeared?

A. Light passes through all objects.B. Light travels in a straight line. C. Light bends around objects in its path.D. Light waves are refracted by solid objects.

4. A large amount of energy is emitted from the Sun. This energy then travels millions of miles from the Sun to the Earth. The energy that comes from the Sun is best categorized as what type of energy?

A. potential energyB. kinetic energyC. mechanical energyD. radiant energy



Wave Speed(STEM 2.0)

Benchmarks:SC.7.P.10.3 The student recognizes that light waves, sound waves, and other waves move at different speeds in different materials. (AA)SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Purpose: The student will be able to compare the speeds of two different waves. The student will determine that wave speed does affect the speed of

ships.

Background Knowledge: Waves are regular patterns of motion which can be made in water by disturbing the surface. As waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. Different types of waves can differ in amplitude (height of the wave) and wavelength (the space between wave peaks). Simple waves have a repeating pattern with a specific wavelength, frequency, and amplitude.

Problem Statements: How does the material/medium affect the speed (frequency) of waves? What is the relationship between depth of water and wave speed?

Vocabulary: wave, energy, medium/media, wave speed, experiment, investigation, model, observation, replication, variable

Materials: (per group) 2-Liter clear plastic bottles with caps (remove

label) Grease pencil/permanent marker

metric ruler water stop watch Optional material: food coloring for the water

so that the wave motion is easier to observe

oil

Procedures- Part 1:1. Label two plastic bottles, Bottle 1 and Bottle 2.2. Fill bottle 1 with water to a depth of 5 cm. Fill Bottle 2 with oil to the same depth. Replace the top

on each bottle. Close the bottles tightly. (This can be done ahead of time to save class time or an opportunity to allow more time for discussion of constants and variables).

3. Lay each bottle on its side on a flat table. Allow the bottles to sit undisturbed until the water stops moving.


Student4. Measure the height of your water/oil in each bottle from the surface of each table. Record your

observations.5. Lift both bottles 3cm from the surface of the table at the same time. Count the number of waves

you see in 20 seconds.6. Repeat step number five for a total of five (5) trials.7. Record the data in the table below.

Observations and Data:Height Number of Waves

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5OilWater

Procedures- Part 21. Label two 2-liter plastic bottles, Bottle 1 and Bottle 2.2. Fill bottle 1 with water to a depth of 10 cm. Fill Bottle 2 with water to a depth of 30 cm. Replace

the top on each bottle. Close the bottles tightly.3. Lay each bottle on its side on a flat table. Allow the bottles to sit undisturbed until the water stops

moving.4. Measure the height of your water in each bottle from the surface of each table. Record your

observations.5. Lift both bottles 3cm from the surface of the table at the same time. Count the number of waves

you see in 20 seconds.6. Repeat step number five for three trials.

Observations and Data:Height Number of Waves

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5Bottle 1Bottle 2

Result/ Conclusion:

1. What are the different materials/mediums in each bottle? ________________________________2. How can you calculate the speed (frequency) of the waves________________________________

_______________________________________________________________________________3. What can you conclude from analyzing your data? ______________________________________

_______________________________________________________________________________4. Compare the speed of the waves produced inside Bottle 1 with the speed of the waves in Bottle 2.

_______________________________________________________________________________5. Identify the relationship of the material/medium to that of speed of waves. ___________________

_______________________________________________________________________________6. Relate how the speed of waves moves in different material/medium to a real world

application._________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Student


Student

Research Question: “How does the material/medium affect the speed (frequency) of waves? What is the relationship between depth of water and wave speed?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



SSA Connection

1. Sound waves need to travel through something made of atoms or molecules in order to keep moving. They travel at different speeds through different materials. Through which of the following would they be likely to travel fastest?

A. airB. waterC. juiceD. wood

2. Jacob went down to the lake on a very still day. The water's surface was completely smooth and he could see a tree reflected perfectly in the water. A breeze came up and disturbed the surface of the water and the reflection of the tree disappeared. Why could he see the tree's reflection when the water was still, but not when it was disturbed? The disturbed surface…

A. made the light waves reflect in many directions, breaking up the image. B. allowed some of the light waves to penetrate into the water, making gaps in the image.C. kept the light waves from reflecting, making it impossible to see an image.D. changed the light waves' wavelengths, changing the reflected image.


StudentLiterature Connection: How Rogue Waves Work

By: Ed GrabianowskiBrowse the article How Rogue Waves Work

Introduction to How Rogue Waves Work

During the second season of "Deadliest Catch," a documentary television series about crab fishing in Alaska's Bering Sea, cameras recorded footage of a giant wave striking the ship "Aleutian Ballad." The 60-foot (18-meter) wave rolled the boat onto its side and caused significant damage, though fortunately none of the crew was seriously hurt. The Ballad limped back to port for repairs. The footage captures the suddenness of the massive wave, and just before the impact sends the camera operator tumbling, the "wall of water" breaking over the boat can be seen with frightening clarity.

Waves Image Gallery

Photo courtesy National Weather ServiceA 60-foot rogue wave moves away after hitting a

tanker off Charleston, S.C. See more pictures of waves.

What was this colossal wave that appeared seemingly out of nowhere? It was a rogue wave. Rogue waves sound like something straight out of a sailor's tall tale: ominous, mysterious, solitary waves of enormous height crashing down on ships at sea in seemingly calm waters. But as improbable as they might seem, recent studies suggest these rogues are more common than anyone previously guessed.

Imagine having an 80-foot wall of water barreling toward you. Actually, that might be too tall an order. It's easy to throw around heights like 50 feet or 90 feet without really grasping how huge a wave of such height would be. Here are some handy comparisons:

The average room in your house is probably about 8 feet high. A typical two-story house is between 20 and 30 feet high. The Statue of Liberty is 111 feet tall from her toes to the top of her head, not counting the pedestal

or her arm and torch.

Understanding these giant waves is more than just a scientific curiosity -- being able to predict and avoid them could save dozens of lives and hundreds of millions of dollars in cargo every year.


StudentIn this article, you'll find out what separates rogue waves (also called freak waves) from other large waves and what causes them, and you'll learn about some of the better-known rogue wave incidents.

Video Gallery: WavesUC Davis and NASA are working together with high-tech wireless sensors and networked buoys to measure readings from Lake Tahoe to track water clarity, wind speed and wave height.

Watch this video about an exhibit that gives an interactive look at how waves affect beach erosion, as well as the larger impact of hurricanes on beachfronts.

In April 2007, an earthquake and tsunami devastated the coastal regions of the Solomon Islands. See how tsunami and earthquake recovery works in this video from Reuters.

A Rogue by Definition

© Photographer: Ironrodart | Agency: Dreamstime

Glacial calving can cause enormous waves, but they're not considered rogue waves.

There are many kinds of ocean waves, and some of them are definitely huge. However, not all large waves are rogue waves. Strong storms, such as hurricanes, can cause large waves, but these waves tend to be relatively regular and predictable, though certainly capable of causing serious harm to ships and coastal areas. Undersea earthquakes, coastal landslides and glacial calving (when a large chunk of a glacier breaks off and falls into the ocean) can also create enormous and catastrophic waves. Undersea earthquakes can produce tsunamis, and coastal landslides can produce tidal waves. These could be considered rogues, but, to a certain extent, they are predictable -- as long as someone noticed the event that caused them. So, that pretty much rules them out of rogue status.

A true rogue wave arises seemingly out of nowhere and is significantly higher than the other waves occurring in the area at the time. Exactly how much higher is open to interpretation -- some sources suggest anything twice as large as the current significant wave height is a rogue, while others think anything 33 percent larger counts. It is probably sufficient to say that any wave so large that it is unexpected based on current conditions can be counted as a rogue. A craft navigating 3-foot waves could


Studentencounter an 8-foot rogue wave -- while not a record-breaker, it would certainly cause problems for a small boat.

Rogue waves also tend to be steeper than most waves. The average ocean waves may take the form of massive swells, allowing vessels to maneuver up and down them even if they are many feet high. By contrast, consider this report of the Queen Elizabeth II's encounter with a freak wave:

At 0410 the rogue wave was sighted right ahead, looming out of the darkness from 220°, it looked as though the ship was heading straight for the white cliffs of Dover. The wave seemed to take ages to arrive but it was probably less than a minute before it broke with tremendous force over the bow [source: Science Frontiers].

The phrase "wall of water" is very common in rogue wave reports -- they are usually much steeper than other waves, and therefore slam into ships with tremendous force, often breaking over them.

The ExplorerIn January 2005, the Explorer, a 591-foot research vessel, was struck by a 50-foot rogue wave in the Pacific Ocean. The wave disabled much of the ship’s equipment, including three of four -engines. Those on board suffered only minor injuries and the ship made it to Hawaii for repairs. Had the wave been larger, almost 1,000 people could have died [source: The Denver Channel].

While scientists have gained a greater understanding of rogue waves in the last decade, they are still quite enigmatic. No one has ever filmed the formation of a rogue wave in the ocean or followed one through its entire life cycle. There are very few photographs of rogue waves. For centuries, the best evidence for their existence was anecdotal -- the countless stories told by sailors who had survived one.

Gallimore and another crewman were in the wheelhouse. The wind had been blowing fiercely at 100 knots for more than a day, and "Lady Alice" was struggling in rough seas with waves 16 to 23 feet high … At 8:00 A.M. Gallimore looked up and saw a huge wall of water bearing down on "Lady Alice." From his view in the wheelhouse, he could not see the top of the wave …The wave crashed down on top of the wheelhouse, driving the vessel underwater …The crewman in the wheelhouse with him was thrown down with such force that he suffered two fractured vertebrae. To top the radar antennas with enough force to rip them from the steel mast where they are bolted … the wave had to be 40 feet or higher [source: Smith, 195].

What Causes Rogue Waves?

To understand what causes a rogue wave, first you must learn a little about regular waves. Think about waves you're familiar with -- such as the waves you body surf in at the beach or at the local water park's wave pools . A wave has several characteristics that can be used to define it.

The crest is the highest portion of the wave. The trough is the lowest portion of the wave (the "dip" in between waves). The distance from the trough to the crest represents a wave's height. The distance between crests represents a wave's length. The amount of time that passes between one crest and the next is the wave period or wave

speed. The amount of kinetic and potential energy carried by the wave is known as wave energy

[source: Bryant, 156].

A huge number of variables influence these factors, including the depth of the water, tidal forces, wind blowing across the water, physical objects such as islands that reflect waves, and interaction with other waves and ocean currents. At any given moment, thousands of waves are passing and interacting through


Studenta specific area of ocean. The faster the wind is and the longer it blows, the stronger and larger the waves. Fetch is the unobstructed distance of ocean over which the wind can blow on the water – it is how much ocean the wind is blowing on. More fetch means bigger waves.

Weather reports list the significant wave height, which is the height of the highest one-third of the waves. Why do rogue waves exceed the significant wave height by so much? Scientists aren't completely sure, but they have some good theories.

One possibility is that ocean currents cause waves to "pile up" when waves run into currents head on. Powerful storms can cause significant wave heights of 40 to 50 feet (12 to 15 meters). When such waves run into a strong current, the current can increase wave heights and cause the waves to break. This would explain monster waves 98 feet (30 meters) high or more, and account for the "wall of water" effect. Rogue waves frequently occur in areas known for strong ocean currents. For example, he Agulhas Current runs southward along the east coast of Africa. Storm waves moving up from the south crash into the current -- mathematical predictions suggest rogue waves there could reach 190 feet in height, and 20 ships have reported rogue wave strikes in that area since 1990 [source: Smith, 188]. The Gulf Stream, which runs up the east coast of the United States, is another potential rogue wave source. Rogues originating in the Gulf Stream could be responsible for much of the legend of the Bermuda Triangle.

Not all rogue waves occur in strong ocean currents, however. Scientists think some waves may be caused by randomly occurring wave reinforcement. Whenever two waves interact, their wave height is added together. If a 5-meter wave passes over a 10-meter wave, the result is a briefly occurring 15-meter wave. This can happen in the opposite manner as well. A 15-meter wave moving across a 10-meter trough results in a 5-meter wave. Dozens of waves could be interacting and reinforcing each other. Once in a while, several waves may come together at just the right moment and create one huge wave in relatively calm seas. If 10 waves that are only 5 feet high come together, they will result in a 50-foot wave. This fits descriptions of rogue waves that seem to appear out of nowhere and disappear after just a few minutes.

The Queen ElizabethDuring World War II, British cruise liners were converted to carry troops from the United States to Europe. One such vessel was the "RMS Queen Elizabeth." A rogue wave struck the ship near Greenland in 1942, shattering windows 90 feet above the waterline and nearly rolling the ship. It recovered and narrowly averted an unprecedented maritime disaster -- the ship was carrying more than 10,000 troops at the time [source: Sverre Haver].

Common Rogues - Most reports of rogue waves rely on size estimates by witnesses. These estimates are based on the height of the ship above the waterline and how far up the ship the wave reached when it hit. It was commonly assumed that tales of waves 100 feet tall or taller were exaggerations (and some of them certainly were). At best, such waves were incredibly rare.


Student

Photo courtesy Sverre HaverA recording of the rogue wave off the Draupner

Platform in the North Sea on New Year's Day 1995


StudentBeginning in the 1990s, sailors and scientists began to suspect that rogue waves were responsible for many more losses at sea than they had previously guessed. The Queen Elizabeth II, Caledonian Star and Bremen cruise ships were all hit by monstrous waves in a span of six years. Previously, data collected by weather ships suggested that such waves would occur only every 50 years or more [source: Smith, 210]. In 2004, the European Space Agency (ESA) used data from two radar-equipped satellites to see how frequent rogue waves actually are. After analyzing radar images of worldwide oceans taken over a period of three weeks, the ESA's MaxWave Project found 10 waves 82 feet (25 meters) or higher. That was an astonishingly high number for such a relatively short time span; it forced scientists to seriously rethink their ideas on rogue waves [source: ESA]. The ESA is undertaking another project, WaveAtlas, to survey the oceans over a much longer period and develop the most accurate estimate possible for the frequency of rogue waves.

Other hard evidence of monster waves comes from instruments designed to measure wave heights. One such instrument was mounted on an offshore oil rig known as the Draupner Platform. On New Year's Day 1995, the platform was measuring waves no more than 16 to 23 feet (5 to 7 meters) high. Then it suddenly registered a single wave almost 66 feet (20 meters) high [source: Smith, 208]. Canadian weather buoys near Vancouver recorded waves 100 feet high and higher throughout the 1990s [source: Smith, 211].

The Wreck of the Edmund FitzgeraldRogue waves may not be restricted to the world's oceans. Extremely large inland waters (such as North America's Great Lakes) may also develop rogue waves, although little scientific data exists to confirm this. Anecdotal evidence abounds, however. One of the most infamous sinkings in Great Lakes history, the "Edmund Fitzgerald," may have been caused by one or more rogue waves. In November 1975, the 729-foot bulk cargo vessel was struggling through a horrendous storm along with the "Arthur Anderson." Blinded by the storm, the Anderson was hit by two 35-foot waves (truly massive even for Lake Superior) and then lost sight of the Fitzgerald on radar [source: Cush, 111]. The Edmund Fitzgerald was eventually found at the lake's bottom, broken in two. Though there are many theories, some suggest that a combination of factors, including the rogue waves that hit the Anderson and drove the Fitzgerald violently under the water, never to resurface.

Wave Defense - If the MaxWave study is correct, and rogue waves are much more common than previously thought, does that mean oceangoing vessels are far riskier than we thought? It might. Ships and offshore structures, such as oil rigs, are built to withstand a certain significant wave height, whatever is determined that the ship is likely to encounter in its lifetime. Few are built to handle 100-foot waves. Furthermore, a ship's ability to withstand a strike by a rogue wave depends in large part on the ballast, or stability. If a ship has the right amount of ballast and is floating at the proper level, it will be more likely to right itself after being pushed over by a wave [source: Smith, 233]. Today's international shipping laws don't necessarily take frequent rogue waves into account where ship construction and maintenance are concerned. But that's not to say all ships are unsafe -- perhaps it would be impossible to build a ship that could withstand any wave.

And it's not just ships and offshore structures that need to worry about rogue waves. These walls of water may pose a serious threat even to people who aren't on the water. The U.S. Navy has expressed concern that some Coast Guard rescue helicopters lost at sea may have been struck by rogue waves [source: U.S. Naval Institute]. And shorelines where there is


Three SistersRogue waves do not always come alone. A phenomenon well known to sailors is the "Three Sisters." After one huge wave has passed, it may be followed by two more. These trios of monster waves can be especially devastating -- the first can disable a ship and leave it unable to maneuver itself to avoid or ride out the subsequent waves.

Studenta steep drop-off to deep ocean close to shore can be dangerous for those exploring the rocks. Unexpected waves have been known to sweep people off the rocks, where the undertow drags them down and away.

Currently, it is impossible to predict a rogue wave. However, MaxWave and WaveAtlas could give scientists and sailors a good look at the conditions that cause rogue waves, as well as indicate areas where they happen most often. This could allow shipping routes to take into account particularly dangerous areas when the weather conditions could lead to rogues. Avoiding these areas could save hundreds of lives every year.

Rogue versus TsunamiWhen you think of giant, frightening, destructive waves, tsunamis definitely come to mind. But don't confuse these giant waves with rogues -- while both can be catastrophic, they are quite different. The easiest way to remember the difference is by what causes the "wall of water" and where the destruction from it occurs.

Tsunamis are most often caused by undersea earthquakes, which send tons of rock shooting upward with tremendous force. The energy of that force is transferred to the water. So, unlike normal waves that are caused by wind forces, the driving energy of a tsunami moves through the water, not on top of it. Therefore, as the tsunami travels through deep water -- at up to 500 or 600 miles per hour -- it's barely evident above water. A tsunami is typically no more than 3 feet (1 meter) high. Of course, all that changes as the tsunami nears the coastline. It is then that it attains frightening height and achieves its more recognizable and disastrous form.

Rogue waves, as we've discussed in this article, arise seemingly out of nowhere, and they can attain their massive heights in deep water, not just along the shoreline.



Laser Target - Saving Planet EarthProject Based STEM Activities for Middle Grades Science

(STEM 4.0)Benchmarks:SC.7.P.10.1 Illustrate that the sun's 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.SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.

Teac

her S

et-U

p

Engagement or Introduction:

Without lasers it would be impossible to listen to your favorite CDs. Lasers also make it possible to view our favorite DVDs. New uses for lasers are being invented all the time.

Standard Alignment:

SC.7.P.10.1 Illustrate that the sun's 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.SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.

Suggested Student Timeframe:

2 sessions of class (block schedule)4 sessions of class (regular schedule)

Cross-Curricular Standards:

LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Step

1Id

entif

y th

e N

eed

or P

robl

em


There is an asteroid hurtling towards Earth which needs to be destroyed quickly by a laser target device. Once the target explodes, new targets will appear and will also need to be destroyed by the laser.

Expected Task: Your mission is to produce a model which will position the laser and use mirrors, a prism and lenses to hit the intended targets in the least amount of time and save planet Earth.

Step

2R

esea

rch

the

Nee

d or

Pro

blem


Written information by the students about the need or problem being solved with citations noted.

Using data from the internet students (using Microsoft format program i.e. Word, Publisher, PowerPoint) will illustrate the Sun’s energy and how it arrives as radiation, illustration needs to include a wide range of wavelengths, including infrared, ultraviolet, and visible light (white light) spectrum of different colors.

Use research findings to support your claim-evidence-reasoning (CER)

Vocabulary: Wavelength, radiation, ultraviolet, white light, reflection, refraction, prism, laser, concave, convex,


StudentSt

ep 3

Dev

elop

Pos

sibl

e So

lutio

n(s)

Criteria: It must hit all the targets in the shortest amount of time. Mirrors must be 1-4 feet away from each other and the laser Each group should consist of 3-4 students

Constraints: Laser cannot be moved. Maximum of 4 mirrors used Maximum of 2 lenses used Maximum of one prism used Laser cannot be turned on until the course is ready to be

tested and there is an instructor presentMaterials: 4 mirrors (3”x3”) mounted in plastic holders, prism, 2 lenses, 1

laser, 2 plastic protractors, masking tape, copy of paper target, 1 yardstick, stop watch

Step

4Se

lect

the

Bes

t Po

ssib

le

Solu

tion(

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

Brainstorm ways in which to set up the course that will hit the target and additional targets. Create a drawing which includes the angles in which the light will travel through the course. Then build the model to replicate the drawing using the materials provided.

Step

6Te

st a

nd E

valu

ate

the

Solu

tion(

s)


Test the model and record the amount of time it takes to hit additional targets.Students test the success of their prototype/ artifact/ model


Did the light travel in the direction you predicted? What adjustments or modifications does your team need to

make to hit the original target? Should your team use more or less mirrors/lenses? Does the distance between the lenses and laser make a

difference? Was the light absorbed, reflected, or refracted?

Step

7C

omm

unic

ate

the

Solu

tion(

s) Project Summary:

Written description of completed task and proposed solution to presented problem or scenario.


Students will present their drawings and demonstrate their model to the class.

Step

8R

edes

ign Re-designing of

the PrototypeStudents will adjust or re-design their models and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Teacher Notes: Adjust the number of mirrors or lenses according to materials available



DENSITY DRIVEN FLUID FLOW(STEM 2.0)

Benchmarks:SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)

Background:All matter takes up space and has mass. The ratio of an object’s mass to its volume is an important physical property called density. This important property is commonly measured in grams per milliliter if the substance is a liquid or grams per centimeter cubed if it is a solid. Density is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume. The Earth is composed of materials of different densities.

Recall that the rock cycle is, in part, a result of the exchange of materials between the layers of the Earth. The layer below the crust of the Earth is the viscous, hot mantle that drives the movement of the plates as a result of convection currents occurring in the mantle.

Problem Statement:

Part A: How does a less dense liquid substance move within a denser liquid substance? Part B: How does a dense liquid substance move within a less dense liquid?

Vocabulary: heat, temperature, kinetic energy, density, model, rock cycle, igneous rock, sedimentary rock, metamorphic rock,

Materials (per group): (2) opaque, shoe-box sized plastic container (2) large test tube (1) test tube rack (2) rubber cork (to fit the top of the test tube; your thumb can serve as an alternate) food coloring salt plastic spoon or stirring rod (plastic straws will work as well)

Procedures:Part A:1. Write hypotheses:

a. Write a hypothesis for Part A-1: If blue, fresh water is released into the top of a salt water tank, then the fresh water will _____________________ (Predict how the fresh water will flow).

b. Write a hypothesis for Part A-2: If blue, fresh water is released into the bottom of a salt water tank, then the fresh water will _____________________ (Predict how the fresh water will flow).


Studentc. Write a hypothesis for Part B-1: If red, salt water is released into the bottom of a fresh water tank,

then the salt water will _____________________ (Predict how the salt water will flow).d. Write a hypothesis for Part B-2: If red, salt water is released into the top of fresh water tank, then

the salt water will _____________________ (Predict how the salt water will flow).

Part A-1:1. Fill the plastic container ¾ full with water (H2O). 2. Mix in enough salt (NaCl) so the water becomes cloudy. Use the stirring rod to mix in the salt. You are making a salt water solution.3. Fill the test tube with unsalted water and add two drops of blue food coloring to make it a dark color. Swirl the test tube to mix in the food coloring.4. Place the rubber cork (or your thumb) over the opening of the test tube and cover completely.5. Lower the test tube horizontally just below the surface of the water. Remove the cork

(thumb) while holding the test tube and observe the direction the colored water flows. 6. In Diagram A, record your observations by drawing how the blue, fresh water flowed. Color the flow blue and draw arrows to indicate the flow direction.7. Draw and label Diagram A

Part A-2:1. Repeat steps 1-4 from Part A-1. 2. Lower the test tube horizontally to the bottom of the saltwater container. When it is lying flat on the bottom, remove the cork (thumb) and let the test tube sit on the bottom undisturbed. Remove the cork (thumb) while holding the test tube and observe the direction the colored water flows.3. In Diagram B, record your observations by drawing how the blue, fresh water flowed. Color the flow blue and draw arrows to indicate the flow direction.4. Remove the test tube from the plastic container. Rinse both with water and dry.

5. Draw and label Diagram B

Part B-1:1. Fill the plastic container ¾ full with water (H2O). 2. Fill the test tube ½ full with water. 3. Mix 2-3 teaspoons of salt (NaCl) into the testube. 4. Add two drops of red food coloring to make it a dark color. Swirl the test tube to mix the food coloring and salt.5. Place the rubber cork (or your thumb) over the opening of the test tube and cover completely. Turn the test tube down and up several times to ensure that the solutes mix as completely as possible6. Lower the test tube horizontally to the bottom of the fresh water tank. When it is lying flat on the bottom, remove the cork (thumb), and let the test tube sit on the bottom undisturbed. Observe the direction the colored water flows.7. In Diagram C, record your observations by drawing how the red salt water flowed. Color the flow red and draw arrows to indicate the flow direction.

8. Draw and label Diagram C

Part B-2:1. Repeat steps 1-4 from Part B-2.2. Lower the test tube horizontally, just below the surface of the water. Remove the


Student cork (thumb) while holding the test tube and observe the direction the red salt water flows.3. In Diagram D, record your observations by drawing how the red salt water flowed. Color the flow blue and draw arrows to indicate the flow direction.4. Remove the test tube from the plastic container. Rinse both with water and dry. 5. Draw and label Diagram D

Observations/ Data:(Part A)

Diagram A Diagram B

(Part B)Diagram C Diagram D

Results/ Conclusions:1. Based on your observations, which solution is denser: salt water or un-salted, dyed water?

______________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How does this activity model the convection currents occurring in the mantle? ___________ _________________________________________________________________________ __________________________________________________________________________


Student

Research Question: Research Questions: How does a less dense substance move within a denser substance? How does a denser substance move within a less dense substance?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



SSA Connection

1. When two objects at different temperatures are in contact, heat A. flows from the hotter to the cooler object. B. flows from the cooler to the hotter object. C. does not flow if the temperatures are not equal D. flows from the object with less thermal energy to the one with more.



Standing through an Earthquake Project Based STEM Activities for Middle Grades Science

(STEM 4.0)Benchmarks:SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building.SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions and creates mountains and ocean basins.

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You have been recently hired by an engineering firm and your first task is to design and create a building that can withstand the forces of an earthquake.

Expected Task: Develop a model of a building that will withstand the forces of an earthquake or result in minimal amount of damage. You must present your research and explain why you made this particular design. The group with the best design and explanation will get a bonus

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Vocabulary: Earthquake, Transform Boundary, Seismic Waves, Tectonic Plates, Tension, Compression,

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Criteria: Models should have moveable parts. Subsurface structure must be clearly identifiable. Models must be able to demonstrate the damaging

effects of an earthquake

Constraints: Limited to 6 circular objects from the materials list Demonstrations of the model must be under 2min

in length

Materials: Straws (large smoothie straws) Plastic plates Plastic cups Construction paper Skewers Popsicle sticks Scissors Glue Glue Sticks/Hot glue apparatus Tape 2 cardboard base (approximately 10 cm by 8 cm) or

2 scrub sponges per group


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Each group must do research, brainstorm ideas, come to a consensus and build a prototype of their building. Each group must complete a technical drawing with measurements and analysis of their design. Drawing must include possible surface and surface events that may affect Earth’s structure.

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Test the models and record observations of what happened to the model during the test.


- During construction, how did you test the stability of the building on your earthquake simulator model?

- Does your model demonstrates how the subsurface events ultimately effect the surface events of the Earth?

- Does building fit on testing base for the earthquake simulation of your model?

- Where did you use the circular objects? Why?- Where did you use flat plane objects? Why?

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Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include a description and explanation of their design and summarize how the model performed during testing.


Students will present their technical drawing and the results of how their model performed during testing. Students should present their project like they would to the group of engineers at the firm (new job).

Students will complete a Claim-Evidence-Reasoning to the following statement: How do subsurface events in the Earth cause changes to its surface?

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the PrototypeBased on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.


TeacherName: ___________________________ Date: _________________ Period: ______

CRAYON ROCK CYCLE LAB(STEM 2.0)

Benchmarks:SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Purpose of the Lab/ Activity:

Describe the processes that allow rocks to change from one type to another in a continuous cycle.

Background:The rock cycle describes the continuous processes that break down and form the three main rocks- igneous, sedimentary and metamorphic. Igneous rock is formed by the cooling and hardening of magma. Sedimentary rock is formed through weathering and erosion, deposition, compaction, and cementation of rock fragments. Metamorphic rock is formed by great heat and pressure on a rock that causes it to change form into a metamorphic rock.

Vocabulary: heat, temperature, kinetic energy, density, model, rock cycle, igneous rock, sedimentary rock, metamorphic rock, solid, liquid, lithosphere, heat, crust, mantle, inner core, outer core, oceanic crust, continental crust, convection,

Problem Statement: How can crayons be used to model the rock cycle?

Materials:

1 penny per student 2 large sheets of tin foil per group 1-2 crayons per student 1 large/heavy textbook 2 paper plates per group Newspaper to cover work area 1 Styrofoam cup per group Boiling hot water


Teacher

Procedures:

1. Collect all materials2. Using the penny, shave the crayon down into small pieces onto

the paper plate. All shaving of crayons should be finished in 5 minutes max (make sure to peel the paper off the crayons).

3. Stop and reflect in your group about what process in the rock cycle is being completed.

4. Transfer the sediment onto the sheet of tin foil so that the entire pile is at the center of the foil (at this point as much sediment as possible from all group members should be on the foil).

5. Fold the piece of foil on top of the pile and place the text book on top. Gently push twice on the text book. Unfold the foil and look at the rock. What type of rock has now been created? What process occurred? What characteristics do you notice about the rock? _____________________________________________________________________ _____________________________________________________________________

6. Bring water to boiling on a hot plate and pour some into the cups. Place the rock back inside the folded tin foil and hold it above the boiling water for about 15 seconds, and then to push the textbook on top again, but harder this time.

7. Unfold the foil and look at the rock. Now what type of rock has been created? What process did it undergo in order to be changed? What characteristics do you notice about the rock? _____________________________________________________________ _____________________________________________________________________

8. Shape the second piece of foil (a new one) into a sort of boat such that there is a space in the middle for the rock and the foil is high on the sides. Place your rock in the center of the boat (again as much sediment as possible). Float your tin foil boat on the boiling water for about 30 seconds. This is the coolest part because the crayons completely melt back into wax and all of the colors blend together. Carefully pull your boat out of the water and let it cool.

9. Then, pop your rock out of the foil. What type of rock has now been created? What process occurred? What characteristics do you notice about the rock? _________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


http://www.uen.org/Lessonplan/preview.cgi?LPid=16319

TeacherObservations/ Data:Process of the lab activity Process of the rock cycle

Shaving down of crayons

Transferring of the sediment onto the sheet of tin foil

Pushing on the pile of crayon with the textbook

Holding the rock in the tin foil above the boiling water and then pressing the textbook on the rock after

Floating the tin foil boat on the boiling water for about 30 seconds with the rock in the center of the boat

Cooling of the melted crayons

Results/ Conclusions:1. What type of rock does each of the processes of the rock cycle form? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Teacher

Research Question: How can crayons be used to model the rock cycle?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



SSA Connection1. What must happen in order for a metamorphic rock to be transformed into an igneous rock?

A. It must be compressed by high temperatures and pressure within Earth's crust.B. It must be soaked in water until it dissolves and reforms in a different shape.C. It must be pulled under Earth's crust, melted, and forced out above the crust to cool. D. It must be weathered into sand grains and compressed into multiple layers.

2. The processes involved in the rock cycle take place over millions of years. Which of the following describes a phase of the rock cycle that takes longer to produce results?

A. Rocks are eroded by wind and rain.B. Eroded rocks travel by wind or moving water.C. Rocks form layers of sediment and solidify into new rocks.D. Rocks are pushed to Earth's surface by tectonic forces.

3. Both Ocala, Florida, and Lexington, Kentucky, are good places to raise racehorses, in part because of the limestone near the surface in both places. Calcium from the limestone helps make a horse's leg bones stronger and better able to withstand the pounding stress of running. Knowing that the Bluegrass Region around Lexington also sits on top of limestone, what other land features are also likely to be found there?

A. sand dunes, lakes, and springsB. prairies, swamps, and marshesC. sinkholes, caves, and aquifers D. shallow rivers, flat land, and quartz sand

4. The oldest rocks on Earth are found in Canada near the center of the North American Plate. Where would be the most likely place to find very young rocks?


TeacherA. in Northern India, where the plates are colliding

B. in the Hawaiian Islands, where a plate passes over a hot spot C. in Southern California, where two plates are sliding past each otherD. in the middle of the South American Plate, where there is no plate boundary



Water Filtration

Project Based STEM Activities for Middle Grades Science(STEM 4.0)

SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

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The main mall in your neighborhood is having a problem with cloudy water in their stream that runs through their scenic garden area. The owner of the mall contacts the We Filter the Water Company about the problem with the stream and they hire you to come up with a way to filter the water so that it is crystal clear. The water does not have to be clean enough to drink since it is only used in the stream.

Expected Task: Using the available materials, students will brainstorm and devise a filtration process that will result in the cloudy water being clearer. Students will be given a $50 budget to purchase materials for their filtration process. Students must provide a written explanation of their process and a technical diagram of their design.

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Vocabulary: Pollutant, Filtration, Sediments

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Criteria: Your team has a $50 budget to buy materials for your water filter.

All filter materials must be put into the cup with a hole at the bottom.

You must use at least 4 of the materials provided.Constraints: 30 Minutes to purchase materials and construct the

filter Must fit into the filter cup with hole at the bottom Must use 4 or more of the materials Effectiveness of the filter will be based on water

quality - how clean it looks Your filter will have 10 minutes to get ½ cup of

cleaned water You can put water through the filter more than once in

the 10 minutesMaterials: Gravel $10 per ½ cup

Sand $10 per ½ cup Cotton Ball $1 each Coffee Filter $10 each Cheese Cloth $5 each Screen $5 each Plastic cup with hole in bottom for each group “Polluted” Water prepared by the teacher


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Test the water filters and record observations of how clean (clear) the water becomes.Compare their filtered water to three samples prepared by the teacher.


What is the goal of the design challenge? What are the limits (constraints) that you need to

consider when designing your water filter? How can you determine how successful your design is? Will the filter work quickly? Did you use a lot of material in your filter? Is your filter “expensive”? What are your strengths and weaknesses in your water

filter design?

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Project Summary: Provide a description and explanation of your design and summarize how the model performed during testing.


Present your diagram of the water filter and explain the cost of their design and explain the results of how their design performed during testing. Students should present like they talking to the owner of the water company, to “sell” their water filter the best idea to clean the water in the mall’s stream.



FOSSILS AND THE LAW OF SUPERPOSITION(STEM 2.0)

Source: http://www.uen.org/

Benchmarks:SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4)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. (AA)

Objective/Purpose: Use your knowledge about fossils to arrange fossil pictures in sequence from oldest to youngest. Explain how fossils can be used to make inferences about past life, climate, geology, and

environments.

Background: Scientists have good evidence that Earth is very old, approximately four and one-half billion years old. Scientific measurements such as radiometric dating use the natural radioactivity of certain elements found in rocks to help determine their age. Scientists also use direct evidence from observations of the rock layers themselves to find the relative age of rock layers. Specific rock formations indicate a particular type of environment existing when the rock was being formed. For example, most limestone represents marine environments, whereas, sandstones with ripple marks might indicate a shoreline habitat or riverbed.

The study and comparison of exposed rock layers or strata in different areas of Earth led scientists in the early 19th century to propose that the rock layers could be correlated from place to place. Locally, physical characteristics of rocks can be compared and correlated. On a larger scale, even between continents, fossil evidence can help in matching rock layers. The Law of Superposition, which states that in an undisturbed horizontal sequence of rocks, the oldest rock layers will be on the bottom, with successively younger rocks on top. The Law of Superposition allows geologists to correlate rock layers around the world. This also means that fossils found in the lowest levels in a sequence of layered rocks represent the oldest record of life there. By matching partial sequences, the truly oldest layers with fossils can be identified.

By correlating fossils from various parts of the world, scientists are able to give relative ages to particular strata (layers). This is called relative dating. Relative dating tells scientists if a rock layer is “older” or “younger” than another, based on the fact that older rocks are pushed down and newer rocks are found above. If certain fossils are typically found only in a certain rock unit and are found in many places worldwide, they may be useful as index or guide fossils in finding the age of undated strata. By using this information from rock formations in various parts of the world and correlating the studies, scientists have been able to construct the Geologic Time Scale. This relative time scale divides the vast amount of Earth history into various sections based on geological events (sea encroachments, mountain-building, and depositional events), and notable biological events (appearance, relative abundance, or extinction of certain life forms). In this activity, you will use the Law of Superposition to fossils in the correct order in which they formed.


Student

Problem Statement:How do paleontologists/scientists use fossils to give relative dates to rock strata?

Vocabulary: Law of Superposition, Radiometric Dating, Geologic Time Scale, strata

Materials: Nonsense Cards for Activity 1, Fossil Set Cards (8 total) for Activity 2

Procedures: Explore Activity 1-1. On your desk, you have 8 large colored index cards with nonsense letters placed on them.2. Your task is to determine what the correct sequence of the letters. 3. Clues:

The card with the letters “C” and “T” is on the bottom, or the oldest layer Look for a card that has either a “T” or “C” written on it for the second layer Each layer must have a letter from the layer below.

Analysis of Activity 1:1. After putting the cards in order, write down the sequence of letters for easy checking. Start at the bottom going oldest to youngest. ____________________________________________2. How do you know “X” is older than “M”? Explain. ____________________________________________________________________________________________________________3. Explain why “D” in the rock layer represented by DM is the same age as “M.” ____________ ____________________________________________________________________________4. Explain why “D” in the rock layer represented by the OXD is older than “D” in the rock layer represented by DM. ___________________________________________________________ ___________________________________________________________________________

Explore Activity 2:1. Look carefully at the second set of cards with sketches of fossils on them. Each card represents a particular rock layer with a collection of fossils that are found in that particular rock stratum. All of the fossils represented would be found in sedimentary rocks of marine origin. 2. The oldest rock layer is marked with the letter “M” in the lower left-hand corner. Find a rock layer that has at least one of the fossils you found in the oldest rock layer. This rock layer would be younger as indicated by the appearance of new fossils in the rock stratum. Remember that extinction is forever. If an organism disappears, it cannot reappear later. Use this information to sequence the cards in a vertical sequence of fossils in rock strata from oldest to youngest.

Analysis of Activity 2 : 1. List the order of the cards from “Oldest” to “Youngest”. ______________________________2. How does this activity relate to how geologist identify the ages of rocks? ____________________________________________________________________________________________3. Give examples from this lab on how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Content Analysis: (Hint! Use Background information if you need help.)


Student1. According to most scientists, how old is the Earth? _________________How do they know? ___________________________________________________________________________2. Give an example of how specific rock formations indicate a particular type of environment existing when the rock was being formed. _____________________________________________________________________________________________________________________3. How do scientists measure the absolute or exact age of Fossils or rocks? __________________________________________________________________________________________4. What are index or guide fossils? _______________________________________________

5. What was used to create the Geologic Time Scale? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. Scientists use several methods to identify the age of the Earth, its layers, and fossils. Which method do you think is the most reliable for determining age? Explain your reasoning. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: How do paleontologists/scientists use fossils to give relative dates to rock strata?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



SSA Connection

1. Why is it most likely that fossils will be found in sedimentary rock rather than igneous or metamorphic rock?

A. Molten sedimentary rock burns up living organisms and fossilizes them as it cools.B. Animals can dig into sedimentary rock, and some are trapped inside and fossilize.C. Sedimentary rock breaks apart most easily, so fossils inside are seen more often.D. Organisms can get trapped and fossilize as the layers of sedimentary rock form.


Student2. When archaeologists were looking for remains of the first British settlement in America at Jamestown,

Virginia, they had to dig more than a meter into the ground before they began finding things the settlers had left, such as pottery, buttons, glass bottles, and wooden posts. Why did they have to dig so deep to find these things?

A. The settlers must have buried their trash in deep pits for these things to be so far down.B. Over time, soil layers built up over the remains of the settlement and buried it. C. When the settlers had to leave, they hid their valuables underground.D. The weight of the houses they built made the items sink into the ground.

3. Jason lives on a ranch in Wyoming. There is a large sedimentary rock outcrop on the ranch. He found one fossil embedded in the rock near the top of the outcrop and another embedded in the rock almost at the bottom of the outcrop. What do their positions tell him about the two fossils?

A. The lower fossil is older than the upper fossil. B. The upper fossil is older than the lower fossil.C. The upper fossil must be that of a climbing animal.D. The lower fossil must have washed down from the top.

4. Sometimes the layers in a rock face look as if they have been bent or broken. What is the most likely cause of this?

A. uneven deposition of sediment as the rock formedB. folding and faulting in an earthquake C. weathering and erosion of some rock layersD. lava flows in a volcanic eruption


StudentName: ________________________ Date: ____________

Becoming Whales: Fossil Records(STEM 2.0)

Adapted from Becoming Whales: Experiencing Discoveries of Whale Evolution by Larry Flammer, 8 October 1997 [revised Nov. 2002] http://www.indiana.edu/~ensiweb/lessons/whale.ev.html

Benchmark: SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.

Background: Have you ever wondered how whales got here? What did they once look like?If, as it is widely believed by paleontologists, whales did evolve from terrestrial mammals, we should be able to find the fossil remains of early “pre-whales”, probably somewhat whale-like, but with legs of varying degrees of reduction and certain other features of varying degrees of similarity to ancestral and modern whales. In this activity, you will be investigating how paleontologists believe whales have morphed.

Procedures: 1. Take the five drawings of fossils whales (either in full or partial), that lived between 55 and 34 million years ago and analyze the difference between the whales.2. Cut up the 5 different drawings of the reconstructions of what these “whales in the making” may have looked like. 3. Use the brief information sheet titled: WHALE HUNT: SEARCHING FOR WHALE FOSSILS which includes the critical morphological (=shape or form) features that paleontologists used to identify when the species existed during the Eocene Epoch approximately 58 million years ago to complete the Whale Evolution Data Table.4. In groups of 2-4, arrange these early whale “cousins” in the order on the Eocene timeline in which you think they may have appeared in the fossil record. Be sure to write down the evidence upon which you based your decisions.


StudentWhale Evolution Data Table:

Name Mesonychidse.g. Pachyaena

Pakicetus Ambulocetus Rhodocetus Basilosaurus Archaelcetes

Geological age (mya)Habitat (land, fresh water, marine, shallow sea, open ocean)

Skull, teeth, ear structure, types most like….

aquatic or land mammal?Limbs and tail:

Description:

Did it swim?

How?


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WHALE HUNT: BACKGROUND SEARCHING FOR WHALE FOSSILS

1. We have NO fossils of modern whales earlier than about 25 million years ago (mya). However, for many years, we have been finding a number of fossils of various primitive whales (archaeocetes) between 25 and 45 million years old, and somewhat different from modern whales, e.g. with very distinctive teeth. An example of these early whales would be Dorudon. Place the fossil picture strip of Dorudon at about 36 mya on your timeline (actual range about 39-36 mya); (“mya”=millions of years ago). Dorudon lived in the shallow warm seas around the world. This is supported by their fossils usually found in deposits indicative of fully marine environments, lacking any freshwater influx. They were probably distributed throughout the tropical and subtropical seas of the world.

2. As more fossils have been discovered from the early Eocene (55 to 34 mya), we searched for a land mammal from which whales most likely evolved. The group of animals that had features like those distinctive teeth that are also found in the earliest primitive whales are called the Mesonychids. A typical example of these animals was Pachyaena. The legs were presumably functional both on land and in the sea. It could easily support its own weight while on land; the tibia differs little from that of the fully terrestrial mesonychid. The Pachyaena live near the coastal areas, typically foraging in shallow water, wetlands and nearby shore vegetation. Mesonychids also had hooves, suggesting that whales may be related to other animals with hooves, like cows, horses, deer and pigs. Place the Pachyaena strip at about the 55 mya level on your timeline. Mesonychids lived from 58-34 mya.

3. In 1983, all we had were these primitive whales and mesonychids, with a big gap in between. This year, paleontologist Philip Gingerich was searching in Eocene deposits in Pakistan, and found the skull of an amazing fossil. It had teeth like the Dorudon whale, with whale-like ear bones and other features, but it was much older (50 mya), and there were indications that it had four legs. But the skull also had characteristics in common with the Archaeocetes, the oldest known whales. The new bones, dubbed Pakicetus, proved to have key features that were transitional between terrestrial mammals and the earliest true whales. One of the most interesting was the ear region of the skull. In whales, it is extensively modified for directional hearing underwater. In Pakicetus, the ear region is intermediate between that of terrestrial and fully aquatic animals. Possible semi-aquatic nature. However, in 2009 Thewissen et al. argued that "the orbits ... of these cetaceans were located close together on top of the skull, as is common in aquatic animals that live in water but look at emerged objects. Just like Indohyus, limb bones of pakicetids suggestive of aquatic habitat” (since heavy bones provide ballast).Somewhat more complete skeletal remains were discovered in 2001, prompting the view that Pakicetus was primarily a land animal about the size of a wolf. He called this Pakicetus, so place your Pakicetus strip on your timeline at 50 mya. Later, more complete fossils confirmed that it had 4 walking legs, with tiny hooves!

4. In 1990, in Egypt, Gingerich’s team found the tiny hind limb bones of Basilosaurus. There were lots of Basilosaurus skeletons there (once covered by the Mediterranean). Basilosaurus had first been discovered in the Appalachians of America. These new leg fossils were about 37 mya old, so place the Basilosaurus strip at 37 mya on your time line. The legs were about 2 feet long, and useless for carrying the animal on land. By 40 million years ago, Basilosaurus -- clearly an animal fully adapted to an aquatic environment -- was swimming the ancient seas, propelled by its sturdy flippers and long, flexible body. Yet Basilosaurus still retained small, weak hind legs -- baggage from its evolutionary past -- even though it could not walk on land. Both basilosaurids and dorudontids have skeletons that are immediately recognizable as cetaceans. A basilosaurid was as big as the larger modern whales, up to 18 m (60 ft.) long; dorudontids were smaller, about 5 m (16 ft.) long. They had a tail fluke, but their body proportions suggest that it swam by caudal undulation and that the fluke was not the propulsive organ. The forelimbs of basilosaurids and dorudontids


Studentwere probably flipper-shaped, and the external hind limbs were tiny and are certainly not involved in locomotion. Their fingers, on the other hand, still retain the mobile joints of their ambulocetid relatives

5. In early 1994, Gingerich was hunting in Pakistan again, in Eocene sediments, and found the fossil remains of a 4-legged early whale that was more recent than Pakicetus, and with more aquatic features (shorter legs, whale-like ear bones, skull with nostril between eyes and tip of nose). Rhodocetus shows evidence of an increasingly marine lifestyle. Its neck vertebrae are shorter, giving it a less flexible, more stable neck -- an adaptation for swimming also seen in other aquatic animals such as sea cows, and in an extreme form in modern whales. The ear region of its skull is more specialized for underwater hearing and its legs are disengaged from its pelvis, symbolizing the severance of the connection to land locomotion. The ear bones of Rodhocetus are already very whale-like, though the swimming style is very different. Rodhocetus is more obviously aquatic than earlier known species and had large, paddling hind feet to propel it through the water. It also had a strong tail which may have helped to act as a rudder. He called it Rodhocetus. Place the Rodhocetus strip at 46 mya. Rodhocetus also had tiny hooves on its toes!

6. NOW, notice the gap between the very terrestrial Pakicetus at 50 mya and the clearly more aquatic Rodhocetus at 46 mya. Talk with your partners about what you think an animal intermediate between Pakicetus and Rodhocetus might look like, and where you would most likely find that animal. Make a sketch of what you think it would look like and what habitat it might have lived in.

7. After most of you have “made your predictions” (show your drawings to your teacher), you will be shown the next discovery...

8. In late 1994, Hans Thewissen (one of Gingerich’s students) was searching ....where?.....[right, Pakistan]... in 49 my old deposits, and found a nearly complete fossil of what he called “The Walking Whale” - Ambulocetus. Place the Ambulocetus strip at 49 mya years ago, between Pakicetus and Rodhocetus. It was about the size of a large sea lion, and with its huge hind feet, probably swam like an otter. It also had whale-like ear-bones and little hooves on its toes! Ambulocetus, was an amphibious animal. Its forelimbs were equipped with fingers and small hooves. The hind feet of Ambulocetus, however, were clearly adapted for swimming. Functional analysis of its skeleton shows that it could get around effectively on land and could swim by pushing back with its hind feet and undulating its tail, as otters do today. Having the appearance of a 3 meter (10-foot) long mammalian crocodile, it was clearly amphibious, as its back legs are better adapted for swimming than for walking on land, and it probably swam by undulating its back vertically, as otters and whales do. It has been speculated that Ambulocetids hunted like crocodiles, lurking in the shallows to snatch unsuspecting prey. Chemical analysis of its teeth shows that it was able to move between salt and fresh water. Scientists consider Ambulocetus to be an early whale because it shares underwater adaptations with them: it had an adaptation in the nose that enabled it to swallow underwater, and its periotic bones had a structure like those of whales, enabling it to hear well underwater. In addition, its teeth are similar to those of early cetaceans. Ambulocetus ("walking whale") was an early cetacean that could walk as well as swim. Ambulocetids inhabited the bays and estuaries of the Tethys Ocean in northern Pakistan. It is clear that ambulocetids tolerated a wide range of salt concentrations. Hence, ambulocetids represent the transition phase of cetacean ancestors between fresh water and marine habitat.


StudentSSA Connection

1. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes. C. The animal ate too much food.D. The Glyptodon had genetic variation.

2. When paleontologists study fossils, which is true of the fossil record that they find?

A. The fossil record shows that organisms have changed very little over time.B. The fossil record is inconsistent with the scientific theory of evolution.C. The fossil record is very limited and offers little knowledge about the history of life.D. The fossil record shows how different groups of organisms have changed over time.

3. Scientists believe that the modern horse developed from a short, horse-like mammal about the size of a dog. Over millions of years, the horse increased in size and developed much longer legs. Horses with longer legs had a better chance of surviving than the shorter-legged members of the herd. How did longer legs help horses survive?

A. They allowed the horses to reach nuts in trees.B. They allowed the horses to outrun predators. C. They allowed the horses to carry more body weight.D. They allowed the horses to capture prey.



MOTH CATCHER(STEM 2.0)

Source: Predator Avoidance Camouflage (http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf)

Benchmarks: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. (AA)

Background Information: Butterflies and moths have evolved several strategies to keep from being eaten. These include warning coloration, camouflage, and even Mimicry. In bright warning coloration, yellow-and-black, orange, or red, warn birds and other predators that such insects may bite, sting, taste badly or are poisonous. In camouflage Moths and many butterflies, particularly females, have earth-tone colors or patterns that resemble tree bark, lichens, or leaves. This “cryptic coloration” allows them to avoid predators by blending into their surroundings. In Mimicry, some butterflies and moths deter predators by copying the color pattern of other less edible species or other insects, plants, and animals. There are two types of mimicry known. Batesian Mimicry and Mullerian Mimicry. In Batesian Mimicry, some harmless Lepidoptera species “pretend” to be poisonous and predators avoid them. In Mullerian Mimicry, two different species copy the warning characteristics of one another and are both poisonous or distasteful. When a predator attacks one of the two, it remembers the color. Mimicry, Camouflage and warning coloration has been studied continuously and are a great examples of how environmental factors contribute to evolution and diversity of organisms. In this lab, you will practice camouflage and survival.

Problem Statement: How does genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms?

Objectives/Purpose: Identify ways in which genetic variation and environmental factors contribute to evolution by

natural selection and diversity of organisms.

Materials: Tape Crayons and/or markers Scissors Drawing paper

Procedures:

1. You are going to play a camouflage game. You will take turns being Predators, and are going to make butterflies that will be prey to another group.2. Draw, color, and cut a butterfly that would be able to blend in with some part of this classroom. (Think of size, and coloration) 2. When told to do so, place the cutout on the room’s perimeter (environment) to best camouflage them using a piece of tape. Your challenge is to have the moth survive an outside predator! 3. All moths must be placed in plain sight. (They can’t be partially covered by objects!) Moths can’t be placed on the ceiling or the floor! Your Moth will be exposed to predators. EL7_2016 M-DCPS Department of Science 73

http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf

http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf

http://en.wikipedia.org/wiki/File:Lichte_en_zwarte_versie_berkenspanner.jpg

http://en.wikipedia.org/wiki/File:Lichte_en_zwarte_versie_berkenspanner.jpg

Student4. When Predators are set loose, they can only make 1 complete trip around the room looking for food. Once they have passed a spot they cannot go back to it.5. When you are the predators, decide who will be the Bird, Bat, Dragonfly, Spider, Mice, Lizard, or Frog that will eat the butterfly or moth.

Data:

Predator Number of

Lepidoptera

eaten (Moths)

Bird

Bat

Dragonfly

Spider

Mice

Lizard

Frog

Explain:1. Analyze your data. Identify which “Predator” collected the most Lepidoptera? _________________________________

2. What strategy did that “Predator” use to make him/her more successful? ______________________________________________________________________________________

3. How does their strategy relate to a strategy used in nature? _________________________________________________________________________________________________

4. Asses what this experiment shows about how prey is selected by predators? ____________________________________

________________________________________________

5. Infer how this activity models natural selection? ________________________________________________

________________________________________________ EL7_2016 M-DCPS Department of Science 74

Student________________________________________________

6. Explain how luck and location are important factors. ________________________________________________________________________________________________

7. Which moth coloration (light or dark) would be the best adaptation for a newspaper background? Explain. _________________________________________________________________________

8. Compare and contrast advantage(s)/disadvantage(s) of using camouflage as a survival strategy. Advantages: ___________________________________________________________________ Disadvantages: _________________________________________________________________

Conclusion:

1. In England during the industrial revolution, factories burned so much coal that the trees in the countryside gradually became coated with dark soot over a long period of time. Infer how the moths in this area responded/adapted to their slowly changing environment? ____________________________________________________________________________________________________________________________________________________________________________

2. How did the environmental factors of soot affect the evolution of the species? __________________________________________________________________________________________________________________________________________________________________________3. What field of science would a scientist studying Lepidoptera species fall into? _____________________________________________________________________________________4. What methods might that scientist use to learn about the species? __________________________________________________________________________________________________________________________________________________________________________

5. Examine the table below. Construct a graph to represent the data. Plot the years of study on the x-axis and the number of moths captured on the y-axis. You should have 2 lines on your graph –one for light moths, and one for dark moths.


Student

Year# of Light

Moths Captured

# of Dark Moths

Captured

2 537 112

3 484 198

4 392 210

5 246 281

6 225 337

7 193 412

8 147 503

9 84 550

10 56 599

Research Question: How does genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)


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


SSA Connection

1. Which of the following causes gradual changes in a population to produce a new species and is often referred to as "survival of the fittest?"

A. natural selection B. symbiosisC. isolationD. adaptation

2. Most tortoises have large domed-shaped shells rather than flat shells. Which of the following best explains why?

A. Tortoises are amphibians, and domed shells are better for swimming.B. There is little genetic variation in tortoises.C. Having a flat shell is the result of injury.D. Domed shells offer an advantage for survival.

3. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?


StudentA. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes. C. The animal ate too much food.D. The Glyptodon had genetic variation.


Student Name: ___________________________ Date: _________________ Period: ______

Bird Beak Adaptation(STEM 2.0)

Adapted from Bertha M. Vazquez, TIES Teaching Materials

Benchmark:

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. 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.) SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

Purpose: To learn about the advantage of phenotype variation and food as a limiting factor through a simulation of birds with different types of beaks competing for different foods. This lab activity will help students understand how natural selection, the driving force of evolution, acts on a population.

Background:

Animals depend on their physical features to help them obtain food, keep safe, build homes, withstand weather, and attract mates. These physical features are called physical adaptations. In the wild, animals with variations that enable them to take advantage of available foods and resources will be more likely to survive. This process ensures that beneficial adaptations will continue in future generations, while disadvantageous characteristics will not.

Natural selection can cause a population to change overtime, or evolve. For natural selection to occur, four basic conditions must exist: 1. There must be variation in a population. 2. Not all individuals in the population survive to reproduce. 3. Survival is not random; the ones who do survive and reproduce have an advantage over their fellow

members of the same population. They have an advantageous trait, a trait that helps them survive. 4. This advantageous trait possessed by the survivors MUST be heritable; it is genetically passed on to

its offspring. Problem Statement:Which beak type has the best features for collecting “food” and helping an individual bird survive in a changing environment?

Materials:

Hard food item – dried beans, Skittles or M&Ms

Soft food item – raisins or mini marshmallows

Stop watch

4 beak models: a plastic spoon,a plastic knife, a plastic fork and a toothpick (can be changed to using other tools such as binder clips, clothes pins, plastic forceps or


Studentchopsticks)

4 cups (model mouths) 2 large paper plates

Procedures:ProceduresSoft Food Trials:

1. Fill your group’s paper plate with the soft food items and place it in the center of the lab table. 2. When the teacher says “go,” each person will have 10 seconds to collect as many food items as

possible, but each student must collect only one item at a time3. When the teacher says “stop,” all birds will put down their beaks.4. Record data after each feeding session on the data log titled, “Food Items Collected by Each

Beak Type: Soft Food Trials.”5. After each trail, you are to use a different “beak”.6. Repeat steps 1-5 for 3 additional trials so that each group member will have a turn to feed with

each beak type.7. Calculate the mean number of soft food items collected by each bird.

Read the following scenario about a Changing Environment to students.

You and your fellow birds live on an island with plentiful rainfall; that is why your food items are soft. However, a terrible drought begins and the trees on your island begin producing much harder seeds. You and your fellow birds must adapt to this change in the environment or starve to death. Hard Food Trials:

1. Fill your group’s paper plate with the hard food items and place it in the center of the lab table.2. When the teacher says “go,” each person will have 10 seconds to collect as many food items as

possible, but each student must collect only one item at a time. 3. When the teacher says “stop,” all birds will put down their beaks4. Record data after each feeding session on the data log titled, “Food Items Collected by Each Beak

Type: Hard Food Trials.”5. After each trail, you are to use a different “beak”.6. Repeat steps 1-5 for 3 additional trials so that each group member will have a turn to feed with each

beak type.7. Calculate the mean number of soft food items collected by each bird.

Data:


Student

Food Items Collected by each Beak Type (Phenotype)Soft Food Trials

Beak Type(Phenotype) Trial 1 Trial 2 Trial 3 Trial 4

Mean of Trials1-4

ToothpickSpoonForkKnife

Food Items Collected by each Beak Type (Phenotype)Hard Food Trials

Beak Type(Phenotype) Trial 1 Trial 2 Trial 3 Trial 4

Mean of Trials1-4

ToothpickSpoonForkKnife

Food Items Collected by each Beak Type (Phenotype)Class Data:Class Results: Mean Soft Food Items Collected by each Beak Type (Phenotype)

BeakType

MeanResultsGroup 1

MeanResultsGroup 2

MeanResultsGroup 3

MeanResultsGroup 4

MeanResultsGroup 5

MeanResultsGroup 6

ClassMeanResults

ToothPickSpoonForkKnife

Class Results: Mean Hard Food Items Collected by each Beak Type (Phenotype) BeakType

MeanResultsGroup 1

MeanResultsGroup 2

MeanResultsGroup 3

MeanResultsGroup 4

MeanResultsGroup 5

MeanResultsGroup 6

ClassMeanResults

ToothPickForkKnifeSpoon


StudentAfter collecting your data, you will share it with the rest of a class to create a class data table.

Conclusion:1. The first basic condition for natural selection to occur is that there must be variability within a species. What variability was present in the population of utensil birds? (Describe the features of each beak.)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Before the terrible drought, which beak types gathered the most food items?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. After the terrible drought, which beak type was most successful?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Over time, if drought conditions continue, what will happen to the number of birds with the spoon beaks in the population? What will happen to the birds with the other beak types?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. As the individuals of the species change over time, the whole species may begin to look very different. It may even become a completely different species. What is the name of this process that causes species to evolve? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


StudentClaim-Evidence-Reasoning:

Research Question: Can the inability of a species to adapt within a changing environment contribute to the extinction of that species?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



SSA Connection

1. A certain reptile species is an herbivore and exists only on an isolated island. Which of the following would most likely result in the extinction of the reptile species over a period of twenty thousand years?

A. The reptile species produces many offspring with many unique traits, and the vegetation remains constant.

B. The reptile species produces few offspring with some unique traits, and the vegetation remains constant.

C. The reptile species produces few offspring with no unique traits, and the vegetation changes quickly.

D. The reptile species produces many offspring with some unique traits, and the vegetation changes slowly.


Student

Name: ___________________________ Date: _________________ Period: ______

Beak Design(STEM 4.0)

Project Based STEM Activities Middle Grades Science Benchmarks:SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. 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.SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites

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The environment is slowly changing on this planet, and this change affects all life that lives here. Birds are a good example of how they have evolved (changed) over time to ensure their survival. Think about different types of birds and relate their shape and size of beak to what they eat. An organization that focuses on saving bird species has hired several people to investigate the survival of birds on a group of islands in the middle of the ocean. Scientist have observed that these islands are evolving and they want a study done that will predict what changes in the birds’ beak design will ensure they are able to find food in the future.

Expected Task: Using the available materials, students will research, brainstorm and design a model of a bird beak that will be able to pick up as much available food as possible in a given amount of time

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Vocabulary: Traits, Natural Selection, Evolution, Variation

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Criteria: You can only use up to two of the materials provided. Each plate represents an island with a specific environment

and type of food Your model is only to be used on one of the islands and

therefore one type of food. The model of the bird beak must be operated by one

person.

Constraints: When testing your bird beak model, you will only have 10 seconds to pick up as much food as possible.

The food MUST be deposited in the cup which represents the bird’s stomach.

You may NOT use your hands to aid in the collection of food.

Only one person from the group can operate the bird beak model while testing.


Student Another team member will hold the cup (bird’s stomach)

You must use the same type of food for each testing trial.

Materials: Provide a variety of materials(for bird beaks) Tweezers Plastic Forks Binder Clips Chop Sticks Clothes Pins Masking Tape Paper Clips Squares of Screen Material Toothpicks

Other Materials: Paper Plates which represent feeding ground (optional to

cover with Easter grass or other material) Bird Food: raisins, bird seed, thin rubber bands, bean seeds Cup (represents bird’s stomach) Stopwatch

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Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a model of their bird beak. Each group must create a technical diagram of their model bird beak.

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Groups will test their model of the bird beak multiple times (six times) using the plate of food (represents one of the islands) they choose. Students will complete a data analysis.


Why did you choose this design and materials for your bird beak?

Does your model perform the way you expected? What are the strengths and weaknesses of your model? What role does natural selection play in the evolution of

birds?

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Project Summary: Provide a description and explanation of their model and summarize how the model performed during testing. Students must also include their technical diagram.


Present your technical diagram of their bird beak model and explain the results of how their design performed during testing. Students should present like they talking to the members of the bird organization which focuses on the survival of bird species.


Student

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the PrototypeBased on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design.



Everglades Biodiversity(STEM 1.0)

Benchmarks:SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC.7.E.6.6: Identify the impact that humans have had on Earth.

Background: (Source: www.epa.gov)All organisms in an ecosystem need energy to survive. This energy is obtained through food. Producers obtain energy by making their own food whereas consumers must feed on other organisms for energy. This dependence on other organisms for food leads to feeding relationships that interconnect all living things in an ecosystem. A food chain illustrates the simplest kind of feeding relationship. For example, in a forest ecosystem, a grasshopper feeds on plants. The grasshopper is consumed by a spider and the spider is eaten by a bird. Finally, that bird is hunted by a hawk. A food chain clearly shows this pathway of food consumption.

You could probably think of another food chain for a forest ecosystem. In fact, many different food chains exist in ecosystems. Although there are many different kinds of food chains, each food chain follows the same general pattern. A link in a food chain is called a trophic, or feeding level. The trophic levels are numbered as the primary, secondary, and tertiary consumer levels, starting with the producers.

In this activity, you will be constructing a food web of Everglades Ecosystems and identifying the impact within their environment.

Problem Statement: Part A: How does energy flow in an ecosystem as it transferred through the food web? Part B: In what ways do human activities positively and negatively impact ecosystems?

Vocabulary: food chain, food web, producer, primary consumer, secondary consumer, tertiary consumer, decomposer, energy transfer, invasive species, conservation.

Materials: (per group) Everglades Biodiversity Background & Pictures, butcher or poster paper.

Procedures:1. As a group, read and review the Background information on each of the Everglades Biodiversity.2. Each student should read an organism to the group.


Student3. Discuss and arrange each of the Everglades organisms into a food web on the Poster board or Butcher paper. Draw arrows between each food source and the organism that eats that food. (Remember that the arrow represents the flow of energy.) Note: Some omnivores may be primary consumers or secondary consumers and so on.

Observation/Data Analysis: Individual Assignment1. Identify 1 food chain from your completed web that consists of at least 4 energy levels (Put arrows in between to identify energy flow). ______________________________________________________________________________________________________________________________________________ 2. Identify the organisms provided as:Producers: _________________________________________________________________Primary: __________________________________________________________________Secondary: ________________________________________________________________Tertiary:___________________________________________________________________Decomposers: _____________________________________________________________

Data Analysis: 1. Review your food web. In nature, how would the amount of secondary consumers in an ecosystem compare to the amount of producers? _____________________________________________________________________________________________________________________________________________2. What would be the benefit of being a producer in terms of energy? _________________________________________________________________________________________________________________3. Large predatory fish are usually found as secondary or tertiary consumer. What does this mean in terms of the amount of energy that is available to them? ________________________________________________________________________________________________________________________________

Results/Conclusion: Directions: Analyze the information provided and answer the following questions.

Snail Kite, Florida Apple Snail, & Wood Stork1. Explain why the population of the Snail Kite Hawk is affected by the Florida Apple Snail population. _________________________________________________________________________________________________________________________________________________________________________

2. Both the Apple Snail and the Snail Kite are endangered species. Based on your food web, which of these two organisms is more crucial to the success of the food web? Explain your answer. Defend your answer based on your food web. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. The Wood Stork’s feeding technique improves in the dry season as fish are concentrated in areas of low elevation. In the wet season, the fishes are spread and the Wood Stork has to work harder along the shores to find food. Humans often control the water levels in the Everglades by opening up the Flood gates and releasing water into the ocean. How can humans controlling water levels affect the Wood Stork population? ________________________________________________________________________________________________________________________________________________________________4. How can humans controlling the water levels affect other species of aquatic life? ______________________________________________________________________________________ EL7_2016 M-DCPS Department of Science 88

Student5. In a natural Everglades water flow, the population of wading birds like Wood stork and Snail Kite alternate back and forth. The Snail Kite does best in constant water levels because the Apple Snail needs a specific amount of moisture to grow and thrive. Wading birds such as the Wood Stork, feed easier in low water levels which is opposite. Explain how one species is affected while another species benefits. ____________________________________________________________________________________________________________________________________________________________________________

American Alligator6. How would a decline in the alligator population affect the business of the fishermen? Explain why. ______________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________7. The Alligator and the Python are competing for top predator. What affect can the introduction of a non-native species have on an ecosystem? ___________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Florida Panther8. The Florida Panther has been primarily affected by habitat loss. What impact have humans had on affecting the Florida Panther population? _________________________________________________________________________________________________________________________________________

Sailfin Catfish9. Explain how the introduction of the Sailfin Catfish to a new ecosystem can have a negative impact on food web. Explain why the Sailfin Catfish population has been so successful in the Everglades ecosystem. ____________________________________________________________________________________________________________________________________________________________________________

Turkey Vultures10. Turkey Vultures are scavenger organisms that maintain a pecking order within their family groups. Within a Vultures pecking order, the “head” vulture feeds and then the other vultures feed in order. Why are scavengers important in an ecosystem? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mosquito Fish11. The Mosquito Fish (although native to Florida) has been introduced to areas and other countries in order to control Mosquito populations. What are some effects that can have on other ecosystems? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Eastern Bluebird / Purple Martin BirdsThe Eastern Bluebird like the Purple Martin birds was reintroduced after being almost wiped out completely in South Florida. Since this migratory species of birds are cavity nester, their habitat has been decimated due to deforestation. Many homeowners and schools are creating habitat by having houses and gourds to encourage their nesting and reestablish populations.

Extension: Write a paragraph discussing how human activities can lead to the extinction of several species including the Eastern Bluebird and design a process to restore endangered species. EL7_2016 M-DCPS Department of Science 89

Student

Research Question: How does energy flow in an ecosystem as it transferred through the food web?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



SSA Connection

1. Sharks are the apex (top) predator of the marine ecosystem. They maintain the balance of the marine environment by eating many of the smaller fish and other marine animals. If shark populations decrease, many of these animals will reproduce at such a rate that it would cause a great strain on marine resources. Which of the following relationships is most similar to the relationship of the shark to the marine ecosystem?

A. A frog eats flies and lizards in a swamp ecosystem.B. A grasshopper eats leaves in a grassland ecosystem.C. A wolf eats small mammals an in a forest ecosystem. D. A scorpion eats insects and arthropods in a desert ecosystem.

2. Sadie knows that bacteria can make people sick. Her teacher told her that bacteria are also necessary in any ecosystem. What positive role do bacteria play in an ecosystem?

A. Bacteria help in the transfer of oxygen between cells in multi-cellular organisms.B. Bacteria break down organic material and return nutrients to the surrounding environment. C. Bacteria use photosynthesis to create a major food source for animals in an ecosystem.D. Bacteria release large amounts of oxygen into the atmosphere.


StudentEverglades Biodiversity

Snail Kite Hawk - The slender, curved bill of this medium-sized raptor is an adaptation for extracting the kite’s primary prey, the apple snail, from its shell. Because of its highly specific diet composed almost entirely of apple snails, survival of the Snail Kite depends directly on the hydrology and water quality of these watersheds, each of which has experienced pervasive degradation as a result of urban development and agricultural activities. Snail Kite was listed as endangered in 1967.

Turkey vulture - Vultures are primarily scavengers, feeding on dead animals. They soar the south Florida skies sometimes miles apart from each other but when a vulture sees or smells food, others may be watching and may move in that direction. Soon, a large group of vultures may be circling gracefully over a carcass.

Florida Panther - Once common throughout the southeastern United States, fewer than 100 Florida panthers are estimated to live in South Florida today, making it a highly endangered species. Florida panthers were heavily hunted after 1832 because they were perceived as a threat to humans, livestock, and game animals. The species was nearly extinct by the mid-1950s. Today, the primary threats to the remaining panther population are habitat loss and lack of genetic variation due to inbreeding. Urban development and the expansion of agricultural farmland have reduced the amount of suitable panther habitat. Other factors include mortalities from collisions with automobiles, territorial disputes with other panthers, disease, and environmental toxins. Florida Apple Snail - This golf - ball sized wetland snail is a critical food web component in Florida wetlands, contributing to the diets of turtles, fish, alligators and wading birds. The apple snail feeds on plants both above and under the water. These snails have both a gill and an air sac that functions as a lung. Even though this allows them to be able to breathe both above and below the water, the effects of dry downs, a hydrologic event where the water table drops below ground level, are of special concern. Although dry downs occur naturally in Florida wetlands, increases in the frequency and duration of dry downs, a result of water control projects, are generally believed to negatively affect apple snails because they can only live in dry conditions for a limited amount of time.

Alligator Gar - This odd-looking fish has a long body covered with hard, diamond-shaped plates called ganoid scales that Native Americans once used as arrowheads. Young Florida gars feed on zooplankton, insect larvae and small fish. Adults feed primarily on fish, along with some crustaceans and insects. The gar floats silently near the surface of the water, disguised as a stick or log. When it comes upon a fish, it propels itself slowly forward with a flick of its fins. Once into position the gar snaps its head sideways and secures the prey with its sharp teeth.

American Alligator - The American Alligator is the largest reptile in North America and is considered a keystone species in the Everglades ecosystem. A keystone species is a species that plays a critical role in maintaining the balance of an ecological community. The American Alligator was hunted without limit until it became an endangered species, on the verge of extinction. Then people realized that as the alligators disappeared, so did all those game fish that people liked to catch. That was when they realized that the alligators' favorite food, a large fish called a gar, had had a population explosion with no alligators to keep their numbers down. Gar fishes like to eat many kinds of game fish. So, with no alligators to keep their numbers down, there were too many Gar fishes gobbling up all the smaller fishes. The Alligator was put on the Endangered Species list in 1967 and protected from hunting. Over time, their numbers began to recover and the Gar population was again under control.


StudentOpossum - Opossums are common creatures to many habitats. They tend to be semi-aboreal, which means they spend their time both in the trees and on the ground. Their diets vary, as they will eat anything from small aquatic animals, birds, amphibians and insects to fruits and plant material. The opossum is the only marsupial (pouched) animal in the Everglades.

Wood Stork - The Wood Stork is a large, bald-headed wading bird that stands more than 3 feet tall. It is the only stork breeding in the United States and was placed on the Federal Endangered Species list in 1984. The Wood Stork used to thrive in south Florida because it is a specialized species that prefers habitats with distinct wet and dry seasons. A stork locates food — mostly small, freshwater fish and snails — not by sight but by tactolocation, with its bill in shallow water. The stork sweeps its submerged bill from side to side as it walks slowly forward. Its bill snaps shut with a 25-millisecond reflex action — the fastest known for vertebrates — whenever it touches prey. The effectiveness of this feeding technique increases as fish are concentrated in pools by seasonal water-level declines that result from the prolonged dry seasons. When the natural hydrologic cycle is upset by human-controlled water-management activities, Wood Storks fail to feed and nest successfully because they will not attempt to nest if sufficient food is not available. Hydrologic conditions resulting from recent water-management activities often are unfavorable to Wood Stork feeding and nesting requirements.

Sailfin Catfish - This catfish, also known as the Suckermouth catfish, is an invasive species in the Everglades ecosystem. It is an efficient aquarium cleaner because it feeds on algae and weeds. These fishes were introduced to the Everglades when they outgrow their aquariums and people decide to release them into the wild. Their feeding on algae and weeds competes with smaller native fishes. Birds that attempt to eat them can be harmed or suffocated by their spiny dorsal fins of the Catfish.

Python Snake- The exotic invasive python was introduced into the Everglades as unwanted pets. As an alien to the Everglades, it has no natural predators to keep the population under control. It has a voracious appetite for other animals, has been found to compete and even eat the American Alligator, and is very versatile in that it can live in all habitats and ecosystems.

Zooplankton - Zooplankton are a key component of almost all aquatic ecosystems. They are tiny organisms found near the surface of the water and feed on phytoplankton.

Phytoplankton - Phytoplankton, also known as algae, are also a key component of many aquatic ecosystems. They are tiny autotrophic organisms found near the surface of the water where they can harness the sun’s energy. Phytoplankton is the base of the Everglades Food chain and serves as habitat for many small organisms such as shrimp, crawfish, crabs, etc.

Mosquitofish - The Gambusia is commonly called the Mosquito fish because it consumes a large amount of mosquito larvae, relative to its body size. The Gambusia’s main diet however consists of zooplankton, and insects. They play a major role on the Everglades food web.


StudentProject: _________________________________ Score: __________

Modeling Limiting Factors(STEM 4.0)

Project Based STEM Activities for Middle Grades Science

SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

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A game developer is trying to create a game that will simulate the interdependencies among organisms and between organisms and their environment.

Expected Task: Create a simulation (game) that allows players to vary the quantity of various factors and demonstrate the effects of those variations on local populations.

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m



Vocabulary: decomposer, consumer, producer, symbiosis, herbivore, carnivore, omnivore, food web, food chain, mutualism, commensalism, parasitism, predation, ecosystem, primary consumer, secondary consumer, tertiary consumer, energy pyramid, competition, limiting factors, population, autotroph, heterotroph, niche

Step

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Criteria: The simulation (game) accurately displays the interdependencies in the food web of their assigned environment.The simulation must allow players to manipulate the quantity of limiting factors and show an accurate reaction to this manipulation.Resources to be manipulated are food, shelter, water, space, disease, parasitism, predation, and availability of nesting sites.The simulation should also taking into account random natural events (natural disasters, habitat destruction, etc.).

Constraints: Focus should be on quantity of limiting factors, not quality.Human impact (positive or negative) is not a factor to be used.Rules in the game must be on how organisms interact with each other and the environment.

Materials: Index Cards (assorted colors)Markers (assorted colors)


StudentDicePoster paperPictures of flora and fauna in the environment being simulated

Step

4Se

lect

the

Bes

t Po

ssib

le

Solu

tion(

s)/

Step

5C

onst

ruct

a

Prot

otyp

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

Design a simulation (game) that allows players to simulate the effects of changes in the quantity of limiting factors and the relationships that exist between organisms in their assigned environment.

Step

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nd E

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ate

the

Solu

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s)


Students will play through their simulation to examine what effect the change in limiting factors will have on their environment.


Did the simulation include the appropriate limiting factors (food. water, shelter, space, disease, parasitism, and predation)?

Were the effects of the limiting factors accurate? If not, what changes could be made to accurate reflect their effects?

Were the random natural events effectively incorporated? If not, how could they be?

Step

7C

omm

unic

ate

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Project Summary:

Students will present their research summary and simulation.

Each group will describe the unique limiting factors present in their environment.

Groups will present their simulations and describe how it works.

Groups will describe the process they went through to get to their final simulation setup.


Students will present their simulations to their classmates.

Step

8R

edes

ign

Re-designing of the Prototype

You may need to redesign your simulations to more accurately address their limiting factors. For instance, if a population groups uncontrollably, or rapidly dies off each time the game is played, they game is not accurately representing an ecosystem and will need to be adjusted.Students may redesign their simulations to address limiting factors that may not have been covered in the original design.



Cleaning Up an Oil Spill(STEM 2.0)

Adapted Activity from National Geographic Education

Benchmarks: SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials).

Purpose of the Lab/Activity: Understand how oil spills are a major problem for biodiversity, humans, food sources, tourism, and

health. To investigate methods used to clean up oil spills.

Background: An increased need to drill for oil and petroleum has led to multiple oil spills. Oil spills affect the overall health of marine animals, their environments, coastal areas, and even our seafood supply. These spills affect the livelihood of wildlife as well as coastal residents, fishermen, restaurants, tourism industry and overall economy of a state.

In April 20, 2010, British Petroleum (BP) had a deep water ocean oil rig, known as the Deepwater Horizon explodes, killing 11 people and spilling an estimated 4.9 million barrels of crude oil over 86 days into the Gulf of Mexico. After finally stopping the leak in mid-July, the disaster was deemed as the largest environmental oil spill disaster of our time. The oil has invaded coastal environments and estuaries in Louisiana, Mississippi, Alabama and even us here in Florida.

BP was held accountable for the disaster and had to use several strategies corralling, burning, skimming, absorbing and dispersing oil to reduce the detrimental effects of the oil spill disaster. In this lab activity, you will investigate the effectiveness of using absorbers to collect oil and soap as dispersers of oil.

Unfortunately, according to government scientist in October 2010, BP removed a quarter of the oil, another quarter is believed to have dispersed into smaller molecules, a third quarter was dispersed into smaller molecules by dispersers, and the last quarter is still found as in sleeks that invade our shores and coast lines.

Problem Statement: What are the most effective methods of cleaning up oil spills?

Vocabulary: Absorbers, Dispersers

Materials: (per group)

2 sponges 2 - 4 cotton balls 4 tablespoons of vegetable oil 2 paper towel pieces 1-3 drops of food coloring dish soap container or 4 wide rimmed containers

per group that fits over 2500ml of water


Student

Hypothesis: Write a statement describing what you think will work best at cleaning up an oil spill. __________________________________________________________________________________________________________________________________________________________________

Procedures: 1. In your lab groups of 4-6 students, you are going to simulate an oil spill. Taking a container fill up

with 2500 ml of water; put 4 Table spoons of Vegetable Oil and 1-2 drops of food coloring. (If there are enough containers, you may choose to complete this with 3 containers total.

2. Mix oil, and food coloring first. Then place mixed food coloring and oil with water. Carefully trying to keep oil and food coloring together, pour it into the center of the water container.

Part A: Using Absorbers.3. Observe the supplies you have available and decide as a group how those supplies might represent each

type of equipment used to clean up oil spills. 4. Test out different materials as Absorbers. Try to collect the oil before it gets to the edges of the

container or containers.5. Complete Data I Table.

Part B: Using Dispersants. 6. Pour 4 more tablespoons of oil if needed for Dispersant part of the experiment.7. Simulate Clean-up efforts after the use of a dispersant by pouring 3-4 drops of dishwashing liquid on

the oil. 8. Complete Data II after making observations.9. Use a clean sponge, cotton ball, and piece of paper towel to test absorption of oil after the use of a

disperser (soap). 10. Complete Data II Table.11. Clean up. Vegetable Oil is biodegradable.

Observations/Data:

Data I: Part A: Absorber CollectorsAbsorber

EquipmentEffectiveness Rating 1-5 (5 most effective 100% of oil was collected) Justify Rating

Observations

sponge

Paper towel

Cotton


StudentData II: Part B: Absorber Effectiveness after Disperser

Absorber Equipment

Effectiveness Rating 1-5 (5 most effective 100% of oil was collected)

Justify Rating

Observations

sponge

Paper towel

cotton

Observations/Data Analysis:

1. What do you think the oil and food coloring represent in this activity? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Analyze your data. What was most effective and least effective at collecting oil? Why might that be?____________________________________________________________________________________________________________________________________________________________________________

3. What happened after the dish soap was applied to the oil and chemicals (dye)?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Unfortunately, according to government scientist in October 2010, BP removed a quarter of the oil from the Deepwater Horizon leak, another quarter is believed to have dispersed into smaller molecules, a third quarter was dispersed into smaller molecules by dispersers, and the last quarter is still found as sleeks that invade our shores and coast lines. What long term effects can oil spills have on the environment and biodiversity? ___________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Results and Conclusion:


Student1. How is an oil spill evidence of how humans have had an impact on our environment? ____________________________________________________________________________________________________________________________________________________________________________2. How does the use of oil and petroleum affect the air and water quality of our Earth? ______________________________________________________________________________________________________Identify the following: 3. Test (Independent) variable:___________________________________________________4. Outcome (Dependent) Variable: ________________________________________________5. Describe how this experiment would be Replicated? ________________________________6. Describe Repetition in this experiment? __________________________________________7. How would you improve this experiment? ________________________________________8. Based on your lab, can you make any recommendations on clean up strategies to use on future oil spill

disasters? __________________________________________________________________ _____________________________________________________________________________________________________________________________________________________

9. Scientists are always looking for new ways to solve environmental problems. Can you design something to clean up oil spills? Describe what you would design and how you would go about testing it. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: What are the most effective methods of cleaning up oil spills?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.




Student

SSA Connection

1. In some places, timber companies remove all the trees from entire hillsides when they are harvesting logs, and farmers till the soil in the fall and leave the ground bare of plants until it is time to plant in spring. What is the most likely effect of doing either of these things?

A. Plants will sprout better.B. Erosion will happen faster. C. Soil will stay cooler.D. Decomposition will speed up.

References

Brown, National Geographic Society, Julie. "Simulate an Oil Spill Cleanup." - National Geographic Education. Ed. Christina Riska, National Geographic Society and Kathleen Schwille, National Geographic Society. National Geographic Education, n.d. Web. 25 May 2014.



Genetic Offspring(STEM 2.0)

Benchmarks: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.

Background: Have you ever wondered if you took two of your favorite fruit or vegetable and combined the best parts of them? What would it taste like or look like? Scientists are constantly changing the DNA of seeds and food in order to make crops grow, and be more appealing to the buyer. These vegetables and fruits are known as GMO foods. GMO stands for Genetically Modified Organisms. In this lab, your challenge is to take the alleles of two of your favorite fruit or vegetable and create a new fruit or vegetable that will appeal to children. A great example is the Grapple, which is a crossbreed between the apple and the grape!

Purpose of the Lab/Activity: To create imaginary organisms with pairs of chromosomes that represent phenotypes To understand that every organism will inherit traits from both parents. To understand the impact of biotechnology in regards to artificial selection and genetic engineering

Materials:

2 pennies Lab sheet

colored pencils

Procedure: 1. Each partner will be flipping 2 coins to determine the Alleles for the Mother and Father GMO. 2. Two heads indicate a homozygous dominant trait. A head and a tail equal a heterozygous dominant

trait. Two tails represents a recessive trait.3. Complete Data Table I for the Mother, and Data Table II, for the Father.4. Draw your GMO Parents.5. The Genotypes from the Coin Toss outcome for each parent is to be used to complete the Punnett

Squares for the GMO Offspring.6. Complete the Punnett Squares for each of the seven pairs of alleles from the parents for the GMO

Offspring. 7. Draw your GMO Offspring.8. At the end of the activity, you should have drawn the family. Each parent; and the child using the

highest probability of traits. If the traits for the offspring are 50% possible, you may “Genetically Modify” to your taste (In other words, you are choosing the trait you like best to draw.)


StudentData Table I: Mother’s Traits

AllelesGenetic Trait

Heads Dominant

TailsRecessive

Coin Toss 1

Coin Toss 2

Genotype (Alleles from both coin

tosses)

Phenotype (physical

trait)1. # of eyes T= two T = one2. Color of

eyesE= brown e= blue

3. Color of hair

H= green h= red

4. Color of body

B = yellow b= purple

5. Body Shape

S= short s= tall

6. Antennae A= present a= absent7. Wings W= present w= absent

Data Table II: Father’s Traits Alleles

Genetic Trait

Heads Dominant

TailsRecessive

Coin Toss 1

Coin Toss 2

Genotype (Alleles from both coin

tosses)

Phenotype (physical

trait)1. # of eyes T= two T = one2. Color of

eyesE= brown e= blue

3. Color of hair

H= green h= red

4. Color of body

B = yellow b= purple

5. Body Shape

S= short s= tall

6. Antennae A= present a= absent7. Wings W= present w= absent

Observations/Data Analysis:Sketch and color your Parent GMO.

Using Data Table I and Table II, complete a Punnett Square for each Trait for the GMO Offspring.


StudentRemember Each Parent’s Alleles from the CoinTosses need to be represented on top and on the side of the Punnett Square. If the outcome is 50/50, you may choose the phenotype for your offspring. Note the Most Probable Phenotype below.

1. # of Eyes 2. Color of eyes 3. Color of hair

Most Probable Phenotype: Most Probable Phenotype: Most Probable Phenotype:

_____________________ _____________________ _____________________

4. Color of Body 5. Body Shape 6. Antennae

Most Probable Phenotype: Most Probable Phenotype: Most Probable Phenotype:

_____________________ _____________________ _____________________

7. Wings Sketch and Color your GMO Offspring Baby.

Most Probable Phenotype:

____________________

Analysis/ Conclusion:

1. Where did the GMO Offspring baby get his possible traits from? _______________________


Student____________________________________________________________________________

2. What would happen if only the mother provided all of the offspring’s chromosomes? ______

____________________________________________________________________________

3. What is the advantage for a GMO Offspring to receive chromosomes from both, the mother and the father? ____________________________________________________________

____________________________________________________________________________

4. An adaptation is a change that makes an organism better suited for survival in its environment. They usually occur due to a change in a gene or genes. Discuss two adaptations your GMO Offspring has and what they may be best suited for. _____________

____________________________________________________________________________

5. What type of environment would you expect your GMO Offspring to be living in and why? Describe the environment and conditions of that habitat. _____________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: How does genetic engineering an individual, society, and the environment?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.




Student

SSA Connection1. The gene for curled ears (C) is dominant over the gene for straight ears (c). The picture below shows a

cat with curled ears (Cc) and a cat with straight ears (cc).

What percent of the offspring are expected to have curled ears as a result of a cross between the cats shown?A. 25%B. 50%C. 75%D. 100%

2. Even though there is a great deal of variation between individuals within a species, all organisms tend to produce offspring that are generally like themselves. For instance, tomato seeds reliably grow into tomato plants and have never been known to spontaneously produce asparagus. How do parents manage to consistently produce offspring that are similar to themselves?

A. Bits of each tissue in the parents are incorporated into the offspring resulting in similar development.B. Hormones from the parents direct the development of the offspring.C. Parents pass their own DNA to their offspring so the same directions are provided for development. D. Proteins from each parent join together to form offspring similar to the parents.



Perfect Baby(STEM 2.0)

Benchmarks: 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. SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares

Materials: Picture of parents or siblings Paper Selfie or picture of student Pencil/pen

Background: Have you ever wondered what your baby would look like? Imagine having a baby with your crush. Wouldn’t that be the Perfect baby? Choosing a perfect mate can help you produce beautiful babies… right? So now, imagine that you are about 15-20 years older, in a stable long-lasting healthy relationship, and have planned to have a baby with the perfect man or woman. In this lab, you are going to identify your phenotypes and join them with the perfect mate to identify and predict the outcome of the “Perfect Baby”. Enjoy!

Procedure: 1. Choose a mate. Your mate can be a celebrity or model. You may choose a “boyfriend” or “girlfriend”,

but they have to be in agreement. Make sure you are respectful and ask.2. Using the Data I given about these 6 traits, figure out what the genotypes are for each of the

characteristics for you and your mate as future parents. 3. Complete Data II by putting a picture of you and your future mate.4. Complete Data III by identifying the Phenotypes (physical traits) and the Genotypes (Genetic Alleles)

for both you and your mate.5. Create and record all your data in the Punnett Square for each of the traits. 6. List the probability for each of the traits.

Data: Trait Phenotypic DominanceHair Color Black hair is homozygous dominant; Brown hair is heterozygous, Blond is

homozygous recessiveEye Color Brown eyes are dominant; blue eyes are recessive, green are heterozygousDimples No Dimples is dominant; Dimples are recessiveEars Big ears are dominant; small ears are recessive; medium are heterozygousNose Wide nose is dominant; thin nose is recessive, flat nose is heterozygousHair Texture Straight hair is dominant; curly hair is recessive, wavy hair is heterozygous


StudentData II: Insert a picture of yourself and your future mate.

My Selfie/Picture My Future Mate’s Facial Profile Picture

Data III:

Trait Phenotype Genotype (Allele)Mother Father Mother Father

1. Hair Color2. Eye Color3. Dimples4. Ears5. Nose6. Hair Texture

Complete the Punnett Squares to determine the probability that your child will inherit each parent’s phenotype.

1. Hair Color 2. Eye Color 3. Dimples

% Probability for Phenotypic %Probability for Phenotypic % Probability for Phenotypic

Brown: _______ Brown: ________ Present: _______Black: ________ Green: ________ Absent: ________Blonde: _______ Blue: _________


Student4. Ears 5. Nose 6. Hair Texture

% Probability for Phenotypic %Probability for Phenotypic % Probability for Phenotypic

Big: _______ Wide: ________ Straight: _______Small: _______ Pointy: ________ Curly: ________Medium: _______ Flat: _________ Wavy: ________

Analysis/Conclusion: 1. Based on the information gathered, what are the chances that your child will look more like you or

your mate? ________________________________________________________2. Explain why there is a possibility that your child may not have traits similar to either one of you.

__________________________________________________________________3. Was your baby as perfect as you hoped? Explain. ______________________________

Research Question: What are the role of traits in determining the genetic outcome of an organism?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.



SSA Connection


Student

1. In pea plants, red flower color is dominant to white flower color.

If a homozygous red flowered plant is crossed with a white flowered plant, what percentage of their offspring will have red flowers?

A. 0%B. 25%C. 50%D. 100%

2. Joe has a cat with black fur (BB) and a cat with white fur (bb). What would be the genotype of their offspring?

A. BBB. Bb C. bbD. Bbbb



Human Variations(STEM 2.0)

Benchmarks: 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. (AA) SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1)

Objectives/Purpose: Describe and explain that every organism requires a set of instructions that specifies traits. Determine the probabilities for genotype and phenotype combinations using Punnett Squares. Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percents

or percentages.

Materials: Coins, 2 students, colored pencils or markers If making face model, construction paper for face features, crayons (skin-color set), curling ribbon

for hair (black, brown, yellow), paper plates, scissors

Procedures: Before Activity: What the teacher will do:

a. Decide if you want students to flip coins to make 1 or 2 offspringb. Decide if students will make a model or a drawing of the traits.c. Modify Student lab sheet to reflect Trait’s table for 1 or 2 offspring*, and if

traits are being drawn or made into a model. **d. Students need to pair up or flip 2 coins.e. Read review and discuss the Background and Student Procedures with students.f. Model how alleles are identified based on outcome of Heads, or Tails on coin.

*Benefit of making 2 offspring is being able to compare traits among siblings, but due to time restraints, lab may be done with 1 offspring.** Allowing students to choose to draw or make model may be a DI strategy.

During Activity: What the teacher will do:a. Monitor students to make sure they are completing the data table correctly

based on their coin outcome.b. A common mistake is that the kids want to put in 2 Alleles for each parent.

Refer them to Procedure #6.c. Facilitate instruction when completing the Evaluation and Conclusion

questions.After Activity: What the teacher will do:

a. Review and discuss Evaluation questions with the students.b. Address common misconceptions.

Common Misconceptions: Students often think that every person is unique because each has different

genes. This is not true. Emphasize that all humans have the same genes. In EL7_2016 M-DCPS Department of Science 109

Studentfact, our genes are even in the same order along chromosomes. We are each unique because we inherit different combinations of alleles, resulting in a unique combination of traits.

Students may interpret disease gene discovery to mean that only those who have the disease have the gene. This is not true. Emphasize that each of us has the newly discovered gene, but none of us will develop symptoms of that disease unless we inherit a form of the gene that is faulty due to mutation.


StudentTrait Possible

GenotypesFather’s

AlleleMother’s

AlleleChild’s

GenotypeChild’s

PhenotypeAlleles

SexX Father will give an X or Y trait. XX- Female

XY - Male

faceshape

AA,Aa,aa

chinsize

BB,Bb,bb

haircolor

CH CH

CH CT

CT CT

hairtype

DH DH

DH DT

DT DT

widow’s peak

EE,Ee,ee

eyecolor

FF,Ff,ff6. Eye Color

Brown (FF) Green(Ff) Blue (ff)

Eye distanceGH GH

GH GT

GT GT


Student

PossibleGenotypes

Father’sAllele

Mother’s Allele

Child’sGenotype

Child’sPhenotype

Alleles

HH HH

HH HT

HT HT

II,Ii, ii

JJ,Jj, jj

KK,Kk, kk

LH LH

LH LT

LT LT

MM ,Mm, mm

NN,Nn, nn

OH OH

OH OT

OT OT

PossibleGenotypes

Father’sGenes

Mother’s Genes

Child’sGenotype

Child’sPhenotype

Alleles

PP, Pp, pp


Student

QQ, Qq, qq

RH RH

RH RT

RT RT

SS, Ssss

TT,Tt, tt

UU ,Uu, uu

Now put it all together and draw your child:


Student

Evaluation:

1. Where do the set of instructions that determines the alleles in organisms come from? ___________________________________________________________________________2. Explain why this statement is true: “Every child is a product of his/her parents.” ______________________________________________________________________________________________________________________________________________________________________________3. Look around at all the other babies. Do any of your classmates create children that look alike? Explain________________________________________________________________________________________________________________________________________________________________________4. Every organism requires a set of instructions that specifies its traits or genotype contained in DNA. How does this lab relate to Heredity? Explain. ____________________________________________________________________________________________________________________________________________5. After examining all the children created, describe how sexual reproduction contributes to variation within a species. ______________________________________________________________________________________________________________________________________________________________________6. Do you think that everyone has a “twin,” that is, someone living somewhere in the world who looks exactly like him/her? Explain your reasoning. _______________________________________________________________________________________________________________________________________________

Answer the following questions. Show Punnett Square to prove your response.

1.What is the probability of a mother with genotype (HH) and a father with genotype (HH) have a child with free earlobes? ________________What will be the Genotype of the Offspring? _____________________

What will be the Phenotype of the Offspring? _______________________ _______________________________________________________________

2. What is the probability of a mother with genotype (FF) and a father with genotype (ff) having a child with a pointed nose? _______________

What are the Genotype of the Offspring? _________________________

What will be the Phenotype of the Offspring? _______________________________________________________________________________


Student

3. What is the probability of a mother heterozygous for freckles and a father homozygous for no freckles having a child with freckles? ________________________________________________________What will be the Genotype of the Offspring? _____________________What will be the Phenotype of the Offspring?

_____________________

Complete the following:

Research Question: How are Punnett Squares used to determine possible Allele outcomes in Genetics?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.




Student

Additional Resources


Student

Name: ___________________________ Date: _________________ Period: ______

Hydroelectric Energy (Advanced)(STEM 2.0)

Adapted from National Geographic JASON Project

Benchmarks: SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

Objectives/Purpose: Construct a Water Wheel Analyze the energy transformations that occur in a water wheel.

Background information: Hydroelectric power plants use turbines to produce electrical energy. These power plants convert the mechanical energy of a spinning turbine into electrical energy by using the mechanical energy provided by water. A water wheel is a very simple device which when set in motion demonstrates the concept of hydroelectric energy production as the wheel is driven by the flow of water through its paddles. The efficiency of the entire process is dependent upon the design of the wheel. Wheels that are able to harness more of the water’s energy are able to meet higher energy demands. In this activity, you will have the opportunity to explore water wheel designs. You will construct a simple water wheel. From your observations, you will suggest and evaluate new designs.

Materials: several pieces of Rotelle (wagon-wheel)

pasta paper clips 4 cups water-proof clay water materials provided by instructor e.g.

popsicle sticks


Student

Problem Statement: What energy transformations are illustrated in a water wheel?

Procedures:a) Roll out a thin strip of waterproof clay. Firmly press this strip along the outer rim of a piece of Rotelle

(wagon-wheel) pasta. Make sure that the rim is completely covered with a thick layer of clay.b) Along the length of the clay, insert materials provided by your instructor to form a pattern of paddle-like

extensions. c) Open and straighten a paper clip. d) Insert the straightened paper clip into the center of the pasta wheel so that the paper clip acts as an axle. e) Use two lumps of clay to anchor both ends of the axle to the rim of your wide mouth cup. The wheel

should be positioned over the center of the cup. Spin the wheel. Adjust as needed to ensure that the wheel rotates freely.

Explain the Experiment:1. Fill the other cup with water. Carefully pour the water onto the paddles of your water wheel. 2. What do you observe?

3. Explain your observations in terms of the potential and kinetic energy conversions occurring in the water-

wheel model

Elaborate/Extend:1. Consider what will happen if you increase the height from which the water was poured. How might

the change in height affect the kinetic energy of the spinning pasta? 2. Create a hypothesis. Then, test your hypothesis. 3. Create a list of factors that might affect the efficiency of the observed energy transformation. 4. When evaluating wheel efficiency, why do you think that it is critical to maintain the same height

from which the water is poured? 5. Select one of the listed factors, and explain how you would measure its effect on the efficiency of

the energy transfer and transformation. 6. With your teacher’s approval, create a new wheel design to improve efficiency of the

transformation.7. Compare your new design to your original design. 8. Is the new wheel more or less efficient? Explain. 9. Can you think of any other changes that can be made to further improve its operation? If so, how? 10. Once again, with your teacher’s approval, create a new design. 11. Is the new design more or less efficient? Explain.

Evaluate:Journal Question: EL7_2016 M-DCPS Department of Science 118

Student How might using a denser liquid in place of water affect the wheel’s potential and kinetic energy and how could this relate to electrical energy generation?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: What energy transformations are illustrated in a water wheel?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.




Student Name: ___________________________ Date: _________________ Period: ______

ENERGY PIPELINE

(STEM 2.0)Adapted Lesson from Project Wild K-12 Activity Guide

Benchmarks:SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.)

Objectives/Purpose: Investigate energy flow in ecosystems. Investigate how energy flow does not occur cyclically like water or nitrogen, but as a pyramid.

Background:In every ecosystem, the biotic and abiotic components are linked by energy flow and material cycling to form a functional unit which successive levels of consumers depend on organisms at lower levels. Each of these trophic levels is defined according to its major role at each level (producers, primary and secondary consumers, and decomposers). The trophic level that ultimately supports all others consists of autotrophs, the primary producers. These are mostly the plants that use Sunlight to make organic compounds (sugars), which provide energy for their metabolic process and growth. All other organisms are heterotrophs, consumers that are unable to make their own food. They are directly or indirectly dependent on the photosynthetic output of the producers. The primary consumers of the plants are the herbivores, and secondary consumers that eat herbivores are the carnivores.

Energy flows through the ecosystem according to the laws of thermodynamics, and it determines the trophic relationships. Unlike materials such as water, oxygen, carbon, phosphates, and nitrates that are recycled energy are lost at each level. Each successive trophic level contains less energy, less organic material, and fewer numbers of organisms. As a rule, about 90 percent of the available energy for any trophic level is lost through heat, movement, and other metabolic activities. Only 10 percent, on average, is available for transfer to the next level.

Consequently, food chains tend to be short, and the resulting energy pyramid has implications for human food supplies. Because humans are omnivores, they are capable of eating plants and animals. When human (or any consumer) consumes most of their food from a secondary or tertiary level, the transfer of energy is less efficient than it is when they consume at the primary level. There are relatively few top predators (secondary consumers) in an ecosystem because of this considerable loss of energy between levels.

The purpose of this activity is to demonstrate some of the complex trophic interactions resulting from the flow of energy throughout ecosystem. Although material substances such as water, nitrogen, carbon, and phosphorus cycle through ecosystems, energy takes a one-way course through an ecosystem and is dissipated at every trophic level


Student

Materials: Large amount of pea-sized gravel or beans Large empty bucket or large graduated cylinder labeled “unused-calories” Cups Metabolism cards. (each card glued inside a cup)

Explore:

1. Your teams will be divided by the following:a. One Sun (one Sun for 2 pairs of autotrophs/plants= 3 Suns)b. 6 pairs of autotrophs/plantsc. 2-3 pairs of herbivores/ primary consumersd. 1-2 pairs of carnivores/ secondary consumers

2. Your teacher will distribute a set of cups/metabolism card to each pair of Suns and organisms. Look at each card; notice that each card explains a part of the metabolism processes. Each process indicates how many beans/gravels are placed in the cup.

3. The Sun pair will carefully hand 10 pieces of bean/gravel to each plant pair. Each piece of bean/gravel represents a photon of Sunlight containing one calorie of energy. The plant pair should place their bean/gravel in their cups as indicated by the metabolism cards. Sun pair will continue to hand 10 pieces continuously throughout the activity.

4. When a plant pair has placed all 10 beans/gravel in their proper cups, the Sun pair keeps supplying them with another 10 pieces and so on (10 at a time) until they accumulated 10 “calories” beans/gravel in the growth bowl. At that time the sufficiently large enough to be eaten by a primary consumer (herbivore). The 10 pieces from the growth cup is given to a primary consumer/herbivore pair. The discarded beans/gravel is placed in the “unused-calories” bucket.

5. Once the herbivores/primary consumer receives the 10 beans/gravel from the plant, they sort the beans/gravel into the corresponding herbivore metabolism cards.

6. Plants resume getting “calories” from the Sun and sorting.7. Each herbivore pairs sorts their beans/gravel according to the cards until they accumulate 10 “calories”

in growth. Then they pass the 10 “calories to the carnivores/secondary consumers’ pair. The unused calories go into the bucket.

8. Herbivores continue receiving beans/gravel from the plants.9. The carnivores/secondary consumers pair then will sort their beans/gravel into their representative

metabolism cards.


Student Data/Observation:

1. Record on this activity sheet what the activity demonstrated about energy flow in ecosystems.

Growth calories Growth calories Growth calories Growth caloriesCarnivores

Herbivores

Plant

2. Draw a diagram that illustrates the energy flow in a simple ecosystem.

Conclusion:

Research Question: How does energy flow in trophic levels?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.


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


Student your claim)

Rubric: Understanding How Energy Flows Through Trophic Levels

Performance Criteria Evidence Points or Rating*

Students will understand how energy flows through an ecosystem.

Completion of Energy Pipeline activity with student explanation on activity sheet.

Students will practice keeping records using data charts.

Completion of pair and class data charts.

Students will demonstrate their understanding of nutrient cycling in ecosystems.

Class decision on the placement of nutrients in the activity.

Students will determine the difference between energy and nutrient flow in a simple ecosystem.

Completion of energy flow and nutrient flow diagrams.

*2-Student completed activity with full/correct explanation1-Student completed activity with partial explanation0-Student did not participate in activity or answer question(s)


Student Plant Metabolism Cards

ReproductionPlant uses energy to

produce seeds.

Place three calories in this cup.

Unused Sunlight

Not all Sunlight can be converted into organic matter.

Place two calories in this cup

GrowthPlant uses energy to grow.

Place one calorie in this cup

PhotosynthesisPlant absorbs energy from the

Sun and produces organic matter

Place three calories in this cup

Respiration Plants burn energy in the process of photosynthesis


Herbivore Metabolism CardsRespiration

for Digestion

Herbivore uses energy to break down consumed food.

Place two calories in this cup

Respiration for Movement

Herbivore uses energy to search for water.


Respiration for Reproduction

Herbivore uses energy to create nest and raise young.Place three calories in this

cup

Growth

Herbivore uses energy to break

and storing energy in body

tissues



Herbivore uses energy to evade for predators



Student

Carnivore Metabolism CardsRespiration

for DigestionCarnivore uses energy to break

down consumed food.Place two calories in this cup


Carnivore uses energy to search for prey and to hunt food



Carnivore uses energy to build a shelter


Respiration for Reproduction

Carnivore uses energy for extensive courtship display and

extra hunting to raise youngPlace three calories in this

cup

Growth

Carnivore uses energy to grow




WATER & AIR ACIDIFICATION(STEM 2.0)

Adapted from Sarah Cooley ([email protected]) The Ocean Acidification Subcommittee

Ocean Carbon and Biogeochemistry ProgramSources- www.us-ocb.org

Benchmarks:SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2)

Objectives/Purpose: Iinvestigate the factors of acidification upon air and water quality In Ocean acidification in cup you will learn about alkalinity, which helps seawater resist changes in

pH, and test the alkalinity of four different types of water. Then compare the responses of different waters to carbon dioxide gas

I’m melting! Seashells in acid Simulates ocean acidification’s effects on the shells of mollusks.

Ocean acidification in a cup


StudentMaterials:For each group of 3-4 students:

Dropper bottle of pH indicator Aquarium alkalinity test kit Distilled water* Seawater* Tap water* Seltzer water* *(of each liquid, you need ~250 mL + enough to ½ fill a test tube)

Introduction

Sea salt gives seawater some unique properties. Sea salt includes a lot of sodium and chloride and gives seawater its salty taste. Sea salt also includes other positively and negatively charged ions. If acid is added to seawater, the negatively charged ions in sea salt [including mostly carbonate (CO3 2-), bicarbonate (HCO3 -), sulfate (SO42-), and orate (B(OH)4-)] react with the free hydrogen ions (H+) from the acid and help buffer (resist changes in) seawater pH. The ability of seawater’s negative ions to neutralize added acid is called alkalinity. In nature, the buffering provided by alkalinity helps keep seawater pH in a fairly small range. Every year, humans are releasing more carbon dioxide into the atmosphere, and the gas mixes into the ocean as well. When atmospheric carbon dioxide gas mixes with seawater, it creates carbonic acid and allows seawater to dissolve calcium carbonate minerals. This process is called ocean acidification. The hard shells and skeletons of marine creatures like scallops, oysters, and corals are made of calcium carbonate minerals. As more carbon dioxide from the atmosphere enters the ocean in the next 100 years, ocean chemistry will change in ways that marine creatures have not experienced in hundreds of thousands of years. The hard shells of marine creatures may become damaged from ocean acidification. Scientists are currently researching what this will do to populations of marine organisms.

After Reading the selection make predictions (hypotheses) about the following; (Note: Use complete sentences. The hypotheses for Parts 1 and 2 should be something like “I predict that the order from lowest to highest alkalinity will be tap water, distilled water, seawater, and seltzer water,” and “I predict that the order from most resistant to least resistant to pH change will be tap water, distilled water, seawater, and seltzer water.”)

1) How do the alkalinities of tap water, distilled water, seawater, and seltzer water compare to each other?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) How are the alkalinities of tap water, distilled water, seawater, and seltzer water able to resist pH changes? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Relate how humans are releasing carbon dioxide into the atmosphere and its effects in sea water._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


StudentExplore: Part 1: Alkalinity (complete in groups of 3 or 4)

1) On your worksheet, write down the date of the experiment, the time of day, and your lab partners’ names. Fill in the data table with the names of the solutions you will test. It will look something like this:

Liquid Predicted Alkalinity Actual Alkalinity Rank

Seawater

Tap water

Distilled water

Under “predicted alkalinity”, rank the fluids based on how much alkalinity you think they will have. Use 1 for the fluid you think will have the least alkalinity and 4 for the fluid that you think will have the most alkalinity.

2) Follow the instructions on the alkalinity test kits to test the alkalinity of distilled water, seawater, and tap water.

3) Write down the alkalinity value (in dKH, meq/l, or ppm CaCO3 depending on your test kit) under “actual alkalinity”.

4) Rank the fluids based on your alkalinity test results. Use 1 for the fluid with least alkalinity and 4 for the fluid with the highest alkalinity.


StudentPart 2: Ocean Acidification (complete in groups of 1 or 2)

1) Label your control test tubes with the four types of water: distilled water, seawater, and tap water. Fill them and place them in the rack.

2) Label your plastic cups with the four types of water. Fill them each with about 250 mL (1 cup) of fluid, following the labels. These are your experimental samples.

3) In your notebook, write down your lab partner’s name for this part of the experiment.4) Draw a data table that looks something like this:

Liquid Control/start color

Start pH Bubbling time(seconds)

Endcolor

End pH

Tap water

Seawater

Distilled water

5) Add a few drops of pH indicator to the fluids in each test tube and about 10 drops to the fluids in each cup. Under “control/start color”, write the colors of the controls (fluids in the test tubes). Check that the control colors match the sample colors. Again, hold the tubes or cups in front of the white paper if you need help telling apart the colors. Place a straw in each cup.

6) Without sucking up any colored water into your mouth, blow through the straw into the tap water sample so that bubbles come up through the water. Keep blowing for 45 seconds and move the bottom of the straw around to make sure bubbles flow through all the liquid. It’s ok to take quick breaks to breathe in, like you would if you were playing a flute. At the end of 45 seconds of bubbling, write down the color of the water under “end color”.

7) Repeat steps 5 and 6 for the other three water samples.

Based on both, the materials given by your teacher conduct the investigation. Write up lab. Include: your problem statement for this activity. Formulate a hypothesis. Using the given materials design and complete an experiment design.

Demonstration--I’m melting! Seashells in acid White vinegar (500 mL) Water (1500 mL) 2 large glass beakers (1000 mL) Eggshells or very thin sea shells Heavy books

1) Dilute 1 part vinegar in at least 1 part fresh water. If you have multiple types of seashells, place one of each type in this mixture. Place one of each type in fresh water.


Student2) Check on the shells every few hours. When the vinegar-digested shells are visibly degraded (a day

or two, depending on vinegar mixture strength), drain all the shells and rinse off the vinegar-digested shells. Degraded shells will be dull, pitted, translucent, or even cracked.

3) Have students pile books on top of the shells to compare the strength of digested shells and undigested shells. Digested shells should break more easily than undigested shells.

4) If desired, show students the shells while they are in acid. Have them discuss why bubbles are generated and what the bubbles are composed of.

Explain and Redesigning the Experiment:Share your findings from the explore activity.

Data/Observations:

Summarize the results of your activity.

1. What happened to the temperature of the jar over time? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Relate how the set up represents the effects of carbon dioxide in ocean water. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Can you identify the test (independent), and outcome (dependent) variables in your activity? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Did you only change only one variable? Identify what you could do to improve this activity.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Student

What does this mean to you?

When carbon dioxide (CO2) is absorbed by seawater, chemical reactions occur that reduce seawater pH, carbonate ion concentration, and saturation states of biologically important calcium carbonate minerals. These chemical reactions are termed "ocean acidification" or "OA" for short. Calcium carbonate minerals are the building blocks for the skeletons and shells of many marine organisms. In areas where most life now congregates in the ocean, the seawater is supersaturated with respect to calcium carbonate minerals. This means there are abundant building blocks for calcifying organisms to build their skeletons and shells. However, continued ocean acidification is causing many parts of the ocean to become under saturated with these minerals, which is likely to affect the ability of some organisms to produce and maintain their shells.

Since the beginning of the Industrial Revolution, the pH of surface ocean waters has fallen by 0.1 pH units. Since the pH scale, like the Richter scale, is logarithmic, this change represents approximately a 30 percent increase in acidity. Future predictions indicate that the oceans will continue to absorb carbon dioxide and become even more acidic. Estimates of future carbon dioxide levels, based on business as usual emission scenarios, indicate that by the end of this century the surface waters of the ocean could be nearly 150 percent more acidic, resulting in a pH that the oceans haven’t experienced for more than 20 million years. Ocean acidification is expected to impact ocean species to varying degrees. Photosynthetic algae and seagrasses may benefit from higher CO2 conditions in the ocean, as they require CO2 to live just like plants on land. On the other hand, studies have shown that a more acidic environment has a dramatic effect on some calcifying species, including oysters, clams, sea urchins, shallow water corals, deep sea corals, and calcareous plankton. When shelled organisms are at risk, the entire food web may also be at risk. Today, more than a billion people worldwide rely on food from the ocean as their primary source of protein. Many jobs and economies in the U.S. and around the world depend on the fish and shellfish in our oceans.

With the potential devastating effects of acidification in air and water, it is reasonable and prudent to examine alternatives to fossil fuels to decrease the amount of CO2 in the atmosphere. The transportation sector is one area that can, generally speaking, use alternative methods of fuel, since there are already a variety of alternate fuels available. The good news is that this transition can be done relatively easily, cheaply, and painlessly.

Activity: Research and discussion questions: answer on a separate sheet

1) Considering the chemical formula of each of the substances you tested, discuss why different acids and bases have slightly or widely different pH values.

2) The pH indicator we used was made from red cabbage. The purplish color is caused by a natural compound called cyanidin, which is a type of anthocyanin.

A) Research the way that anthocyanins react with acidic and basic fluids. Helpful links for researching this answer: http://www.webexhibits.org/causesofcolor/7G.html http://science.howstuffworks.com/vegetable/question439.htm http://www.madsci.org/experiments/archive/859332497.Ch.html http://www.micro-ox.com/chem_antho.htm http://icn2.umeche.maine.edu/genchemlabs/Anthocyanins/fruitjuice2.htm)


StudentGiven what you now know about the chemical structure of anthocyanins, write down a hypothesis predicting how cyanidin can produce the multiple different colors you observed, depending on acidity.

B) In a paragraph, describe an experiment you could use to test this hypothesis if you were a researcher. (Assume that you could look up how to do anything and that you could build any equipment you needed for the analysis. Use your imagination. The goal is to describe how you would test this hypothesis using the scientific method. Will you need any controls? What test(s) would you perform? How many times should you repeat your test(s)? How would you interpret your results?)

Sources: www.us-ocb.org (http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/

PreparingCabbageExtract.htm) http://ozreef.org/library/tables/alkalinity_convers ion.html. dKH = degrees of carbonate hardness;

ppm = parts per million; meq/l = milliequivalents per liter.


StudentName: _______________________ Date: _______________ Period: ______

Incomplete Dominance Lab(STEM 2.0)

Plastic Egg GeneticsAdapted from http://www2.mbusd.org/staff/pware/labs/PlasticEggGenetics.pdf

(Advanced)

Benchmarks:SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.2)

Background: Understand and explain that every organism requires a set of instructions that specifies its traits, which 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.

Objectives/Purpose: Describe and explain that every organism requires a set of instructions that specifies traits. Determine the probabilities for genotype and phenotype combinations using Punnett Squares. Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percent or

percentages.

Materials: (per group) 2 purple plastic eggs 2 pink plastic eggs 2 orange plastic eggs 2 blue plastic eggs 2 yellow plastic eggs 2 green plastic eggs

purple plastic items pink plastic items 10 orange plastic items blue plastic items 7 yellow plastic items green plastic items


http://www2.mbusd.org/staff/pware/labs/PlasticEggGenetics.pdf

Student

Directions: 1. On your lab table, there are a variety of plastic eggs. 2. Choose one egg, but do not open it yet. 3. Record the Phenotypes and Genotypes of your egg. 4. Place the genotypes of your egg into the Punnett Square. 5. Determine the genotypes and phenotypes of the offspring. 6. Open your egg – do your results match the results inside the egg? a. If yes, then place the egg back together and pick another egg! b. If no, check your work and make corrections. 7. Continue until you have completed 5 eggs.

Example of how to fill in data:

My Results: 2 (BB) Blue and 2 (Bb) Green

Inside the Egg: 2 Blue Pieces and 2 Green Pieces


Student

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________


Student


StudentExplain:1. Which phenotypes had the greatest probability of occurring and why?

Research Question: Which phenotypes had the greatest probability of occurring and why?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.




StudentProject: __________________________________ Score: ______________

Calculating Grandchildren (STEM 4.0)

Project Based STEM Activities for Middle Grades Science

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.SC.7.L.16.2: Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.

Step

1Id

entif

y th

e N

eed

or

Prob

lem


You need to design a model or simulation that will demonstrate how a trait can skip a generation.

Expected Task: Create a model of how two different traits are passed from grandparents to parents to offspring. The model must be able to use all possible combinations of alleles represented by at least three sets of parents.

Step

2R

esea

rch

the

Nee

d or

Pr

oble

m



Vocabulary: Heredity, Genetics, Chromosomes, Genes, Alleles, Dominant, Recessive, Genotype, Phenotype, Punnett Square, Probability, Homozygous, Heterozygous

Step

3D

evel

op P

ossi

ble

Solu

tion(

s)

Criteria: Identify two traits that each have two separate alleles to be used in the model. (eye color is one trait that has a brown allele and a blue allele).

Determine which train it dominant and which is recessive.

The model must be able to predict the possible outcomes of different parents (not just one set of parents).

Materials should be used to physically distribute items that represent alleles.

Display how a trait can skip a generation.Constraints: Only select traits that display complete

dominance.Materials: Many small objects of varied colors such as marbles,

coins, etc. and paper bags or cups

Step

4Se

lect

the

Bes

t Po

ssib

le

Solu

tion(

s)/

Step

5C

onst

ruct

a

Prot

otyp

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

Teams must come up with clears rules for separating alleles within individual parents and combining alleles from different parents. Each group must create a technical diagram which shows how their model works.


StudentSt

ep 6

Test

and

Eva

luat

e th

e So

lutio

n(s)


When testing the model, each team should record the genotype (allele pairs) and phenotypes (appearance of trait) “input” of each grandparent and then the “output” which are the genotypes and phenotypes of the possible offspring. The teams should calculate the probability that the offspring will have a particular trait and provide the code to interpret the data..


What is the relationship between genotype and phenotype?

What are the genotypes and phenotypes of parents?

What are the possible genotypes and phenotypes of the offspring?

How can a parent who expresses the dominant trait have a child who shows the recessive trait?

What are the two possible genotypes for a trait that will result in the person expressing the dominant trait?

Explain why the recessive trait “disappears” in some crosses between parents.

Explain the difference between homozygous and heterozygous genotypes.

Step

7C

omm

unic

ate

the

Solu

tion(

s)

Project Summary: Describe and explain your models and summarize how the model performed during testing, including the probability that a genotype and phenotype will appear in the offspring (for each trait). Students must also include their technical diagram of how the model works.


Your will present to explain why your design is the best way to get students to understand how traits are passed from grandparents to parents to offspring. During the presentation, teams must be able to demonstrate use of their model and show how it is used to predict the traits of possible offspring based on the parents’ traits.

Step

8R

edes

ign Re-designing of the

PrototypeBased on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design


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