Materials List - Miami-Dade County Public...

Miami-Dade County Public Schools

Division of Academics

Required

ESSENTIAL

Laboratory Activities

For the Middle School

M/J Comprehensive Science 3

REVISED May 2014THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Mr. Carlos L. Curbelo

Dr. Wilbert Tee Holloway

Dr. Martin Karp

Dr. Marta Prez

Ms. Raquel A. Regalado

Ms. Krisna Maddy

Student Advisor

Mr. Alberto M. Carvalho

Superintendent of Schools

Ms. Marie Izquierdo

Chief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de Armas

Assistant Superintendent

Division of Academics, Accountability, and School Improvement

Mr. Cristian Carranza

Administrative Director

Division of Academics, Accountability & School Improvement

Dr. Ava D. Rosales

Executive Director

Department of Mathematics and Science

Table of Contents

Introduction4

Annually Assessed Benchmarks5

Materials List8

Lab Roles10

Safety Information and Contract11

Pre-Lab Safety Worksheet and Approval Form12

Parts of a Lab Report13

Experimental Design Diagram17

Claim Evidence Reasoning18

Engineering Design Process19

Essential Labs

Experimental Design: Pasta Strength (Topic 1).20

Whats the Matter? Inquiry Lab(Topic 2)..24

Physical Changes and Chemical Changes Inquiry Lab(Topic 3).32

Atomic Modeling (Topic 4)...39

Periodic Table of Elements (Topic 5)..44

Clay Elements, Compounds/Molecules (Topic 6)...49

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

Conservation of Mass (Topic 7) ...61

Carbon Cycle Game (Topic 8)..66

Scale of the Universe Modeling Activity (Topic 9).79

Star Bright Apparent Magnitude Lab (Topic 10)..82

The Martian Sun-Times (Topic 11).86

What Causes the Seasons? (Topic 12)........................................................................................96

Additional Resources

Density of Rocks with Differentiated Lab...103

Density of Rocks (Revised by University of Miami Science Made Sensible Fellows).109

Precipitating Bubbles with Differentiated Lab.122

Greenhouse Gases in a Bottle with Differentiated Lab134

Imaginary Alien Life-forms with Differentiated Lab (Adaptations and Punnett Square)138

Planetary Exploration and Extreme Life Forms with Differentiated Lab155

Revised by University of Miami Science Made Sensible Fellows

Introduction

The purpose of this packet is to provide the M/J Comprehensive Science 3 and Grade 8 teachers with a list of minimum basic laboratories and hands-on activities that students should experience in class. Each activity is aligned with the Next Generation Sunshine State Standards (NGSSS). Emphasis has been placed on those hands-on activities that are aligned to the Annually Assessed Benchmarks, which are assessed in the Florida Comprehensive Assessment Test 2.0 (FCAT 2.0), administered in grade eight (8).

In most cases, the activities were designed as simple as possible without the use of advanced technological equipment to make it possible for all teachers to use these activities. All activities and supplements (i.e., Parts of a Lab Report) can be modified, if necessary, to fit the needs of an individual class and/or student ability.

This document is intended to be used by science departments in M-DCPS so that all science teachers can work together, plan together, and rotate lab materials among classrooms. Through this practice, all students and teachers will have the same opportunities to participate in these experiences and promote discourse among learners which are the building blocks of authentic learning communities.

Acknowledgement:

M-DCPS Department of Mathematics and Science would like to acknowledge the efforts of the teachers who worked arduously and diligently on the preparation of this document.

Annually Assessed Benchmarks

Next Generation Sunshine State Standard (NGSSS)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Materials List

Each list corresponds to the amount of materials needed per station (whether one student or a group of students uses the station). Lab Aprons and goggles should be assigned to each student on all labs requiring mixtures of chemicals.

Pasta Stength

Ruler

Styrofoam/Plastic Cup and string to make a handle (see picture)

Tape

50-100 Pennies

5 Strands of uncooked pasta (provide variety)

Whats the Matter? Inquiry Lab

46

EL8_2014

Part 1 Separating Mixture

Mystery Mixture (sugar, sand, water, wood chips, and iron fillings or staples)

Coffee Filter

Magnet

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

Part 2 Physical & Chemical Changes

Test tubes

Magnet

Magnifying glass

Graduated Cylinder

Wooden Splints

Thermometer

Hot Plate

Small beaker

Water

Baking Soda

Iron Fillings

Vinegar

Effervescent tablet

Salt

Physical Change and Chemical Changes in Matter

Materials (per group)

Beakers (2)

Test tubes (6)

Test tube rack

Thermometer

Stirrers

Water

Milk

Vinegar

Cabbage Juice

Baking Soda

Calcium Chloride

Atomic Models

Materials

Handout & Periodic Table of Elements

Clay Elements, Molecules and Compounds

Materials:

Paper Towel

Toothpicks

Modeling Clay

Colored pencils

Investigating the Effect of Light intensity on Photosynthesis

Materials:

Test tube

Source of bright light

Sodium bicarbonate solution

Watch or clock with second indicator

400-mL beaker

Plastic gloves

Freshly cut sprig of an evergreen (such as yew) or elodea

Hand lens

Forceps

Conservation of Mass

Materials:

Graduated Cylinder

Erlenmeyer Flask

Balloon

Baking Soda

Triple Beam Balance

Spoon

Carbon Cycle Game

7 Dice

7 Station Signs

7 Station Movement Directions

Carbon Cycle Passport for Each Student

Carbon Atom Model for Each Student

Blank Bar Graph for Each Student

Scale of the Universe Modeling Activity

Materials (Suggested, but not limited to)

Modeling clay

String

Paper

Balloons

Different sized balls

Markers

Scissors

Straws

Star Bight Apparent Magnitude Lab

Materials (per group):

3 pencils

1 meter stick

Tape

2 flashlights

The Martian Sun-Times

Worksheets

Computer with Internet access

meter stick

markers or colored pencils

metric ruler

scissors

receipt paper rolls (adding machine tape) or old VHS tape

Various spherical objects of different sizes (basketball, marbles, softball, tiny beads, soccer ball)

What Causes the Seasons?

Globe of the Earth

Tape

Metric ruler

Thermometer

Lamp with 100-watt bulb

Ring stand and utility clamp

20-cm Length of string

Lab Roles and Their Descriptions

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

Project Director (PD)

The project director is responsible for the group.

Roles and responsibilities:

Reads directions to the group

Keeps group on task

Is the only group member allowed to talk to the teacher

Shares summary of group work and results with the class

Materials Manager (MM)

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


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

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures

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

Technical Manager (TM)

The technical manager is in charge of recording all data.


Records data in tables and/or graphs

Completes conclusions and final summaries

Assists with conducting the lab procedures

Assists with the cleanup

Safety Director (SD)

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


Assists the PD with keeping the group on-task

Conducts lab procedures

Reports any accident to the teacher

Keeps track of time

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. For example, you can place an A student with a B, a C and a D or an F student.

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. Rotation of lab groups and members throughout the year is encouraged.

Laboratory Safety

Rules:

Know the primary and secondary exit routes from the classroom.

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

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teachers permission.

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

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

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

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

Always make safety your first consideration in the laboratory.

Safety Contract:

I will:

Follow all instructions given by the teacher.

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

Carry out good housekeeping practices.

Know where to get help fast.

Know the location of the first aid and firefighting equipment.

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

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

Signature: ____________________________Date: ___________________

Pre-Lab Safety Worksheet and Approval Form

This form must be completed with the teachers 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 Researchers 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 Report

A Step-by-Step Checklist

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

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

Benchmarks Covered:

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

Problem Statement:

Identify the research question/problem and state it clearly.

Variables and Control Test:

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

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

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

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

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

Potential Hypothesis (e.g.):

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

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

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

Materials:

Record precise details of all equipment used

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

Record precise details of any chemicals used

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

Procedure:

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

Summarize the procedures; be sure to include critical steps.

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

Data:

Ensure that all data is recorded.

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

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

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

Record all observations.

Include color changes, solubility changes, whether heat was evolved or taken in, etc.

Results:

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

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

Conclusion and Evaluation:

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

First Paragraph: Introduction

1. What was investigated?

a. Describe the problem.

2. Was the hypothesis supported by the data?

a. Compare your actual result to the expected result (either from the literature, textbook, or your hypothesis)

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

3. What were your major findings?

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

b. Calculate the percentage error from the expected value.

Middle Paragraphs: These paragraphs answer question 4 and discusses 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.

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

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

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

Last Paragraph: Conclusion

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

a. Evaluate your method.

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

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?

Parts of a Lab Report Reminder

Step 1: Stating the Purpose/Problem

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

What are the effects of _________ on ___________?

Step 2: Defining Variables

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

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

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

Step 3: Forming a Hypothesis

A hypothesis is an inferring statement that can be tested.

The hypothesis describes how you think the test variable will respond to the outcome variable. (i.e., If.., then)

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

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

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

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

Step 4: Designing an Experimental Procedure

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

Change a variable that will help test the hypothesis.

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

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

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

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

Step 5: Results (Data)

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

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

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

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

Step 6: Conclusion

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

Students name: _____________________________________________ Date: ________________Period: _____

Experimental Design Diagram

This form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test Variable

(Independent Variable)

Number of Tests:

Subdivide this box to specify each variety.

Control Test:

# of Trials per Test:

Outcome Variable

(Dependent Variable)

Controlled Variables

1.

2.

3.

4.

5.

6.

Experimental Design Diagram Hints:

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

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

Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............, then........... 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): This is the result that you observe, measure and record during the experiment. Its also known as the dependent variable, OV. (I dont know the measurement of the OV before doing the experiment.) You may have more than one OV.

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

CONCLUSION WRITING

Claim, Evidence and Reasoning

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

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

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

Appropriate

Accurate

Sufficient

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

Base Explanation Rubric

Component

Level

0

1

2

Claim - A conclusion that answers the original question.

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

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

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

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

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

Provides appropriate and sufficient evidence to support claim.

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

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

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

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

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

Engineering Design Process

(Step 1Identify the Need or ProblemStep 3Develop Possible Solution(s)Step 2Research the Need or ProblemStep 6Test and Evaluate the Solution(s)Step 7Communicate the Solution(s)Step 8RedesignStep 5Construct a PrototypeStep 4Select the Best Possible Solution(s))

1. Identify the need or problem

2. Research the need or problem

a. Examine current state of the issue and current solutions

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

c. Determine design criteria

3. Develop possible solution(s)

a. Brainstorm possible solutions

b. Draw on mathematics and science

c. Articulate the possible solutions in two and three dimensions

d. Refine the possible solutions

4. Select the best possible solution(s)

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

5. Construct a prototype

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

6. Test and evaluate the solution(s)

a. Does it work?

b. Does it meet the original design constraints?

7. Communicate the solution(s)

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

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

8. Redesign

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

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

EXPERIMENTAL DESIGN: PASTA STRENGTH

Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.8.P.8.2 Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. (Also assessed as SC.6.P.13.1, SC.6.P.13.2)Purpose:

Students will design an experiment that tests the strength of dry pasta. They will construct a bridge made out of one pasta noodle and textbooks. They will test the strength using pennies.

An experiment is an organized series of steps used to test a hypothesis. Experimental design is a specific set of directions for designing and carrying out an experiment, so that the results are as valid as possible. Experimental design seeks to eliminate experimental error and to insure that the results are due to the factor being tested.

The following vocabulary is used in experimental design:

Test Variable: The factor controlled by the experimenter. This might also be described as the change made by the experimenter on purpose. It is sometimes called the manipulated variable

Outcome Variable: The factor that changes because of what the experimenter does. The dependent variable is the change that occurs because of what the experimenter does. It is sometimes called the responding variable.

Constant Variable: The factor(s) that remain the same so that there is only one variable that is tested.

Repeated Trials: The number of times that the experiment is done.

Students will recognize how the mass of a penny can test the strength of a pasta noodle as a result of the downward pull of gravity on the penny.


Ruler

Styrofoam/Plastic Cup and string to make a handle (see picture)

Tape

50-100 Pennies

5 Strands of uncooked pasta (provide variety)

Procedures:

Before Activity

Preparation:

Teacher will create the bucket cups prior to the lesson. See image below.

Engage:

Optional: Teacher will play Scientific Method song for students.

Teacher will have two bridges made out of uncooked pasta of the same type (spaghetti, linguini, or angel hair). The first bridge will consist of 5 noodles and the second will consist of 8 noodles (amount is up to the teacher but make sure to have a difference in amount). The teacher will demonstrate how to test the strength by having a cup with a string hanging from the pasta bridge. The teacher will ask students to predict how much mass both bridges will hold.

Concepts to incorporate during discussion:

The strength of the bridge is tested by applying a downward force (pennies placed in cup hanging off of noodle).

The strength of the pasta bridge will depend on the physical properties of the pasta noodle (length and density).

Discussion:

Teacher will establish the purpose of the activity and review the scientific method and experimental design. The teacher will explain that they will test the strength of pasta, but will only be able to build a bridge out of ONE pasta noodle. The teacher will push students to think of different ways to test this question. Teacher will pass out the lab handout activity for students at this time for students to take notes and prepare for the activity.

Guiding Questions Possible answers are not limited to the ones below:

1. What factors influence the strength of pasta noodles?

Factors such as length, width, and thickness influence the strength of pasta noodles. For example, thicker noodles may be stronger than thin ones.

2. How can we test the strength of pasta noodles?

We can make a bridge out of a pasta noodle and test its strength by placing a mass on it or hanging something on it to see how much the pasta noodle can hold.

3. How can we manipulate the factors to test the strength of pasta noodles?

We can test the different types of pasta such as spaghetti, linguini, and angel hair; We can test the different brands of one type of pasta; We can test the distance the desks are placed that the pasta bridge covers (low level)

During Activity

Explore:

Teacher will monitor students as they design their experiment and test their hypothesis in groups of 4-5. See student handout for details on what students will be creating. Students are writing their experimental plan and will execute the experiment once the procedures are complete and data table is organized.

Guiding Questions (as students design experiment):

1. What is our problem statement?

Possible Problem Statements:

How does the type of pasta affect the amount of mass it can hold?

How does the brand of (spaghetti/linguini/angel hair) pasta affect the amount of mass it can hold?

How does the distance that (spaghetti/linguini/angel hair) pasta spans affect the amount of mass the pasta can hold?

2. What is our hypothesis?

Possible Hypotheses:

If I create a bridge out of an uncooked linguini pasta noodle, it will hold the most amount of mass than if I were to use angel hair or spaghetti.

If I use the

3. What variables must we consider when testing the strength of the pasta noodle?

Test Variable: Type of pasta, brand of pasta, and distance between desks/textbooks.

Outcome Variable: Amount of pennies that the pasta bridge can hold

Constant Variable: Number of pasta noodles, distance between desks/textbooks (if testing type or brand), brand of pasta (if testing type), type of pasta (if testing brand/distance).

4. How will you design the experiment? What will your procedures be?

Procedures will vary depending on what students choose to test.

5. Are your procedures detailed enough that another group can replicate the process?

Students should explain that every procedure is numbered and includes a verb that clearly states what they will do at each step.

6. How many trials will you conduct and why is it important to conduct multiple trials?

Students should explain that they will repeat the process of taping one strand of pasta noodle and placing pennies in the bucket X amount of times, requiring X amount of noodles for their experiment.

7. How will you record the data for your experiment?

Guide students to create a table with multiple trials.

Explain:

Teacher will monitor students as they execute their experiment, collect data, and analyze data. As students are collecting data the teacher will closely monitor how students organize their data tables in collecting information.

1. Based on your test and outcome variables, how are you going to organize your data table?

2. How will you show that your group is conducting multiple trials?

After Activity

Elaborate:

Teacher will monitor students as they write conclusions to their experiment. Students will elaborate on their understanding of the scientific process and articulate their understanding of the results of the experiment through the Claim-Evidence-Reasoning writing process.

Evaluate:

Teacher will evaluate understanding of the scientific method and experimental design based on their finished lab report product.

Teacher

LAB TITLE: ____________________________________________________

Scientific Question/Problem Statement

Hypothesis

Test your hypothesis

Test Variable:

Outcome Variable:

Constant Variable(s):

Procedures

Data Collection

Conclusion

Claim Write a statement that answers the original question.

Evidence Write the scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

Reasoning Explain how the evidence justifies your claim. It shows why the data count as evidence by using appropriate and sufficient scientific principles.

Student

WHATS THE MATTER? INQUIRY LAB

Florida Next Generation Sunshine State Standards Benchmark(s):

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

SC.8.P.9.2. Differentiate between physical changes and chemical changes.

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

Purpose

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

Students will observe and explore the properties of different substances.

Students will test how different substances interact with each other

Students will test how temperature influences chemical changes.

Prior Knowledge:

Matter is divided into the four basic states of solid, liquid, gas, and plasma. Matter is classified based on composition. Matter is identified by its characteristic physical properties. Physical properties are those that can be determined without altering the composition of the substance, such as, color, odor, density, strength, elasticity, magnetism, and solubility. Chemical properties are descriptions of the substance and its reactions with other substances to create new substances with new properties. These chemical properties are identified through chemical reactions. Evidence of a chemical reaction possibly occurring can be seen through a color change, temperature change, evolution of a gas, and the formation of a new substance.


Part 1 Separating Mixture

Mystery Mixture (sugar, sand, water, wood chips, and iron fillings or staples)

Coffee Filter

Magnet

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

Part 2 Physical & Chemical Changes

Test tubes

Magnet

Magnifying glass

Graduated Cylinder

Wooden Splints

Thermometer

Hot Plate

Small beaker

Water

Baking Soda

Iron Fillings

Vinegar

Effervescent tablet

Salt

Procedures for Teacher

Before Activity

Teacher will create mystery mixture in a beaker for each lab group, which consists of sugar, sand, water, wood chips, and iron (fillings or staples).

Teacher will engage students through the following activities:

1. Mystery balloons: place common objects or materials (penny, key, battery, flour, etc.) in deflated rubber balloons and tie. Have students use their senses to try to identify the contents based on physical properties.

2. Show Study Jams-Properties of Matter.

Teacher will explain that todays lab will be done in three partspart 1 is separating a mixture, part 2 is identifying characteristics of separated samples, and part 3 is an introduction into physical and chemical changes.

Teacher will pass out student hand out to begin activity and will pass out the mystery mixture.

During Activity

Part 1 Separating Mixtures

Teacher will ask students to examine the mystery mixture and think about how they would separate it.

Teacher will ask students to create a set of procedures that can be replicated to separate the mixture.

The possible steps are written in red. Students should create their OWN procedures.

1. Run magnet through mixture to separate iron based on magnetism.

2. Pour water over mixture to separate wood based on density. Wood is less dense than water.

3. Use filter to remove sand from mixture since sand is not soluble in water.

4. Use hot plate to separate sugar from water. Water will evaporate first since it has a lower boiling point than sugar.

If students are having difficulty coming up with procedures, ask them to list the properties of matter (magnetism, density, particle size, and solubility)

After students create procedures, pass out materials and have them execute their investigation.

Teacher will monitor as students answer the following questions:

1. How did you separate the materials in the beaker? Answers will vary.

2. Why is it important for scientists to write detailed procedures? So that other scientists can replicate the study and verify the validity of the results.

3. Would the physical properties of a material change if the size of the material is changed? Explain. No, physical properties are independent of sample size.

4. Did you have to completely alter /chemically change any of the materials to measure their physical properties? Explain. No, can measure physical properties without changing the substance.

Part 2 Identifying Properties & Part 3 Physical & Chemical Changes

After students execute procedures, review with class the methods used in separating mixtures. Teacher will then tell students to move to the second part of the lab.

Teacher will circulate and monitor as students answer the table.

When students are done with Part 2, allow them to move on to Part 3.

Students will follow procedures and collect data.

Teacher will monitor as students answer the following questions:

1. How do you determine which sample is the most soluble? List the samples from highest to lowest solubility. I determined solubility by mixing the substance with water and observed how quickly and easily it dissolved.

2. How could you determine the difference between water and vinegar? Which physical properties were different between these liquids? Water and vinegar have different odors, which is a physical property that we use to help determine its identity.

Important Note: Students may not know what the difference is between a physical and chemical change. This activity is to get students thinking about physical and chemical changes for the next topic.

After Activity

After students have completed the lab procedures they are to answer their conclusion questions:

How did you determine whether you thought the mixture was physical or a chemical change? Explain your reasoning. Answers may vary because students may not know explicitly the difference between a physical and chemical change. Ideally, they would explain that physical changes only change its shape or size without changing the molecules or chemical composition of the object. Chemical changes create new substances or cannot be turned back to what is original was.

Scientists often find mysterious materials. Explain how physical properties are important for identifying unknown substances. Scientists can use the various physical properties such as melting point, boiling point, thermal or electrical conductivity, magnetism, density and solubility of the unknown substance to compare to known substances and correctly identify the substance or discover a new substance.

Evaluate student understanding of objectives through conclusion writing and/or answers to aligned test questions.

Student

Lab Activity: __________________________________________

Benchmarks:




Part 1: Separating Matter

Purpose: You will design your own method to separate the mystery mixture based on physical properties of each substance.Observations:1. What substances do you think are in the mystery mixture? Explain your reasoning.

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

Scientific Question:

Procedures:

Separating Matter Data Table 1

Material

Physical Property used to separate from mixture

Explanation

Sugar

Sand

Wood

Iron

Analysis Questions

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

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

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

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

Part 2: Identifying Physical Properties of Matter

Procedures

1. Examine each sample in the test tube and record your observations in Table 1.

2. Use a magnifying glass if necessary to describe the particle size as small, medium, large, crystal-structure, etc. Be as descriptive as you can.

3. Use the magnet to test each sample for magnetic properties.

4. Test the solubility of the solids by taking half of the sample and mixing it in a new test tube that has 5 mL of water. Use a wooden splint to mix the substance with the water and record observations.

Data

Identifying Physical Properties Data Table 2

Sample

Color

Odor

Particle Size

Magnetic?

Soluble?

State of Matter

Water

N/A

Vinegar

N/A

Salt

Baking Soda

Iron fillings

Effervescent Tablet

1. How do you determine which sample is the most soluble? List the samples from highest to lowest solubility.

2. How could you determine the difference between water and vinegar? Which physical properties were different between these liquids?

Part 3: Physical and Chemical Changes

1. Mix water with salt and record your observations in Table 2.

2. Mix the iron fillings with hydrogen peroxide and record observations in Table 2.

3. Mix the hydrogen peroxide with water and record observations in Table 2.

4. Mix vinegar with baking soda and record observations in Table 2.

Table 2

Mixture

Observations

Physical or Chemical Change?

Water and Salt

Water and Effervescent Tablet

Vinegar and Baking Soda

Conclusion Questions

How did you determine whether you thought the mixture was physical or a chemical change? Explain your reasoning.

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

Claim Write a statement that answers the original question.

Evidence Write the scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

Reasoning Explain how the evidence justifies your claim. It shows why the data count as evidence by using appropriate and sufficient scientific principles.

PHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER


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

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

Purpose:

Students will differentiate between physical changes and chemical changes by mixing a variety of substances in test tubes with red cabbage juice.

Important Notes:

There are two versions of this lab with separate directions for each outlined in the Procedure table.

The use of vinegar and calcium chloride will need to be accompanied by the use of a ventilation fan in case of nasal sensitivity, allergy issues, or asthma. Be sure to read precautions on the calcium chloride container. Calcium Chloride can burn the skin. Students should use gloves when handling this substance. If you prepare small cups with quantities for each set of students you may want to cover the cups to prevent inhalation issues.

Guiding Questions:

How does changing what you add to each substance affect it? Answers may vary.

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

What is a physical change? Any change that changes a substances shape, texture, or other physical property without altering its chemical composition.

What is a chemical change? Any change that alters the chemical composition of a substance.

How can you tell something has stayed the same or changed into something new? A substance has undergone a chemical change when a gas is released, a precipitate has formed, an odor is released, or when its color changes (although sometimes color changes dont always necessarily mean a chemical change occurred).

Materials (per group)

Beakers (2)

Test tubes (6)

Test tube rack

Thermometer

Stirrers

Water

Milk

Vinegar

Cabbage Juice

Baking Soda

Calcium Chloride

Procedure Option A (Teacher Directed)

Before

Preparation

Teacher will prepare test tubes, all of which contain purple cabbage juice, about 5-10 ml depending on the size of test tubes.

Engage

Teacher may demonstrate different changes (both physical and chemical) in front of students without telling what is happening.

Teacher may also play videos of physical and chemical changes that occur in matter.

During

Explore

Teacher will direct to students to work together in pairs for this option.

Teacher will explain that students will have 5 test tubes filled with cabbage juice to test materials for reactions.

Teacher will list what each test tube is to test.

Students will write their predictions as to what they think will happen.

Students will test 5 liquids/materials with the cabbage juice:

Test tube 1: water (5 ml)

Test tube 2: vinegar (5 ml)

Test tube 3: baking soda (a pinch or a small spoonful)

Test tube 4: calcium carbonate ( a small spoonful)

Test tube 5: milk (5 ml)

Teacher will instruct students on how to mix materials and how to take the temperature of each test tube before and during the reaction.

Be sure students clean the thermometer between each reaction to avoid cross reactions.

Students will write down their observations.

Explain

The teacher will write vocabulary on the board and ask students to use these terms during their discussions:

Substance Temperature Change of State

Mixture Solution Property

Solid Liquid Gas

The teacher will facilitate student discussions of the Guiding Questions.

After

Elaborate

The teacher will give a demonstration at the end of the activity that involves mixing vinegar, purple cabbage juice, milk, baking soda, and calcium chloride. Students will make predictions, discuss, and explain the physical and/or chemical changes they think are involved (Predict/Observe/Explain).

You may also want to talk about how purple cabbage juice is also used to tell whether or not something is an acid or a base, and tell students it is something they will also be learning about. When the cabbage juice changes color, it is a chemical change resulting in either blue (bases) or red (acids).

Evaluate

Students will write a Claim-Evidence-Reasoning Conclusion to the lab activity using evidence to support their reasoning as to whether a chemical or physical change occurred in each combination.

Procedure Option B (Inquiry)

Before

Preparation

Teacher will set up test tubes on test tube rack.

Teacher will set up a tray of all materials/liquids for students to choose from, but will not place in test tubes as to allow students to create their own combinations.

Engage

Teacher may demonstrate different changes (both physical and chemical) in front of students without telling what is happening.

Teacher may also play videos of physical and chemical changes that occur in matter.

During

Explore

Teacher will direct to students to work in groups of 2 or 3 to design an experiment to test each substance.

Teacher will direct students to write out their procedures and include a table that organizes their data and shows each liquid being tested both with the other liquids and with the two solids. The table should also include space for documenting observations before and after testing each substance.

Teacher will instruct students on how to mix materials and how to take the temperature of each test tube before and during the reaction.

Be sure students clean the thermometer between each reaction to avoid cross reactions.

Students will write down their observations.

Explain

The teacher will write vocabulary on the board and ask students to use these terms during their discussions:

Substance Temperature Change of State

Mixture Solution Property

Solid Liquid Gas

The teacher will facilitate student discussions of the Guiding Questions.

After

Elaborate

The teacher will give a demonstration at the end of the activity that involves mixing vinegar, purple cabbage juice, milk, baking soda, and calcium chloride. Students will make predictions, discuss, and explain the physical and/or chemical changes they think are involved (Predict/Observe/Explain).

You may also want to talk about how purple cabbage juice is also used to tell whether or not something is an acid or a base, and tell students it is something they will also be learning about. When the cabbage juice changes color, it is a chemical change resulting in either blue (bases) or red (acids).

Evaluate

Students will write a Claim-Evidence-Reasoning Conclusion to the lab activity using evidence to support their reasoning as to whether a chemical or physical change occurred in each combination.

Teacher

Student OPTION A

Lab Activity: __________________________________________

Benchmarks:




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

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

Substance


1

Water

2

Vinegar

3

Baking Soda

4

Calcium Carbonate

5

Milk

Procedures:

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

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

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

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

Observation Table:

Substance

Record Observations


Temp. Before

Temp. After

1

Water

2

Vinegar

3

Baking Soda

4

Calcium Carbonate

5

Milk

Reflection Questions:

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

2. What is a physical change?

3. What is a chemical change?

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

Conclusion:

Claim:

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

Evidence:

Support your claim using EVIDENCE you collected in your experiment.

Reasoning:

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

Student OPTION B Inquiry

Lab Activity: __________________________________________

Benchmarks:




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

Preparation: List the substances your group will combine and write down your prediction in the table below.

Substance 1

Substance 2


Procedures:

Observation Table:

Reflection Questions:

1. How does changing what you add to each substance affect it?

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

3. What is a physical change?

4. What is a chemical change?

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

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

Claim:


Evidence:


Reasoning:


Student

ATOMIC MODELS


SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose:

Students will explain that atoms are the smallest unit of an element and are composed of subatomic particles by drawing and/or creating models of an atom.

Students will describe size and charge of the subatomic particles proton, neutron, and electron.

Guiding Questions:

What is the smallest unit of matter?

How does the structure of an atom compose all matter?

Materials

Handout & Periodic Table of Elements

Procedure

Before

Preparation

Teacher will set up projector to illustrate atoms in a pencil.

Teacher will have handouts of student Atomic Models worksheet.

Optional: Periodic Table for Elaborate activity.

Engage

Ask students to cut a piece of paper as small as they can.

Explain to students that the smallest unit of matter is called an atom and is smaller than the piece of paper they cut and cannot be seen by the human eye.

During

Explore

Show a picture of a pencil point and how the carbon atoms look at the molecular level. Project the image Pencil Zoom.

Ask students questions:

What are the three different tiny particles that make up an atom?

Protons, neutrons, and electrons.

Which of these is in the center of the atom?

Protons and neutrons are in the center (nucleus) of the atom. You may want to mention that hydrogen is the only atom that usually has no neutrons. The nucleus of most hydrogen atoms is composed of just 1 proton. A small percentage of hydrogen atoms have 1 or even 2 neutrons.

What zooms around the nucleus of an atom?

Electrons

What are the charges of these particles?

Protonpositive; electronnegative; neutronno charge. The charge on the proton and electron are exactly the same size but opposite. The same number of protons and electrons exactly cancel one another in a neutral atom.

Teacher will draw the current model of the atom and students will follow along.

Students will then create their own atomic models in their handout.

Explain

Students will make the connection between atoms and matter through drawings and explanations in their handout.

Teacher will circulate the classroom providing assistance to students with misconceptions.

After

Elaborate

Students will be given a periodic table to read and look for other elements that they have not created atomic models for to create their own examples of how an elements atoms combine to form a piece of matter.

Evaluate

Teacher will evaluate student understanding of objectives based on the Claim-Evidence-Reasoning conclusion that asks, Can the atomic model explain patterns in nature?

Teacher

ATOMIC MODELS


SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose:

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

Observation:

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

Atomic Models:

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

Object

Element

Atomic Model

Helium

Protons: 2

Neutrons: 2

Electrons: 2

Lithium

Protons: 3

Neutrons: 3

Electrons: 3

Beryllium

Protons: 4

Neutrons: 4

Electrons: 4

Boron

Protons: 5

Neutrons: 5

Electrons: 5

Carbon

Protons: 6

Neutrons: 6

Electrons: 6

Object

Element

Atomic Model

Fluorine

Protons: 9

Neutrons: 9

Electrons: 9

Potassium

Protons: 19

Neutrons: 19

Electrons: 19

Elaborate:

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

Conclusion: What patterns emerge from the atomic model?

Claim:


Evidence:


Reasoning:


Student

PERIODIC TABLE OF ELEMENTS


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

Purpose:

Students will be introduced to the basic information given for the elements in most periodic tables: the name, symbol, atomic number, and atomic mass for each element.

Students will focus on the first 20 elements to create an imaginary periodic table that is modeled off of the Periodic Table of Elements commonly used.

Students will identify trends in the periodic table by explaining that elements in the same groups have similar properties.

Guiding Questions:

How do we organize what we know about matter, elements, and atoms?

What is the Periodic Table and how is it useful?

What trends do we see in the Periodic Table?

Materials

Handout, Periodic Table of Elements, and Textbook

Procedure

Before

Preparation

Print out student handouts, periodic table, and project periodic table on the board.

Engage

Project the image of the Periodic Table to students and explain how to read the Periodic Table

During

Explore

Students will work in groups of 2-3 to read through the Universal Periodic Table clues.

Students will fill in their periodic table based on the clues, which require them to understand how the periodic table is organized.

Explain

Students will defend how they filled in their periodic table by writing their explanation of how elements are organized on the periodic table.

After

Elaborate

Students will give examples of families of elements that have common characteristics.

Evaluate

Teacher will evaluate student understanding of objective based on written conclusion in C-E-R that answers the question, Is there a way to arrange the elements differently than how they organized in the Periodic Table?

Students should be able to explain how elements are arranged (increasing in order of atomic number; elements with similar characteristics are grouped in families).

Teacher

PERIODIC TABLE OF ELEMENTS


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

Purpose:

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

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

Procedure:

Read each clue carefully, and then place the symbol for that clue's element in the blank periodic table provided.

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

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

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

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

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

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

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

8. Violetium(V): This element is found in bananas. When burned, it has a violet colored flame.

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

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

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

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

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

14. Darkbluium(Dk): Has an atomic mass of 115.

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

16. Glucinium (Gl): The element found in period 2, group 2 with a mass of 24.

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

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

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

20. Burnium (Bu), Blue-whitium (Bw), Bauxitium (Xi), Computerchipsium (Cc), Bringer-of-lightium (Bl), Stinkium (Sk), Purium (P), and Stableium (Sb) are all found in period 3.

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

22. Infectium (If): A halogen, like Re, P, and Lo with 53 protons.

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

24. Some additional clues: The number after the symbol indicates the number of protons in the nucleus of the atom: Notalonium(Na): 51, Earthium (E): 52, Boracium (B): 10.

Universal Periodic Table

Analysis (Use the Standard Periodic Table, not the one above):1. What trends do you notice as elements are listed from left to right?

2. Based on the periodic table why is H, Li, Na, K, and Rb in the same column/group/family?

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

4. Based on the periodic table why is Hw, Nw, Ar, Kr, and Xe in the same colum/group/family?

Conclusion:

Based on this activity, is there a way to arrange the elements differently than how they organized in the Periodic Table?

Claim:


Evidence:


Reasoning:


Teacher

Clay Elements, Molecules, and Compounds

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

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

Objectives:

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

Students will differentiate among pure substances, mixtures and solutions.

Essential Question: Explain how atoms of elements form molecules, compounds and mixtures which are used in your daily lives.

Background Information for the Teacher:

This activity is used for students to gain an understanding that atoms of elements combine to form molecules and compounds. Since students cant see atoms, molecules and compounds, they will create models of them using different colors of clay pieces to represent the different elements. Students should understand that some molecules are elements not compounds since they are only made up of only one type of element such as hydrogen gas. Mixtures consist of different types of elements and/or compounds that are physically blended but not chemically bonded together. When students complete this activity, they should be able to differentiate between elements, compounds and mixtures.

Preparation:

Before Activity

Preparation

Before the activity, prepare the clay pieces which represent the different elements. Each group will need a bag which contains six different colors of clay pieces. Each bag should contain the number of pieces for each color that are found on the color key card. Using small bags for each color works best so that way the different colors of clay pieces dont stick together.

Engage: Show Study Jams Video: Elements and Compounds

Study Jams Video: Mixtures

Show examples of elements, compounds and mixtures such as sample of salt, copper,

saltwater, sand and water and beaker of air. The class should have a brief discussion about the video and the samples shown

During Activity

Explore: Students will complete the activity: Clay Elements, Molecules and Compounds

Guiding Questions:

1. What is an atom and what part of the model represents an atom?

2. How do atoms form molecules and compounds?

3. What is the difference between molecules, compounds and mixtures?

During this activity, the teacher should walk around to ensure that students understand that the atoms (clay pieces) combine to form different types of molecules, compounds and mixtures. Idea: have each group save one of their models(teacher assigns) to share during the discussion.

Explain:

Students will participate in a class discussion by sharing their answers to questions completed during activity and models that they created for a particular element, compound or mixture. The teacher should revisit the guiding questions to ensure that students dont have misconceptions and have mastered the material.

After Activity

Elaborate:

Students will research and identify elements, molecules, compounds and mixtures that they use in their daily lives. They will create a drawing which represents a model of the element, molecule, compound or mixture and explain how they use each one in their daily lives.

Evaluate:

Teacher will evaluate student understanding of objectives based on the Claim-Evidence-Reasoning conclusion for the essential questions: Explain how atoms of elements form molecules, compounds and mixtures which are used in your daily lives.

Clay Model Compounds ---Color Key

Count the number of clay pieces you have for each color and match to the key. Use a crayon or colored pencil to color each clay piece. Match the colors to the numbers!

8-Hydrogen 3-Chlorine 10-Oxygen

2-Sodium 4-Carbon 2-Nitrogen

Names: ______________________________________

Clay Model Compounds ---Color Key

Count the number of clay pieces you have for each color and match to the key. Use a crayon or colored pencil to color each clay piece.

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