Miami-Dade County Public Schools

Division of Academics

Required

ESSENTIAL

Laboratory Activities

M/J Comprehensive Science 3

TEACHER EDITION

REVISED July 2017

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Dr. Lawrence S. Feldman, Chair

Dr. Marta Prez, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Dr. Steve Gallon III

Ms. Perla Tabares Hantman

Dr. Martin Karp

Ms. Lubby Navarro

Ms. Mari Tere Rojas

Mr. Sebastian Lorenzo

Student Advisor

Mr. Alberto M. Carvalho

Superintendent of Schools

Ms. Maria L. Izquierdo

Chief Academic Officer

Office of Academics and Transformation

Ms. Lisset Alves

Assistant Superintendent

Division of Academics

Mr. Cristian Carranza

Administrative Director

Division of Academics

Dr. Ava D. Rosales

Executive Director

Department of Mathematics and Science

EL7_2016M-DCPS Department of Science3

Table of Contents

Introduction6

Materials7

Next Generation Sunshine State Standards 10

Lab Roles13

Lab Safety Information and Contract14

Pre-Lab Safety Worksheet and Approval Form15

Parts of a Lab Report16

Experimental Design Diagram and Hints 19

Engineering Design Process21

Conclusion Writing (CER) 22

Project Based STEM Activity (PBSA) Rubric23

Essential Labs and STEM Activities

Scientific Method- Thermal Conductivity (STEM 2.0) (Topic 1)25

Whats the Matter? Inquiry Lab (STEM 2.0) (Topic 2)...29

Crime Scene Density Lab (STEM 2.0) ...32

Physical and Chemical Changes in Matter (STEM 3.0) (Topic 3)35

Conservation of Mass (STEM 2.0) (Topic 3)38

Atomic Modeling (STEM 4.0) (Topic 4)42

Periodic Table of Elements (STEM 2.0) (Topic 5)46

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

Investigating the Effect of Light Intensity on Photosynthesis (Topic 7)53

Modeling Photosynthesis and Cellular Respiration in Cells (STEM 3.0) 56

Carbon Cycle Game (STEM 2.0) (Topic 8).59

Scale of the Universe Modeling Activity(STEM 4.0) (Topic 9)73

Star Bright Apparent Magnitude Lab (Topic 10)76

Star Classification (STEM 3.0)79

The Martian Sun-Times (STEM 4.0) (Topic 11).83

Space Travel Tour Agency(STEM 2.0)90

What Causes the Seasons? (STEM 2.0) (Topic 12)94

Additional Resources

Density of Blocks (STEM 2.0)100

CSI: Following the Hard Evidence Density Lab (STEM 2.0)103

Mass, Volume, Density (STEM 2.0) 107

Precipitating Bubbles(STEM 2.0) 112

Greenhouse Gases in a Bottle (STEM 2.0)119

Imaginary Alien Life-forms(STEM 2.0) 122

Planetary Exploration and Extreme Life Forms (STEM 4.0)139

Introduction

The purpose of this packet is to provide the M/J Comprehensive Science 3 and Grade 8 teachers with a list of basic laboratory 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 Statewide Science Assessment (SSA), formally known as the Florida Comprehensive Assessment Test 2.0 (FCAT 2.0), that is administered in eighth grade.

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, forming 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.

MaterialsEach list corresponds to the amount of materials needed per station (whether one student or a group of students uses the station). Safety goggles should be assigned to each student as well as lab aprons on all labs containing the possible use of sharp objects or requiring mixtures of chemicals.

Scientific Method- Thermal Conductivity

Teacher

5

EL8_2017 M-DCPS Department of Science

Large Beaker (1)

Hot Plate

Density Cubes: Acrylic, Steel, Oak, Aluminum

Styrofoam Cups (4)

Thermometers (4)

Goggles (per student)

Tongs (large tweezers)

Water

Whats the Matter? Inquiry Lab

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

Coffee Filter

Magnet

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

Crime Scene Density Lab

Crime Scene Tape (optional)

Triple Beam Balance/Electronic Balances

Graduated Cylinder

Small piece of a bronze pipe (painted black)

Small piece of a copper pipe (painted black)

Small piece of an iron bar (painted black)

Physical Change and Chemical Changes in Matter

(Per group)

Beakers (2)

Test tubes (6)

Test tube rack

Thermometer

Stirrers

Water

Milk

Vinegar

Cabbage Juice (phenol red)

Baking Soda

Calcium Chloride

(Damp Rid)

250ml Beaker

Conservation of Mass

Graduated Cylinder

Erlenmeyer Flask

Balloon

Baking Soda

Triple Beam Balance

Spoon

Atomic Models

Student handout: Periodic Table of Elements

Coloring utensils

Periodic Table of Elements

Student handout: Periodic Table of Elements

Student Textbook

Clay Elements, Molecules and Compounds Materials:

Paper Towel

Toothpicks

Modeling Clay

Colored Pencils

Colored pencils

Investigating the Effect of Light intensity on Photosynthesis

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

Modeling Photosynthesis and Cellular Respiration in Cells

Colored round sticker labels (various sizes and colors)

Beads

Construction paper

Toothpicks

Cardboard

Markers

Chart paper

String

Scissors

Glue

Index cards

Carbon Cycle Game

7 Dice

Carbon Cycle Passport for Each Student

7 Station Signs

Carbon Atom Model for Each Student

7 Station Movement Directions

Blank Bar Graph for Each Student

Scale of the Universe Modeling Activity

Modeling clay

String

Paper (construction/ poster)

Balloons

Various spherical objects

Markers

Scissors

Straws

Register tape

Protractors

Computer/Internet Access

Star Bright Apparent Magnitude Lab

Materials (per group):

3 pencils

1 meter stick

Tape

2 flashlights

Star Classification

Color copies of circle stars

Dry-erase board

dry-erase markers

The Martian Sun-Times

Worksheets

Computer with Internet access

Meter stick

Markers or colored pencils

Metric ruler

Scissors

Adding machine tape or old VHS tape

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

Construction paper

Space Travel Tour Agency

Computers with internet access

Glue and/or tape

Construction paper

Student Page

Crayons, markers, colored pencils, etc.

Rubric

Scissors

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

Annually Assessed Benchmarks

Next Generation Sunshine State Standard (NGSSS)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

LAB ROLES AND THEIR DESCRIPTIONS

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

Project Director (PD)

The project director is responsible for the group.

Roles and responsibilities:

Reads directions to the group

Keeps group on task

Is the only group member allowed to talk to the teacher

Shares summary of group work and results with the class

Materials Manager (MM)

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

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

Operates digital devices (computer, laptops, tablets)

Completes conclusions and final summaries

Assists with conducting the lab procedures

Assists with the cleanup

Safety Director (SD)

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

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;

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

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

LABORATORY SAFETY

Rules:

Know the primary and secondary exit routes from the classroom.

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

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teachers permission.

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

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

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

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

Always make safety your first consideration in the laboratory.

Safety Contract:

I will:

Follow all instructions given by the teacher.

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

Carry out good housekeeping practices.

Know where to get help fast.

Know the location of the first aid and firefighting equipment.

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

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

Student Signature: ____________________________Date: ___________________

Parent Signature: _____________________________Date: ___________________

Pre-Lab Safety Worksheet and Approval Form

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

Name of Student Researcher: __________________________________________Period: ______

Title of Experiment: ___________________________________________________________________

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

1. I have reviewed the safety rules and guidelines.

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

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

Vertebrate Animals (requires an additional form)

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

Hazardous chemicals (such as: strong acids or bases)

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

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

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

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

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

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

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

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

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

Student Researcher Signature: ____________________________Date: ___________________

Teacher Approval Signature: _____________________________Date: ___________________

Human Subjects Agreement to Participate:

Subject Name: ______________________ Signature: ____________________ Date: ________

PLEASE PRINT

Subject Name: ______________________ Signature: ____________________ Date: ________

PLEASE PRINT

Subject Name: ______________________ Signature: ____________________ Date: ________PLEASE PRINT

PARTS OF A LAB REPORT

A Step-by-Step Checklist

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

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

Benchmarks Covered:

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

Problem Statement:

Identify the research question/problem and state it clearly.

Variables and Control Test:

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

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

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

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

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

Potential Hypothesis (e.g.):

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

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

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

Materials:

Record precise details of all equipment used

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

Record precise details of any chemicals used

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

Procedure:

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

Summarize the procedures; be sure to include critical steps.

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

Data:

Ensure that all data is recorded.

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

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

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

Record all observations.

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

Results:

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

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

Conclusion and Evaluation:

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

I First Paragraph: Introduction

1. What was investigated?

a) Describe the problem.

2. Was the hypothesis supported by the data?

a) Compare your actual result to the expected result

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

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

3. What were your major findings?

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

b) Calculate the percentage error from the expected value.

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

1. How did your findings compare with other researchers?

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

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

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

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

III Last Paragraph: Conclusion

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

a) Evaluate your method.

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

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

a) Comment on the limitations of the method chosen.

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

3. What are some possible applications of the experiment?

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

Parts of a Lab Report Reminder

Step 1: Stating the Purpose/Problem

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

What are the effects of _________ on ___________?

Step 2: Defining Variables

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

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

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

Step 3: Forming a Hypothesis

A hypothesis is an inferring statement that can be tested.

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

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

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

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

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

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

Step 4: Designing an Experimental Procedure

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

Change a variable that will help test the hypothesis.

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

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

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

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

Step 5: Results (Data)

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

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

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

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

Step 6: Conclusion

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

Student Name: ____________________________Date: ______________Period: ______

Experimental Design Diagram & Hints

This form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test Variable

(Independent Variable)

Number of Tests:

Subdivide this box to specify each variety.

Control Test:

# of Trials per Test:

Outcome Variable

(Dependent Variable)

Controlled Variables

1.

2.

3.

4.

5.

6.

EXPERIMENTAL DESIGN DIAGRAM HINTS

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

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

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

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

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

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

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

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

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

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

ENGINEERING DESIGN PROCESS

Step 1

Identify the Need or Problem

Step 3

Develop Possible Solution(s)

Step 2

Research the Need or Problem

Step 6

Test and Evaluate the Solution(s)

Step 7

Communicate the Solution(s)

Step 8

Redesign

Step 5

Construct a Prototype

Step 4

Select the Best Possible Solution(s)

1. Identify the need or problem

2. Research the need or problem

a. Examine current state of the issue and current solutions

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

c. Determine design criteria

3. Develop possible solution(s)

a. Brainstorm possible solutions

b. Draw on mathematics and science

c. Articulate the possible solutions in two and three dimensions

d. Refine the possible solutions

4. Select the best possible solution(s)

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

5. Construct a prototype

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

6. Test and evaluate the solution(s)

a. Does it work?

b. Does it meet the original design constraints?

7. Communicate the solution(s)

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

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

8. Redesign

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

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

Teacher

CONCLUSION WRITING

Claim, Evidence and Reasoning

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

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

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

Appropriate

Accurate

Sufficient

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

Base Explanation Rubric

Component

Level

0

1

2

Claim

A conclusion that answers the original question.

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

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

Evidence

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

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

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

Provides appropriate and sufficient evidence to support claim.

Reasoning

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

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

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

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

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

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

Teacher

PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC

Score 4

Score 3

Score 2

Score 1

Score 0

Purpose

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

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

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

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

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

Brainstorm

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

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

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

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

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

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

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

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

Design/Plan

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

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

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

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

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

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

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

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

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

Create/Build a Working Model

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

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

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

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

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

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

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

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

Working model is not built.

Test and Redesign

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

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

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

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

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

PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC

Score 4

Score 3

Score 2

Score 1

Score 0

Budget(if applicable)

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

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

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

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

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

Production

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

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

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

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

Or no data was used to support statement.

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

Discuss and Share

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

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

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

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

Student does not participate in project discussion with judge.

Construct viable arguments.

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

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

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

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

Student does not participate in project discussion with judge.

Project: _______________________________ Score: ______________

SCIENTIFIC METHOD- THERMAL CONDUCTIVITY

(STEM 3.0)

Florida Next Generation Sunshine State Standards Benchmark(s):

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

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)

Purpose

Students will identify how thermal energy moves through different types of material.

Students will apply the principles of experimental design and collect data.

Problem Statement / Research Question

How does the type of material affect its thermal conductivity? (Physical property).

Materials (per group)

Large Beaker (1)

Styrofoam Cups (4)

Goggles (each student)

Density Cubes

Acrylic, Steel, Oak, Aluminum

Thermometers (4)

Tongs (large tweezers)

Hot Plate

Water

Before

Activity

Preparation

Teacher will prepare test materials for 1 group member to pick up.

Engage

Teacher will demonstrate heat conductivity by placing 3 paper clips stuck to the handle of a metal spoon by some melted wax so they can be upright.

Heat the spoon at the beginning of handle and observe how clips start to fall because wax is melting as heat travels through the handle.

During

Activity

Explore

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

Teacher will instruct students on how to take the temperature of each Styrofoam cup and record it properly.

Experiment Procedure

Fill large beaker with approx. 500 ml water place on hot plate with dial on 5/medium heat.

Place density cubes inside beaker for 5 minutes.

Remove beaker from hot plate.

Label each Styrofoam cups A B C D

Pour approx. 100ml of water in each cup.

Place cubes in cups as follows: A(Acrylic), B(steel), C(Oak), and D(Aluminum).

Wait for 5 minutes then take cubes out.

Be sure students are careful taking the cubes out of cups.

Students will feel the different cubes with back side of their hand.

Take temperature of cups with cubes every 2 minutes for 6 minutes.

Students will write down their observations.

Students will draw a graph. IV (type of material) DV(temperature)

Explain

The teacher will facilitate student discussions of the Guiding Questions.

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

Heat Temperature Heat transfer

Conduction Metals

Evaluate

Provide rubric-based feedback to students from their CERs.

SSA CONNECTION

1. Andy wants to know if heavier carts roll down a ramp faster than lighter carts. He has some carts with big wheels, others with small wheels, and wooden blocks to vary the carts' weight. Each block weighs the same, and he'll use the same ramp for each trial. Which three carts would be best for Andy's experiment?

A. A, B, and D

B. A, C, and E

C. C, E, and F

D. B, C, and D

Explanation:

Andy wants to test whether heavier carts roll down a ramp faster. Andy should make the weight of the cart his test variable and should hold all other variables constant. The wheels on A,B, and D are the same size.

2. A student conducts an experiment in which she drops objects, each with a different mass, and all from the same height. She uses a stopwatch and records the time it takes for each object to hit the ground. Which of the following is the independent variable in her experiment?

A. Time the object travels

B. Height at which object is dropped

C. Mass of the object

D. Stopwatch used

Explanation:

If the student wants to drop objects with different masses to record drop time, the test variable is the mass of the object and the student should hold all other variables constant.

3. When conducting an experiment, which of the following is most important in getting valid results?

A. Technology needs to be used to determine the results.

B. An unbiased observer must witness the experiment.

C. The outcome needs to be controlled.

D. Only one variable must be changed during the experiment.

Explanation:

During a controlled experiment, it is essential that only one variable is changed at a time while the others are held constant. If more than one variable is changed at a time, then the experiment is flawed and the conclusion will be invalid. Having only one independent variable enables the scientist to draw conclusions based on the relationship between the independent and dependent variable.

4. Mrs. Aldaco added a room-temperature copper (Cu) cube and an aluminum (Al) cube that she just removed from the freezer to a beaker of boiling water.

She left the cubes in the water for three hours. Which of the following describes a heat flow that took place during those three hours?

A. from the aluminum cube to the beaker

B. from the copper cube to the boiling water

C. from the aluminum cube to the copper cube

D. from the boiling water to the aluminum cube

Explanation:

Heat flows in predictable ways. Heat flows from warmer to cooler objects.

5. Frank is comparing the quality of popcorn kept in the freezer to popcorn kept in a cabinet. He put one jar of popcorn in the freezer and another in a cabinet. After a month, he put 100 kernels from each jar in separate paper bags. He popped both separately in the microwave on high for 2 minutes. After counting the un-popped kernels in each bag, he repeated his experiment three times. From his results below, Frank can conclude that

A. Freezer popcorn should be cooked longer.

B. Room temperature popcorn has more popped kernels.

C. Freezer popcorn gets too dried out to pop well.

D. The humidity is higher at room temperature than in the freezer.

Explanation:

In studying the table, the freezer popcorn had an average of 20.5 un-popped kernels per trial and the room temperature popcorn had an average of 7.5 un-popped kernels per trial.

WHATS THE MATTER? INQUIRY LAB

(STEM 2.0)

Florida Next Generation Sunshine State Standards Benchmark(s):

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

Purpose of the Lab/Activity:

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

Students will observe and explore the properties of different substances.

Students will test how different substances interact with each other

Prior Knowledge:

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

Problem Statement / Research Question: How can characteristic properties be used to distinguish one form of matter from another? Why is that important?

Materials (per group):

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

Coffee Filter

Magnets

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

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).

Engage:

Teacher will engage students through the following activities:

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

Show Study Jams-Properties of Matter.

Distribute the student handout and mystery mixture to begin the lab activity

During Activity

Explore:

Ask students to examine the mystery mixture and think about how they would separate it.

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, distribute materials so students can conduct their investigation.

Circulate the room and inquire what students are doing as well as encourage the completion of the lab report by referring to and/or amplifying 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.

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

Explain and Elaborate:

After students have completed the lab procedures they should discuss the following conclusion questions:

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.

Have students read Discovery Education article Understanding Physical Properties of Matter

Evaluate:

Evaluate student understanding of objectives through conclusion writing using the Claim-Evidence-Reasoning based on the problem statement.

SSA Connections:

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

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

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

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

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

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

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

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

C. The added sugar will sink to the bottom.

D. The added sugar will dissolve in the water.

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

A. Density

B. Mass

C. Volume

D. Weight

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

A. Density

B. Electrical conductivity

C. Magnetism

D. Melting point

CRIME SCENE DENSITY LAB

(STEM 2.0)

www.cpalms.org

Florida Next Generation Sunshine State Standards Benchmark(s):

SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose

Students will describe density and/or calculate and compare the densities of various materials using the materials' masses and volumes.

Students will classify and/or compare substances on the basis of their physical properties and/or explain that these properties are independent of the amount of the sample.

Prior Knowledge

Students should be familiar with the definition of matter, mass, and volume. Students should be familiar with the methods for measuring the mass and volume of matter.

Problem Statement/Research Question:

How can the physical properties of a substance be used to identify the substance and does the size of a sample of a substance change the physical properties of that substance?

Materials Needed:

Crime Scene Tape (optional)

Triple Beam Balance/Electronic Balances

Graduated Cylinder

Small piece of a bronze pipe (painted black)

Small piece of a copper pipe (painted black)

Small piece of an iron bar (painted black)

Guided Practice

Students will complete two (2) sample density computation questions which are contained in the PowerPoint, with teacher guidance.

Independent Practice

Students will have an opportunity to practice what they have learned by conducting a Crime Scene Investigation Laboratory Activity.

Students will be presented with the opportunity to act like crime scene investigators. They will be given a piece of a metal bar that has been recovered from the crime scene, as well as samples of metal bars found in the possession of three suspects. They will be provided with a triple beam balance or a digital balance, a graduated cylinder and a water source. Students will then measure the mass and volume of each sample and compute the densities of each piece of evidence.

As the students enter the classroom, there is crime scene tape surrounding an area next to the teachers storage closet. The closet door is open, and the closet is mostly empty except for some debris strewn about.

Students should be split into groups of 3 or 4 and assigned to a table in the "crime lab". On each table is a triple beam balance, a graduated cylinder and a manila file folder. Also on each table are "evidence" envelopes containing a sample of the metal pipe collected from the crime scene, as well as samples of pipe collected from each of the suspects.

Stapled to the cover of each manila folder is a "Police Transmittal Memo", indicating that a break-in occurred at the school last night, that evidence was recovered, and that it is being referred to the "crime lab" for analysis.

Police Transmittal Memo.doc (already in student version)

Inside the manila folder are the following documents:

police report.doc- A police report setting forth details of the crime and indicating that a piece of a metal pipe was found at the crime scene. (already in student version)

Offender 1 info sheet.doc- Information on suspect 1, including the type of metal bar found in his/her possession. (NOT IN STUDENT VERSION see below for details)

Offender 2 info sheet.doc- Information on suspect 2, including the type of metal bar found in his/her possession. (NOT IN STUDENT VERSION - see below for details)

Offender 3 info sheet.doc- Information on suspect 3, including the type of metal bar found in his/her possession. (NOT IN STUDENT VERSION - see below for details)

As the students conduct the activity, they will record their data on anEvidence Analysis Report.doc. (already in student version) This "report" contains spaces for the students to insert the mass, volume and density data. It also directs the students to indicate which suspect committed the crime, what evidence was used to reach this conclusion, and the reasoning they used to reach their conclusion. This reasoning should indicate the student understands that density is a physical property of matter, independent of the sample size, and can be used as a means of identifying a substance.

Closure

Students will be expected to debate and justify their decision to their classmates. In doing so, students should demonstrate an understanding that density is a physical property of matter and can be used as a means of identifying a substance. Students should also be able to identify that the size of the sample did not affect the computation of density, as the sample taken from the crime scene and those recovered from the suspects differed in size. Students should also discuss other instances where this knowledge could be useful in the real world. For example, buying gold chains at the flea market. Could this same procedure be used to determine whether the necklace is pure gold or gold plated? Students brainstorm other ways they could apply this knowledge.

Summative Assessment

After completing the activity, the students will complete a worksheet called an "Evidence Analysis Report." On this worksheet, the students will show how they calculated the density of three different samples of metal used to establish "reference" data, and how they calculated the density of the metal fragments found at the scene of the crime. They will then explain how they can match the density of the evidence to the reference data in order to determine the proper suspect who committed the crime. Students will need to understand and be able to explain that density is a physical property of the various metals, and that this property is independent of the sample size.

Have the students complete a Claim-Evidence-Reasoning (CER).

SSA CONNECTION

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

A. density

B. mass

C. volume

D. weight

2. A rock was dropped into water in a graduated cylinder. What is the correct volume of the rock?

A. 25 mL

B. 40 mL

C. 65 mL

D. 105 mL

3. Sam is conducting experiments on samples of pure copper (Cu). While collecting data, he records both physical and chemical properties of the metal. Which of the following is dependent on the amount of Cu in the sample?

A. electrical conductivity

B. density

C. mass

D. melting point

PHYSICAL & CHEMICAL CHANGES IN MATTER

(STEM 3.0)

Florida Next Generation Sunshine State Standards Benchmark(s):

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

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

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

Purpose:

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

Problem Statement / Research Question:

How can you differentiate between a physical and chemical change?

What are some indicators that a chemical change has occurred?

Important Notes:

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 if a substance has stayed the same or changed into a new substance? 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 (phenol red)

Baking Soda

Calcium Chloride

250 mL Beaker

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.

Play YouTube video Properties of Matter Rap Justin Bieber Boyfriend REMIX and have students identify how many examples of physical and chemical properties they noticed.

During

Explore

Teacher will direct to students to work together 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 facilitate student discussions of the Guiding Questions.

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

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 into a beaker and recalling the initial temperature students mentioned for the liquids. Students will make predictions, discuss, and explain the physical and/or chemical changes they think are involved (Predict/Observe/Explain).

Have a student helper share out the temperature after the test tubes have been mixed.

Ask students to share their observations.

Ask students to refer back to the Problem Statement and discuss what are some indicators that a chemical change has occurred?

Expected results: If you begin with room-temperature vinegar, the temperature will drop. There is also a gas produced.

Explain to students that a change in temperature is a sign that a chemical reaction has occurred. Introduce the term endothermic to describe a reaction in which the temperature decreases.

Remind students that in chemical reactions, new substances are formed. Ask students if they observed anything that might be considered a new substance. Students should recognize the bubbles of carbon dioxide gas as a new substance.

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.

SSA Connection:

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

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

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

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

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

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

A. freezing water to make ice

B. boiling water to make steam

C. making salt water from salt and water

D. separating water into hydrogen and oxygen

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

A. A cake rises in the oven.

B. Salt is dissolved in warm water.

C. A pencil is broken into two pieces.

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

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

A. A rock breaks into pebbles.

B. Wood burns and becomes charcoal.

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

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

5. Julian mixes two test tubes of unknown liquids and observes a temperature increased from 18 C to 27C. What type of change might Julian have observed?

A. A physical change because the liquids didnt change color.

B. A chemical change because the volume of the liquids increased.

C. A physical change because the starting liquids created a new liquid.

D. A chemical change because the reaction generated heat as a result.

Reading Passage Answer Key

1. C 2. B 3. A

CONSERVATION OF MASS

(STEM 3.0)

Florida Next Generation Sunshine State Standards Benchmark(s):

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

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

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

Background information:

The Law of Conservation of Mass states that when matter goes through a physical or chemical change, the amount of matter stays the same before and after the changes occur. In other words, matter cannot be created or destroyed.

Materials:

Graduated Cylinder

Erlenmeyer Flask

Balloon

Baking Soda

Triple Beam Balance

Spoon

Vinegar

A stopper

Before activity:

What the teacher will do:

Engage:

Allow students opportunity to answer Assessment Probe "Burning Paper", share thoughts, and teacher demonstrates probe activity.

Mimic the assessment probe by burning a small piece of paper inside of an Erlenmeyer flask with a stopper. Ask students:

What happened to the paper?

Is there the same amount of matter in the beaker before and after?

Where did the matter go? How can you tell?

What type of change did you observe: physical or chemical?

Have students use the background information to develop a problem statement.

During activity:

What the teacher will do:

Explore

a. Monitor students to make sure they are remaining on task and are following proper lab protocol.

b. Procedures

Procedure - Part 1:

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

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

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

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

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

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

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

8. Record/draw all observations.

Procedure - Part 2:

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

2. Record the info into the data table below.

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

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

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

6. Record your info into the data table above.

c. Review the experimental design diagram by asking individual students in groups to explain the different parts of the experiment.

Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment.

While walking around, ask students within their group what is the temperature in the thermometer to make sure they remember how to read it.

Emphasize importance of data collection by groups.

Calculate the percent error for your results and show work. Come up with possible sources of error to mention when drawing conclusions.

Percent error = Initial Mass Final Mass X 100

Initial Mass

d. Have students use the Discussion Questions provided to apply the exploration to expected learning.

Answer Key:

1. Name the reactants: Baking Soda and Vinegar

2. Name the products: Sodium Acetate, Water, and Carbon Dioxide

3. Name the gas produced: Carbon Dioxide

4. Compare the mass of the closed system before and after the reaction. Explain your results. (The mass of the closed system before and after the reaction were the same because matter cannot be created nor destroyed

5. Were any new elements introduced into the closed system? Where did the gas come from? Explain. NO. The law of conservation of mass states that in any chemical reaction, matter is neither created nor destroyed. Therefore, in a balanced chemical equation you must have the same number of atoms of each element on either side of the equation. The gas came from the baking soda and vinegar.

6. What evidence did you observe to indicate that a chemical reaction took place? (Bubbles indicated that a chemical reaction took place, also a new substance was form and gas was given off which inflated the balloon)

7. After the gas was released, what happened to the mass of the system and why? (The mass of the system decreased because the system was no longer closed. Some matter escaped (the gas) which caused the mass to decreased

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

After activity:

What the teacher will do:

Explain

Have students complete the Claim-Evidence-Reasoning to respond to their OWN problem statement.

Elaborate

As the law of conservation states, matter cannot be created or destroyed, although it maybe rearranged. The mass of a closed system will remain constant, regardless of the process acting inside the system.

Ask students to infer whether or not the mass of the final reaction (gas escaped) will be greater in a closed system or in an open system?

Design and create a model to describe the flow of energy and cycling of matter in a food web. How does the model demonstrate the Laws of Conservation of Mass and Energy?

Evaluate:

Create a poster that defines and illustrates the Law of Conservation of Mass.

SSA Connection

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

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

A. The mass will stay the same.

B. The mass will increase.

C. The mass will decrease.

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

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

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

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

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

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

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

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

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

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

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

ATOMIC MODELING

(STEM 2.0)

Florida Next Generation Sunshine State Standards Benchmark(s):

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)

Background Knowledge for Teacher:

Atoms are the smallest unit of an element. Atoms consist of three kinds of sub-atomic particles: protons, neutrons, and electrons. Protons are positively charged and are in the center, or nucleus of the atom. Neutrons have no charge and are also located in the nucleus. Electrons are negatively charged and orbit the nucleus in several bands, or energy levels. Protons and neutrons are about equal in mass (neutrons are slightly more massive), while electrons are about one thousandth the mass of a proton or neutron.

Purpose:

Students will demonstrate how the particles in solids, liquids and gases behave.

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.

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

Materials

Handout, Periodic Table of Elements and coloring utensils

Procedure

Before

Preparation

Teacher will display an illustration of atoms in a pencil.

Teacher will have handouts of student Atomic Models worksheet.

Optional: Periodic Table for Elaborate activity.

Engage

Visual and Performing Arts TH.6 8.S.3.1. Develop Characterizations, using basic acting skills, appropriate for selected dramatizations.

Students will understand that all matter is composed of continuously