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Page 1 of 4 Weathering Instructional Case: A series of 5 student-centered science lessons Lesson 4 Suggested Timeline 45 minutes Materials • 6 effervescent tablets (such as Alka- Seltzer®) • clear plastic cup • thermometer • timer • waste bowl • disposable coffee cups (for hot water) • hot water • ice • room temperature water • small hammers (or other tool to crush tablets) Prep 1. Students should have a system of how to take notes from a presentation (Cornell, interactive notebook, etc.) 2. Make copies of the Effervescent Antacid Weathering 3. Prepare trays/bins of materials for each group and have a table set up in an area with easy access to the hot water, room temperature water, and ice. Effervescent Antacid Weathering Summary In this inquiry-based lesson, students investigate how different factors affect the rate of chemical weathering. The dissolution of common effervescent antacid tablets are used as a model for chemical weathering. During the first part, students run four tests to determine how temperature affects the rate of dissolution. They are given three different temperatures of water (hot, room temperature, and ice) and then decide on a fourth temperature, building their reasoning and inquiry skills. After testing, students complete a C-E-R response based on their results. In part two, students engage in more inquiry to design two more tests to make the effervescent antacid tablet dissolve even faster. Objective • To engage students by giving them the freedom to create different tests • To collect data using scientific instruments • To use evidence collected to explain how temperature and other factors affect the rate of dissolution. Teacher Background Knowledge This activity primarily investigates chemical weather and the factors that may affect the rate of weathering. There are two types of weathering processes: chemical and physical weathering. Physical weathering (also known as mechanical weathering) is the result of physical forces that break rock into smaller and smaller pieces without changing the rock's mineral composition. Chemical weathering involves the chemical transformation of minerals and commonly results in the dissolution of minerals in a rock. Generally, chemical reactions occur more rapidly at higher temperatures. Thus it is clear that chemical weathering of rocks and minerals is more intense in warmer environments (low latitudes) than in colder environments (high latitudes). In addition, chemical weathering is generally enhanced in wet environments. The physical weathering of rocks increases the rate of chemical weathering by increasing the surface area on which chemical reactions occur. This is analogous to the more rapid dissolution of granulated sugar in a cup of coffee relative to a single large rock sugar crystal.

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Page 1: Weathering 4 Lesson - Earth Science Lesson.pdf · weathering) is the result of physical forces that break rock into smaller and smaller pieces without changing the rock's mineral

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Weather ing Instruct ional Case: A ser ies of 5 student-centeredsc ience lessons

Lesson4

SuggestedTimeline45minutes

Materials

• 6effervescenttablets(suchasAlka-Seltzer®)

• clearplasticcup• thermometer• timer• wastebowl• disposablecoffeecups(forhotwater)• hotwater• ice• roomtemperaturewater• smallhammers(orothertooltocrushtablets)

Prep1. Studentsshouldhaveasystemof

howtotakenotesfromapresentation(Cornell,interactivenotebook,etc.)

2. MakecopiesoftheEffervescentAntacidWeathering

3. Preparetrays/binsofmaterialsforeachgroupandhaveatablesetupinanareawitheasyaccesstothehotwater,roomtemperaturewater,andice.

EffervescentAntacidWeathering

SummaryInthisinquiry-basedlesson,studentsinvestigatehowdifferentfactorsaffecttherateofchemicalweathering.Thedissolutionofcommoneffervescentantacidtabletsareusedasamodelforchemicalweathering.Duringthefirstpart,studentsrunfourteststodeterminehowtemperatureaffectstherateofdissolution.Theyaregiventhreedifferenttemperaturesofwater(hot,roomtemperature,andice)andthendecideonafourthtemperature,buildingtheirreasoningandinquiryskills.Aftertesting,studentscompleteaC-E-Rresponsebasedontheirresults.

Inparttwo,studentsengageinmoreinquirytodesigntwomoreteststomaketheeffervescentantacidtabletdissolveevenfaster.

Objective

• Toengagestudentsbygivingthemthefreedomtocreatedifferenttests

• Tocollectdatausingscientificinstruments• Touseevidencecollectedtoexplainhowtemperatureandotherfactorsaffecttherateofdissolution.

TeacherBackgroundKnowledgeThisactivityprimarilyinvestigateschemicalweatherandthefactorsthatmayaffecttherateofweathering.Therearetwotypesofweatheringprocesses:chemicalandphysicalweathering.Physicalweathering(alsoknownasmechanicalweathering)istheresultofphysicalforcesthatbreakrockintosmallerandsmallerpieceswithoutchangingtherock'smineralcomposition.Chemicalweatheringinvolvesthechemicaltransformationofmineralsandcommonlyresultsinthedissolutionofmineralsinarock.Generally,chemicalreactionsoccurmorerapidlyathighertemperatures.Thusitisclearthatchemicalweatheringofrocksandmineralsismoreintenseinwarmerenvironments(lowlatitudes)thanincolderenvironments(highlatitudes).Inaddition,chemicalweatheringisgenerallyenhancedinwetenvironments.Thephysicalweatheringofrocksincreasestherateofchemicalweatheringbyincreasingthesurfaceareaonwhichchemicalreactionsoccur.Thisisanalogoustothemorerapiddissolutionofgranulatedsugarinacupofcoffeerelativetoasinglelargerocksugarcrystal.

Page 2: Weathering 4 Lesson - Earth Science Lesson.pdf · weathering) is the result of physical forces that break rock into smaller and smaller pieces without changing the rock's mineral

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Lesson4EffervescentAntacidWeathering

Standards12

NGSSPerformanceExpectations:ThislessonsupportsstudentsinprogressingtowardtheNGSSPerformanceExpectation.MS-ESS2-1.DevelopamodeltodescribethecyclingofEarth'smaterialsandtheflowofenergythatdrivesthisprocess.[ClarificationStatement:Emphasisisontheprocessesofmelting,crystallization,weathering,deformation,andsedimentation,whichacttogethertoformmineralsandrocksthroughthecyclingofEarth’smaterials.]MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowgeoscienceprocesseshavechangedEarth'ssurfaceatvaryingtimeandspatialscales.[ClarificationStatement:EmphasisisonhowprocesseschangeEarth’ssurfaceattimeandspatialscalesthatcanbelarge(suchasslowplatemotionsortheupliftoflargemountainranges)orsmall(suchasrapidlandslidesormicroscopicgeochemicalreactions),andhowmanygeoscienceprocesses(suchasearthquakes,volcanoes,andmeteorimpacts)usuallybehavegraduallybutarepunctuatedbycatastrophicevents.Examplesofgeoscienceprocessesincludesurfaceweatheringanddepositionbythemovementsofwater,ice,andwind.Emphasisisongeoscienceprocessesthatshapelocalgeographicfeatures,whereappropriate.] AssessmentBoundaries:Assessmentislimitedtotheinteractionsoftwosystemsatatime.Inthislesson…ScienceandEngineeringPractices DisciplinaryCoreIdeas CrossCuttingConcepts

PlanningandCarryingOutInvestigationsStudentswillplananinvestigationthatanalyzestheeffectsoftemperatureondissolutionrates.Studentswillindividuallyandcollaborativelyconsiderthedifferentvariables.Studentswillhavetheopportunitytorevisetheirexperimentaldesigntotrytoincreasetheratesofdissolution.Quantitativeandqualitativedatawillbecollectedtoserveasevidenceforconstructingtheirexplanations.

ESS2.A:Earth’sMaterialsandSystemsTheplanet’ssystemsinteractoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionshaveshapedEarth’shistoryandwilldetermineitsfuture.ESS2.C:TheRolesofWaterinEarth'sSurfaceProcessesWater’smovements—bothonthelandandunderground—causeweatheringanderosion,whichchangetheland’ssurfacefeaturesandcreateundergroundformations.

StabilityandChangeStudentsexaminechangesinonepartofasystemandrelateittohowchemicalweatheringoccursatdifferentratesdependingondifferentclimates.SystemandSystemModelsStudentscreateamodelofdifferentenvironmentsusingdifferenttemperaturerangesofhotwaterandthenobservehowtheeffervescentantacidtabletis“chemicallyweathered”.

Inthislesson…CCSSMathematics CCSSEnglish-LanguageArtsCCSS.MATH.CONTENT.6.RP.A.3Useratioandratereasoningtosolvereal-worldandmathematicalproblems,e.g.,byreasoningabouttablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.

CCSS.ELA-LITERACY.RI.6.7Integrateinformationpresentedindifferentmediaorformats(e.g.,visually,quantitatively)aswellasinwordstodevelopacoherentunderstandingofatopicorissue.

1NGSSLeadStates.2013.NextGenerationScienceStandards:ForStates,ByStates.Washington,D.C.:TheNationalAcademiesPress.2NationalGovernorsAssociationCenterforBestPractices,CouncilofChiefStateSchoolOfficersTitle:CommonCoreStateStandards(insertspecificcontentareaifyouareusingonlyone)Publisher:NationalGovernorsAssociationCenterforBestPractices,CouncilofChiefStateSchoolOfficers,WashingtonD.C.CopyrightDate:2010

Page 3: Weathering 4 Lesson - Earth Science Lesson.pdf · weathering) is the result of physical forces that break rock into smaller and smaller pieces without changing the rock's mineral

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Lesson4EffervescentAntacidWeathering

PriorKnowledgeIngrades3-5,studentslearnedthatwater,ice,wind,organisms,andgravitybreakrocks,soils,andsedimentsintosmallerpiecesandmovethemaround.StudentshavealsolearnedthatmostofEarth’swaterisintheoceanandmuchoftheEarth’sfreshwaterisinglaciersorunderground.Inthepreviouslessons,studentshavelearnedaboutmechanicalweatheringandtheroleofweatheringanderosionwhenformingmountainsandlandscapes.Studentshavealsolearnedaboutthedifferenttypesofweatheringandhadasmallintroductiontochemicalweatheringusingaflavoredhardcandy.

LessonPART11. Posethefollowingquestionstotheclass:“Willwatertemperatureaffecthowfastaneffervescenttable

willdissolve?”and“Howdoesthetemperatureofwateraffecthowfastaneffervescenttabletwilldissolve?”

2. Instructstudentstoselecttheirpredictionontheirworksheetandexplaintheirthinking.3. Dividestudentsintogroupsof4.4. Explaintherulesforcreatingthetestingproceduresforpartoneandpointoutwherematerialsare.5. Checkwithgroupsastheymaketheirprocedurestomakesuretheyaregatheringdatathatanswersthe

presentedquestion.Aftercheckingwithgroups,allowthemtogetmaterialsandperformthe4tests.6. Instructstudentstocarefullywatchforwhenthetabletdisappearsandnotwhenthewaterstopsfizzing.

Itisimportantthatstudentsmeasuretheamountoftimethatittakesforthetablettodissolvethesamewayeachtimeinordertogetgoodresults.

7. Studentswillfindthatthedissolutionrateisclearlyafunctionoftemperaturewherethewarmerthewater,theshorterthetimeittakesforthetablettodissolve.

8. Asgroupsofstudentsfinisheachtesttheyshouldrecordtheirdataandobservations,poureachcompletedtestintotheirwastebowl,thenproceedwiththenexttest.

9. Afterstudentshavefinishedthefourtests,havethemanswertheanalysisquestion.PART210. Instructgroupsthathavefinishedtestingtobrainstormadditionalwaystomaketheeffervescenttablets

dissolveevenfaster.11. Oncethesegroupshavediscussedmoreideas,givethem2moretabletsandhavethemcompletetwo

moretests12. Inthebestcase,studentswillwanttobreakupthetablettoseeifthatchangesthedissolutionrate.The

teachermayneedtoguidestudentstothisexperiment.Thetabletmaybecrushedbygentlytappingitwithahammerwhilethetabletisinsidethepacketorinasmallplasticbag(orwrappedinpaper).

13. Ideally,studentswillperformacontrolledexperimentwhereonetabletiswhole,thesecondiscrushedandthetemperatureofthewateristhesameinbothtrials.Inthisway,studentscancomparetheeffectofcrushingthetablet(withwatertemperaturebeingequal).

14. Studentswillfindthatacrushedtabletwilldissolvemorerapidly(almostinstantaneously)thatawholetabletduetotheincreaseinthesurfaceareainthecrushedtablet.

Page 4: Weathering 4 Lesson - Earth Science Lesson.pdf · weathering) is the result of physical forces that break rock into smaller and smaller pieces without changing the rock's mineral

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Lesson4EffervescentAntacidWeathering

PotentialPitfallsStudentsareaskedtocreate4testsinpart1buttheyareonlygiventhreedifferenttypesofwater(hot,roomtemperature,andice).Thisisdonetopushstudentstothinkaboutdifferentwaystheycantesttheirquestion.Remindstudentsthattemperatureisacontinuumandtheyneedtocreateatemperatureofwatertheyhaven’ttestedbefore.

Inordertogetgoodconsistentresults,studentsmustagreetowhentheywillstoptimingthedissolutionofthetablet.Thetabletwilldisappearbeforethefizzingofthesolutionends.Studentsmustcloselyobservethetabletandmeasurethetimeittakesforittodisappear.

Aftercreatingandobservingthismodelactivity,studentsmayconcludethatchemicalweatheringisarapidprocesssincethetabletsdissolvesoquickly.Itshouldbereinforcedtostudentsthatthetabletsareonlyamodelfortheweatheringofrockandthatrealrocksareaffectedbychemicalreactionsatamuchslowerrate.Makesurethatstudentsunderstandtherelativetimeframesforgeologicchangeastheyrelatetoweatheringofrock.

Ifsomegroupsfinishearly,theycanusetheextratimetobrainstormabouthowtotestotherfactorsthatwillaffecttheamountoftimeittakesforatablettodissolve.

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