BIOLOGY 2014-2015

C. JOHNSON

ADAPTED LESSON PLAN Lesson 3: Practical Application in Exploring the Properties of Water Curriculum Unit: Biochemistry

Duration of Lesson: 1 class period

Curriculum and Objectives

Biology Curriculum Content Standard: BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations. Key concepts include: b) hypotheses are formulated based on direct observations and from scientific literature c) variables are defined and investigations are designed to test hypotheses e) conclusions are formed based on recorded quantitative and qualitative data h) chemicals and equipment are used in a safe manner BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include: a) water chemistry and its impact on life b) the structure and function of macromolecules c) the nature of enzymes d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration Essential Questions: • What are the distinguishing chemical and physical properties of water?

Student Objectives: By the end of class, the student will be able to:

• Explain the importance of the chemical and physical properties of water that make it vital to life.

• List and describe the individual properties of water explored in the laboratory exercise.

• Compare and contrast the uniqueness of water to that of other compounds.

Materials: • Student Hand-outs • Paper Towels • Station 1: 2 pennies, 2 1 mL pipettes, small beaker of water, small beaker of rubbing

alcohol • Station 2: small bowl with tap water, small bowl with soapy water, 10 small paper clips, fork • Station 3: small beaker of water, small beaker of rubbing alcohol, cotton balls, stop watch • Station 4: large test tube prefilled with 20 mL water + 2 grams of table salt and sealed with

a stopper, large test tube prefilled with 20 mL vegetable oil + 2 grams of table salt and sealed with a stopper, test tube rack

• Station 5: Data sheet with pictures Application and Activities

Anticipatory Set: Complete a warm-up activity comprised of a randomly selected SOL question and two vocabulary questions related to the current unit.

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In class, students will: • Read the pre-lab text handout “popcorn style” as a class. At the end of each section, discuss

how this relates to the idea that water is a unique and essential life-supporting molecule.

• Work in their lab groups to perform comparative experiments to explore the properties of water. Students will have approximately 10 minutes at each station. Each student will record their observations individually on their lab packet.

• Homework: Write up the formal lab report for the properties of water lab, due the following class period.

BIOLOGY 2014-2015

C. JOHNSON

BIOLOGY 2014-2015

C. JOHNSON

BIOLOGY 2014-2015

C. JOHNSON

BIOLOGY 2014-2015

C. JOHNSON

BIOLOGY 2014-2015

C. JOHNSON

BIOLOGY 2014-2015

C. JOHNSON

NAME: ______________________________ DATE: __________ PERIOD: __________

Properties of Water Lab: Student Worksheet

Station 1 – Cohesion and Adhesion

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Station 2 – Surface Tension

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Station 3 – High Heat of Vaporization

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Station 4 –Water is the Universal Solvent

BIOLOGY 2014-2015

C. JOHNSON

Station 5 – Ice is less dense than Liquid Water 1. Calculate the densities of the three substances in the picture. 2. Record your data in the table on your student worksheet.

STATION 5 – Ice is less dense than water. Answer the following questions before completing the calculations. 1. What is the formula for density? 2. In general, why would the density of ice be less than that of water? Show your work here for the density calculations of each of the three substances.

  Liquid  Water  

Ice  Cube   Unknown  

M      

   

V      

   

Calculation          

   

D      

   

Answer the following questions after completing the activity. 1. Examine the densities you calculated. Would you unknown sink or float? How do you know? 2. Explain the difference between ice as a solid versus other solid substances.

BIOLOGY 2014-2015

C. JOHNSON

Post-Lab Write Up Questions (Due Next Class)

1. Write a purpose statement describing the problem tested during this station activity.

2. List 3 questions that you could type into a search engine in order to do background research on the properties of water.

3. Construct a hypothesis (If, then statement) that applies to one of the five stations from the lab.

4. Write 5 bullet points describing what you learned after conducting the experiments.

5. Describe which of the experiments you found the most interesting and why.

6. In your own words, justify the importance of water’s role in the study of living things.

7. List all the Chapter 2 vocabulary words that are found in this packet.

8. Review the pre-lab reading documents. Select the property of water from this reading that you think is most important and then summarize what this property is and why it occurs in a 3-5 sentence paragraph.