Miami-Dade County Public Schools

Division of Academics

Required

ESSENTIAL

Laboratory Activities

For the Middle School

M/J Comprehensive Science 3

REVISED July 2015THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice Chair

Dr. Dorothy Bendross-Mindingall

Susie V. Castillo

Dr. Wilbert Tee Holloway

Dr. Martin Karp

Lubby Navarro

Dr. Marta Prez

Raquel A. Regalado

Julian Lafaurie

Student Advisor

Alberto M. Carvalho

Superintendent of Schools

Marie Izquierdo

Chief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de Armas

Assistant Superintendent

Division of Academics

Cristian Carranza

Administrative Director

Division of Academics

Dr. Ava D. Rosales

Executive Director

Department of Mathematics and Science

Table of Contents

Introduction5

Annually Assessed Benchmarks6

Materials List9

Lab Roles11

Safety Information and Contract12

Pre-Lab Safety Worksheet and Approval Form13

Parts of a Lab Report14

Experimental Design Diagram17

Claim Evidence Reasoning19

Engineering Design Process20

Project Based STEM Activity (PBSA) Rubric21

Essential Labs and STEM Activities

Experimental Design: Pasta Strength (Topic 1)23

Whats the Matter? Inquiry Lab(Topic 2)31

Boat Challenge41

Physical Changes and Chemical Changes Inquiry Lab(Topic 3)44

Conservation of Mass (Topic 3)53

Air Bag Challenge61

Atomic Modeling (Topic 4)66

Periodic Table of Elements (Topic 5)72

Clay Elements, Compounds/Molecules (Topic 6)79

Separating Mixtures87

Investigating the Effect of Light Intensity on Photosynthesis (Topic 7)92

Photosynthesis102

Carbon Cycle Game (Topic 8).105

Scale of the Universe Modeling Activity (Topic 9)120

Star Bright Apparent Magnitude Lab (Topic 10)125

Star Brightness130

The Martian Sun-Times (Topic 11).133

Mars Rovers146

What Causes the Seasons? (Topic 12)151

Additional Resources

Density of Rocks ...160

Density of Rocks (Revised by University of Miami Science Made Sensible Fellows).166

Precipitating Bubbles.176

Greenhouse Gases in a Bottle187

Imaginary Alien Life-forms (Adaptations and Punnett Square)190

Planetary Exploration and Extreme Life Forms207

(Revised by University of Miami Science Made Sensible Fellows)

Introduction

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

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

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

Acknowledgement:

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

Annually Assessed Benchmarks

Next Generation Sunshine State Standard (NGSSS)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Materials List

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

Pasta Strength

Ruler

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

Tape

50-100 Pennies

5 Strands of uncooked pasta (provide variety)

Whats the Matter? Inquiry Lab

5

EL8_2015

Part 1 Separating Mixture

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

Coffee Filter

Magnet

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

Part 2 Physical & Chemical Changes

Test tubes

Magnet

Magnifying glass

Graduated Cylinder

Wooden Splints

Thermometer

Hot Plate

Small beaker

Water

Baking Soda

Iron Fillings

Vinegar

Effervescent tablet

Salt

Physical Change and Chemical Changes in Matter

Materials (per group)

Beakers (2)

Test tubes (6)

Test tube rack

Thermometer

Stirrers

Water

Milk

Vinegar

Cabbage Juice

Baking Soda

Calcium Chloride

Atomic Models

Materials

Handout & Periodic Table of Elements

Clay Elements, Molecules and Compounds

Materials:

Paper Towel

Toothpicks

Modeling Clay

Colored pencils

Investigating the Effect of Light intensity on Photosynthesis

Materials:

Test tube

Source of bright light

Sodium bicarbonate solution

Watch or clock with second indicator

400-mL beaker

Plastic gloves

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

Hand lens

Forceps

Conservation of Mass

Materials:

Graduated Cylinder

Erlenmeyer Flask

Balloon

Baking Soda

Triple Beam Balance

Spoon

Carbon Cycle Game

7 Dice

7 Station Signs

7 Station Movement Directions

Carbon Cycle Passport for Each Student

Carbon Atom Model for Each Student

Blank Bar Graph for Each Student

Scale of the Universe Modeling Activity

Materials (Suggested, but not limited to)

Modeling clay

String

Paper

Balloons

Different sized balls

Markers

Scissors

Straws

Star Bight Apparent Magnitude Lab

Materials (per group):

3 pencils

1 meter stick

Tape

2 flashlights

The Martian Sun-Times

Worksheets

Computer with Internet access

meter stick

markers or colored pencils

metric ruler

scissors

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

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

What Causes the Seasons?

Globe of the Earth

Tape

Metric ruler

Thermometer

Lamp with 100-watt bulb

Ring stand and utility clamp

20-cm Length of string

Lab Roles and Their Descriptions

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

Project Director (PD)

The project director is responsible for the group.

Roles and responsibilities:

Reads directions to the group

Keeps group on task

Is the only group member allowed to talk to the teacher

Shares summary of group work and results with the class

Materials Manager (MM)

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

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

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

Assists the MM as needed.

When assigning lab groups, various factors need to be taken in consideration;

Always assign the group members preferably trying to combine in each group a variety of skills. For example, you can place an A student with a B, a C and a D or an F student.

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

Laboratory Safety

Rules:

Know the primary and secondary exit routes from the classroom.

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

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teachers permission.

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

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

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

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

Always make safety your first consideration in the laboratory.

Safety Contract:

I will:

Follow all instructions given by the teacher.

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

Carry out good housekeeping practices.

Know where to get help fast.

Know the location of the first aid and firefighting equipment.

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

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

Signature: ____________________________Date: ___________________

Pre-Lab Safety Worksheet and Approval Form

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

Student Researcher Name: __________________________________________Period # _____

Title of Experiment: ____________________________________________________________

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

1. I have reviewed the safety rules and guidelines.

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

Human subjects (Permission from participants required. Subjects must indicate

willingness to participate by signing this form below.)

Vertebrate Animals (requires an additional form)

Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA,

tissues, including blood or blood products, all require an additional form.)

Hazardous chemicals (such as: strong acids or bases)

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

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

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

this experiment.

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

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

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

B. What are the safety concerns with this lab that were explained by your teacher?

How will you address them?

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

D. What ethical concerns related to this lab do you have?

How will you address them?

Student Researchers Signature/Date:Teacher Approval Signature:

__________________________________________________________________

Human Subjects Agreement to Participate:

___________________________________________________________

Printed Name/Signature/Date Printed Name/Signature/Date

____________________________________________________________

Printed Name/Signature/Date Printed Name/Signature/Date

Parts of a Lab Report

A Step-by-Step Checklist

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

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

Benchmarks Covered:

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

Problem Statement:

Identify the research question/problem and state it clearly.

Variables and Control Test:

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

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

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

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

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

Potential Hypothesis (e.g.):

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

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

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

Materials:

Record precise details of all equipment used

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

Record precise details of any chemicals used

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

Procedure:

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

Summarize the procedures; be sure to include critical steps.

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

Data:

Ensure that all data is recorded.

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

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

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

Record all observations.

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

Results:

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

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

Conclusion and Evaluation:

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

First Paragraph: Introduction

1. What was investigated?

a. Describe the problem.

2. Was the hypothesis supported by the data?

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

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

3. What were your major findings?

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

b. Calculate the percentage error from the expected value.

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

4. How did your findings compare with other researchers?

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

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

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

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

Last Paragraph: Conclusion

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

a. Evaluate your method.

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

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

a. Comment on the limitations of the method chosen.

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

7. What are some possible applications of the experiment?

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

Parts of a Lab Report Reminder

Step 1: Stating the Purpose/Problem

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

What are the effects of _________ on ___________?

Step 2: Defining Variables

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

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

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

Step 3: Forming a Hypothesis

A hypothesis is an inferring statement that can be tested.

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

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

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

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

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

Step 4: Designing an Experimental Procedure

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

Change a variable that will help test the hypothesis.

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

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

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

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

Step 5: Results (Data)

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

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

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

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

Step 6: Conclusion

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

Students name: _____________________________________________ Date: ________________Period: _____

Experimental Design Diagram

This form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test Variable

(Independent Variable)

Number of Tests:

Subdivide this box to specify each variety.

Control Test:

# of Trials per Test:

Outcome Variable

(Dependent Variable)

Controlled Variables

1.

2.

3.

4.

5.

6.

Experimental Design Diagram Hints:

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

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

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

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

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

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

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

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

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

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

CONCLUSION WRITING

Claim, Evidence and Reasoning

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

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

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

Appropriate

Accurate

Sufficient

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

Base Explanation Rubric

Component

Level

0

1

2

Claim - A conclusion that answers the original question.

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

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

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

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

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

Provides appropriate and sufficient evidence to support claim.

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

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

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

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

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

Engineering Design Process

Step 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

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 idea(s 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.

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: _________________

EXPERIMENTAL DESIGN: PASTA STRENGTH

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

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

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

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

The following vocabulary is used in experimental design:

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

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

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

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

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

Problem Statement/Research Question: What factors contribute to the strength of pasta bridge?

Materials (per group):

Ruler

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

Tape

50-100 Pennies

5 Strands of uncooked pasta (provide variety)

Procedures:

Before Activity

Preparation:

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

Engage:

Optional: Teacher will play Scientific Method song for students.

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

Concepts to incorporate during discussion:

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

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

Discussion:

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

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

1. What factors influence the strength of pasta noodles?

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

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

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

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

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

During Activity

Explore:

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

Guiding Questions (as students design experiment):

1. What is our problem statement?

Possible Problem Statements:

What factors contribute to the strength of pasta bridge?

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

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

2. What is our hypothesis?

Possible Hypotheses:

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

If I use the

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

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

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

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

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

Procedures will vary depending on what students choose to test.

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

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

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

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

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

Guide students to create a table with multiple trials.

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

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

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

After Activity

Explain:

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

Elaborate/Extend:

Students should extend their designs to additional materials and structural formats. This would be a good opportunity for students to research bridge designs in preparation for a bridge building competition through enrichment activities including SECME.

Evaluate:

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

FCAT Connection

1. A scientist conducts many observations and experiments, and in the process he discovers new information. However, the new information does NOT support the current scientific theory.

What should happen to the newly discovered information?

A. The new information should be thrown out because it does not fit.

B. The scientist must be wrong, so his experiments should be repeated.

C. The scientist should try to make his information agree with the current theory.

D. The theory should be changed to consider the newly discovered information.

2. 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

3. Randy's science teacher is giving a demonstration to show how a metal reacts with different acids. He places a small piece of the metal in each of three beakers containing a solution of a different acid. He adds a piece of the metal to a fourth beaker that contains only water. What is the purpose of the fourth beaker?

A. It ensures that the hypothesis will be correct.

B. It provides more data to include in a lab report

C. It adds an independent variable to the experiment.

D. It is the control and serves as the basis for comparison

Teacher

EXPERIMENTAL DESIGN: PASTA STRENGTH

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

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

You will design an experiment that tests the strength of dry pasta using one pasta noodle as a bridge.

Background:

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

The following vocabulary is used in experimental design:

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

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

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

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

Problem Statement/Research Question: What factors contribute to the strength of pasta bridge?

Hypothesis

Test your hypothesis

Test Variable:

Outcome Variable:

Constant Variable(s):

Procedures

Data Collection

Conclusion

Research Question: What factors contribute to the strength of pasta bridge?

Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

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

Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim. Include information from observations and notes from video.)

Evaluation:

1. A scientist conducts many observations and experiments, and in the process he discovers new information. However, the new information does NOT support the current scientific theory.

What should happen to the newly discovered information?

A. The new information should be thrown out because it does not fit.

B. The scientist must be wrong, so his experiments should be repeated.

C. The scientist should try to make his information agree with the current theory.

D. The theory should be changed to consider the newly discovered information.

2. 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

3. Randy's science teacher is giving a demonstration to show how a metal reacts with different acids. He places a small piece of the metal in each of three beakers containing a solution of a different acid. He adds a piece of the metal to a fourth beaker that contains only water. What is the purpose of the fourth beaker?

A. It ensures that the hypothesis will be correct.

B. It provides more data to include in a lab report

C. It adds an independent variable to the experiment.

D. It is the control and serves as the basis for comparison

Student

WHATS THE MATTER? INQUIRY LAB

Florida Next Generation Sunshine State Standards Benchmark(s):

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

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

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

Purpose

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

Students will observe and explore the properties of different substances.

Students will test how different substances interact with each other

Students will test how temperature influences chemical changes.

Prior Knowledge:

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

Materials (per group):

Part 1 Separating Mixture

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

Coffee Filter

Magnet

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

Part 2 Physical & Chemical Changes

Test tubes

Magnet

Magnifying glass

Graduated Cylinder

Wooden Splints

Thermometer

Hot Plate

Small beaker

Water

Baking Soda

Iron Fillings

Vinegar

Effervescent tablet

Salt

Procedures for Teacher

Before Activity

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

Engage:

Teacher will engage students through the following activities:

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

2. Show Study Jams-Properties of Matter.

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

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

During Activity

Explore:

Part 1 Separating Mixtures

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

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

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

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

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

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

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

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

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

Teacher will monitor as students answer the following questions:

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

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

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

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

Part 2 Identifying Properties & Part 3 Physical & Chemical Changes

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

Teacher will circulate and monitor as students answer the table.

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

Students will follow procedures and collect data.

Teacher will monitor as students answer the following questions:

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

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

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

After Activity

Explain and Elaborate:

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

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

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

Evaluate:

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

FCAT 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

Teacher

WHATS THE MATTER? INQUIRY LAB

Florida Next Generation Sunshine State Standards Benchmark(s):

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

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

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

Purpose

Identify different classes of matter based on physical properties by separating a mixture.

Observe and explore the properties of different substances.

Test how different substances interact with each other

Test how temperature influences chemical changes.

Problem Statement/Research Questions: How can physical properties be used to identify and isolate a specific substance?

Background:

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

Part 1: Separating Matter

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

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

Scientific Question:

Procedures:

Separating Matter Data Table 1

Material

Physical Property used to separate from mixture

Explanation

Sugar

Sand

Wood

Iron

Analysis Questions

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

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

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

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

Part 2: Identifying Physical Properties of Matter

Procedures

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

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

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

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

Data

Identifying Physical Properties Data Table 2

Sample

Color

Odor

Particle Size

Magnetic?

Soluble?

State of Matter

Water

N/A

Vinegar

N/A

Salt

Baking Soda

Iron fillings

Effervescent Tablet

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

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

Part 3: Physical and Chemical Changes

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

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

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

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

Table 2

Mixture

Observations

Physical or Chemical Change?

Water and Salt

Water and Effervescent Tablet

Vinegar and Baking Soda

Conclusion Questions

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

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

Problem Statement/Research Questions: How can physical properties be used to identify and isolate a specific substance?

Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

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

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

Evaluation:

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

Student

Project Based STEM Activities for Middle Grades Science

Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a student-centered learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals.

Boat Challenge

Teacher Set-Up

Engagement or Introduction:

Introduce the challenge and show video of the basic hull designs.

https://www.youtube.com/watch?v=Us-k6KwBNKI

Standard Alignment:

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.

SC.8.N.2.2: Discuss what characterizes science and its methods.

SC.8.N.4.1: Explain that science is one of the processesthat can be used to inform decision making at the community, state, national, and international levels.

SC.8.P.8.3: Explore and describe the densities of various materials through measurement of their masses and volumes.

Suggested Student Timeframe:

2 Block periods/4 traditional periods

Cross-Curricular Standards:

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.

LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 68 texts and topics.

LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.8.SL.2.4: Present claims and findings, emphasizing salient pointsin a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Step 1

Identify the Need or Problem

Define Problem/Scenario:

Your company wants to be hired to transport building materials from Miami Beach to Fisher Island at the lowest possible cost. Cost of fuel is very expensive and your team needs to construct the most energy efficient boat possible.

Expected Task:

Build a boat that can hold the most mass without sinking.

Step 2

Research the Need or Problem

Research and Citations:

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

Vocabulary:

mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces, design, solution, test

Step 3

Develop Possible Solution(s)

Criteria:

Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $250

Each group should consist of 3-4 students

Constraints:

Maximum Budget for construction materials $5,000

Materials:

Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard weight), ruler, electronic scale or triple beam balance.

Step 4

Select the Best Possible Solution(s)/

Step 5

Construct a Prototype

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

Brainstorm ways in which to design the boat with the fewest materials possible. Create a sketch of the design of the boat that will keep the boat afloat and balanced. Think of ways to reinforce the bottom and how to make the walls to keep the water out. Then build the model to replicate the sketch using the materials provided.

Step 6

Test and Evaluate the Solution(s)

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

Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat.

Peer-Review Questions:

How did you prioritize the budget with the design of your teams boat?

How did you choose which design to build?

What research did you use to design your boat?

What other designs did you consider for your boat?

What would you improve in the design of your boat?

Step 7

Communicate the Solution(s)

Project Summary:

Each team will create a pitch (poster, PowerPoint, etc.) presentation to their companys boat and the reason their boat had the most efficient design.

Presentation of Final Solution:

Students will present their teams boat design and budget to the class. They will test to see the maximum mass that their boat can hold. A class data chart will be constructed where the surface area of the boat and maximum mass is recorded per team.

Step 8

Redesign

Re-designing of the Prototype

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

Teacher Notes:

Record surface area of the bottom of the boat before testing.

Maximum mass is the number of pennies before the boat sinks.

Teacher

Step 1

Identify the Need or Problem

Define Problem/Scenario:

Your company wants to be hired to transport building materials from Miami Beach to Fisher Island at the lowest possible cost. Cost of fuel is very expensive and your team needs to construct the most energy efficient boat possible.

Expected Task:

Build a boat that can hold the most mass without sinking.

Step 2

Research the Need or Problem

Research and Citations:

Vocabulary:

mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces, design, solution, test

Step 3

Develop Possible Solution(s)

Criteria:

Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $250

Each group should consist of 3-4 students

Constraints:

Maximum Budget for construction materials $5,000

Materials:

Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard weight), ruler, electronic scale or triple beam balance.

Step 4

Select the Best Possible Solution (s)/

Step 5

Construct a Prototype

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

Brainstorm ways in which to design the boat with the fewest materials possible. Create a sketch of the design of the boat that will keep the boat afloat and balanced. Think of ways to reinforce the bottom and how to make the walls to keep the water out. Then build the model to replicate the sketch using the materials provided.

Step 6

Test and Evaluate the Solution(s)

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

Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat.

Peer-Review Questions:

How did you prioritize the budget with the design of your teams boat?

How did you choose which design to build?

What research did you use to design your boat?

What other designs did you consider for your boat?

What would you improve in the design of your boat?

Step 7

Communicate the Solution(s)

Project Summary:

Your team will create a pitch (poster, PowerPoint, etc.) presentation for your companys boat and the reason your boat had the most efficient design.

Presentation of Final Solution:

Students will present their teams boat design and budget to the class. They will test to see the maximum mass that their boat can hold. Record the surface area of your boat and maximum mass it can hold.

Step 8

Redesign

Re-designing of the Prototype

Adjust or re-design your boat and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Project: _______________________________ Score: _________________

PHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER

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

Purpose:

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

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

Important Notes:

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

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

Guiding Questions:

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

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

What is a physical change? Any change that changes a substances shape, texture, or other physical pr