Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download “what`s the matter?” inquiry lab - Science - Miami
Document related concepts
Transcript
Miami-Dade County Public Schools Division of Academics Required ESSENTIAL Laboratory Activities M/J Comprehensive Science 3 STUDENT EDITION REVISED July 2016 THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Dorothy Bendross-Mindingall, Vice Chair Ms. Susie V. Castillo Dr. Lawrence S. Feldman Dr. Wilbert “Tee” Holloway Dr. Martin Karp Ms. Lubby Navarro Ms. Raquel A. Regalado Dr. Marta Pérez Wurtz Mr. Logan Schroeder-Stephens Student Advisor Mr. Alberto M. Carvalho Superintendent of Schools Ms. Maria L. Izquierdo Chief Academic Officer Office of Academics and Transformation Ms. Lissette M. Alves Assistant Superintendent Division of Academics Mr. Cristian Carranza Administrative Director Division of Academics Department of Mathematics and Science Dr. Ava D. Rosales Executive Director Department of Mathematics and Science Student Table of Contents Next Generation Sunshine State Standards ............................................................................... 6 Lab Roles ..................................................................................................................................... 11 Lab Safety Information and Contract....................................................................................... 12 Pre-Lab Safety Worksheet and Approval Form ...................................................................... 13 Parts of a Lab Report ................................................................................................................. 14 Experimental Design Diagram and Hints ................................................................................ 17 Engineering Design Process ....................................................................................................... 20 Conclusion Writing (CER) ........................................................................................................ 19 Project Based STEM Activity (PBSA) Rubric ......................................................................... 21 Essential Labs and STEM Activities Boat Challenge (STEM 4.0) (Topic 1) ....................................................................................... 22 What’s the Matter? Inquiry Lab (STEM 2.0) (Topic 2).......................................................... 24 Physical and Chemical Changes in Matter (STEM 3.0) (Topic 3) ......................................... 29 Conservation of Mass (STEM 2.0) (Topic 3) ............................................................................ 34 Air Bag Challenge (STEM 4.0) ................................................................................................. 39 Atomic Modeling (STEM 2.0) (Topic 4).................................................................................... 41 Periodic Table of Elements (STEM 2.0) (Topic 5) .................................................................. 44 Clay Elements, Compounds/Molecules (STEM 3.0) (Topic 6)................................................ 49 Separating Mixtures (STEM 3.0)............................................................................................... 53 Investigating the Effect of Light Intensity on Photosynthesis (STEM 3.0) (Topic 7) ........... 55 Maximizing Photosynthesis (STEM 3.0) ................................................................................... 61 Carbon Cycle Game (STEM 2.0) (Topic 8) ............................................................................. .67 Scale of the Universe Modeling Activity (STEM 4.0) (Topic 9) .............................................. 81 Star Bright Apparent Magnitude Lab (STEM 3.0) (Topic 10) ............................................... 92 Star Brightness (STEM 4.0) ....................................................................................................... 95 The Martian Sun-Times (STEM 4.0) (Topic 11) ..................................................................... .97 Space Travel Tour Agency (STEM 3.0) .................................................................................. 103 What Causes the Seasons? (STEM 2.0) (Topic 12) ................................................................ 106 Student ADDITIONAL RESOURCES Density of Blocks (STEM 2.0) …………………………….…………………………………..116 CSI: Following the Hard Evidence Density Lab (STEM 2.0) ……………….…………...…119 Mass, Volume, Density (STEM 2.0) ………………………………………………………..…123 Precipitating Bubbles (STEM 3.0)………………………………………………………….…128 Greenhouse Gases in a Bottle (STEM 2.0)…………………………………………………....133 Imaginary Alien Life-forms (STEM 2.0) (Adaptations and Punnett Square).... …………...136 Planetary Exploration and Extreme Life Forms (STEM 4.0)……………………………….144 Student 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) Student SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s 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 Sun’s 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 Student 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) Student LAB ROLES AND THEIR DESCRIPTIONS Cooperative learning activities are made up of four parts: group accountability, positive interdependence, individual responsibility, and face-to-face interaction. The key to making cooperative learning activities work successfully in the classroom is to have clearly defined tasks for all members of the group. An individual science experiment can be transformed into a cooperative learning activity by using these lab roles. Project Director (PD) The project director is responsible for the group. Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the teacher Shares summary of group work and results with the class Materials Manager (MM) The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab. Roles and responsibilities: The only person allowed to be out of his/her seat to pick up needed materials Organizes materials and/or equipment in the work space Facilitates the use of materials during the investigation Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area Technical Manager (TM) The technical manager is in charge of recording all data. Roles and responsibilities: Records data in tables and/or graphs Operates digital devices (computer, laptops, tablets) Completes conclusions and final summaries Assists with conducting the lab procedures Assists with the cleanup Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab. Roles and responsibilities: Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time Ensures group research using electronic sources is done in a productive and ethical manner Assists the MM as needed. When assigning lab groups, various factors need to be taken in consideration; 1 Always assign the group members preferably trying to combine in each group a variety of skills. 2 Constantly evaluate the groups and observe if they are on task and if the members of the group support each other in a positive way. Rotation of lab groups and members throughout the year is encouraged. Student 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 teacher’s permission. Follow laboratory procedures as explained and do not perform unauthorized experiments. Work as quietly as possible and cooperate with your lab partner. Wear appropriate clothing, proper footwear, and eye protection. Report all accidents and possible hazards to the teachers. Remove all unnecessary materials from the work area and completely clean up the work area after the experiment. Always make safety your first consideration in the laboratory. Safety Contract: I will: Follow all instructions given by the teacher. Protect eyes, face and hands, and body while conducting class activities. Carry out good housekeeping practices. Know where to get help fast. Know the location of the first aid and firefighting equipment. Conduct myself in a responsible manner at all times in a laboratory situation. I, _______________________, have read and agree to abide by the safety regulations as set forth above and also any additional printed instructions provided by the teacher. I further agree to follow all other written and verbal instructions given in class. Student Signature: ____________________________ Date: ___________________ Parent Signature: _____________________________ Date: ___________________ Student Pre-Lab Safety Worksheet and Approval Form This form must be completed with the teacher’s collaboration before the lab. Name of Student Researcher: __________________________________________ Period: ______ Title of Experiment: ___________________________________________________________________ Place a check mark in front of each true statement below: 1. I have reviewed the safety rules and guidelines. 2. This lab activity involves one or more of the following: Human subjects (Permission from participants required. Subjects must indicate willingness to participate by signing this form below.) Vertebrate Animals (requires an additional form) Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA, tissues, including blood or blood products, all require an additional form.) Hazardous chemicals (such as: strong acids or bases) Hazardous devices (such as: sharp objects or electrical equipment) Potentially Hazardous Activities (such as: heating liquids or using flames) 3. I understand the possible risks and ethical considerations/concerns involved in this experiment. 4. I have completed an Experimental/Engineering Design Diagram. Show that you understand the safety and ethical concerns related to this lab by responding to the questions below. Then, sign and submit this form to your teacher before you proceed with the experiment (if necessary, use the back of this form). A. Describe what you will be doing during this lab. B. What are the safety concerns with this lab that were explained by your teacher? How will you address them? C. What additional safety concerns or questions do you have? D. What ethical concerns related to this lab do you have? How will you address them? Student Researcher Signature: ____________________________ Date: ___________________ Teacher Approval Signature: _____________________________ Date: ___________________ Human Subjects’ Agreement to Participate: Subject Name: ______________________ Signature: ____________________ Date: ________ PLEASE PRINT Subject Name: ______________________ Signature: ____________________ Date: ________ PLEASE PRINT Subject Name: ______________________ Signature: ____________________ PLEASE PRINT Date: ________ Student PARTS OF A LAB REPORT A Step-by-Step Checklist Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts. Title (underlined and on the top center of the page) Benchmarks Covered: Your teacher should provide this information for you. It is a summary of the main concepts that you will learn about by carrying out the experiment. Problem Statement: Identify the research question/problem and state it clearly. Variables and Control Test: Identify the variables in the experiment. State those over which you have control. There are three types of variables. 1. Test Variable (Independent Variable): (also known as the tested variable) the factor that can be changed by the investigator (the cause). 2. Outcome Variable (Dependent Variable): (also known as the outcome variable) the observable factor of an investigation which is the result or what happened when the independent variable was changed. 3. Controlled variables (Constants): the other identified independent variables in the investigation that are kept constant or remain the same during the investigation. Identify the control test. A control lest is the separate experiment that serves as the standard for comparison to identify experimental effects, changes of the dependent variable resulting from changes made to the independent variable. Potential Hypothesis (e.g.): State the hypothesis carefully. Do not just guess but try to arrive at the hypothesis logically and, if appropriate, with a calculation. Write down your prediction as to how the test variable (independent variable) will affect the outcome variable (dependent variable) using an “if” and “then” statement. If (state the test variable) is (choose an action), then (state the outcome variable) will (choose an action). Materials: Record precise details of all equipment used For example: a balance weighing to +/- 0.001 g, a thermometer measuring from -10 to +110oC to an accuracy of +/- 0.1oC, etc. Record precise details of any chemicals used For example: 5 g of copper (II) sulfate pentahydrate CuSO4.5H2O(s). Procedure: Do not copy the procedures from the lab manual or handout. Summarize the procedures; be sure to include critical steps. Give accurate and concise details about the apparatus and materials used. Data: Ensure that all data is recorded. o 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. Student Results: o If using a graph, make sure that the graph has a title, both axis are labeled clearly, units of measure are identified and that the correct scale is chosen to utilize most of the graph space. Record all observations. o Include color changes, solubility changes, whether heat was released or absorbed, etc. Ensure that you have used your data correctly to produce the required result in words and provide graphs. Include any other errors or uncertainties which may affect the validity of your result. Conclusion and Evaluation: A conclusion statement answers the following 7 questions in at least three paragraphs. I First Paragraph: Introduction 1. What was investigated? a) Describe the problem. 2. Was the hypothesis supported by the data? a) Compare your actual result to the expected result (either from the literature, textbook, or your hypothesis) b) Include a valid conclusion that relates to the initial problem or hypothesis. 3. What were your major findings? a) Did the findings support or not support the hypothesis as the solution to the restated problem? b) Calculate the percentage error from the expected value. II Middle Paragraphs: These paragraphs answer question 4 and discusses the major findings of the experiment using data. 1. How did your findings compare with other researchers? a) Compare your result to other students’ results in the class. The body paragraphs support the introductory paragraph by elaborating on the different pieces of information that were collected as data that either supported or did not support the original hypothesis. Each finding needs its own sentence and relates back to supporting or not supporting the hypothesis. The number of body paragraphs you have will depend on how many different types of data were collected. They will always refer back to the findings in the first paragraph. III Last Paragraph: Conclusion 1. What possible explanations can you offer for your findings? a) Evaluate your method. b) State any assumptions that were made which may affect the result. 2. What recommendations do you have for further study and for improving the experiment? a) Comment on the limitations of the method chosen. b) Suggest how the method chosen could be improved to obtain more accurate and reliable results. 3. What are some possible applications of the experiment? a) How can this experiment or the findings of this experiment be used in the real world for the benefit of society? Student Parts of a Lab Report Reminder Step 1: Stating the Purpose/Problem What do you want to find out? Write a statement that describes what you want to do. It should be as specific as possible. Often, scientists read relevant information pertaining to their experiment beforehand. The purpose/problem will most likely be stated as a question such as: - “What are the effects of _________ on ___________?” Step 2: Defining Variables TEST VARIABLE (TV) (also called the independent variable) – The variable that is changed on purpose for the experiment; you may have several levels of your test variable. OUTCOME VARIABLE (OV) (also called the dependent variable) – The variable that acts in response to or because of the manipulation of the test variable. CONTROLLED VARIABLES (CV) – All factors in the experiment that are NOT allowed to change throughout the entire experiment. Controlling variables is very important to assure that the results are due only to the changes in the test variable; everything (except the test variable) must be kept constant in order to provide accurate results. Step 3: Forming a Hypothesis A hypothesis is an inferring statement that can be tested. The hypothesis describes how you think the test variable will respond to the outcome variable. - (i.e., If…... then……) It is based on research and is written prior to the experiment. Never change your hypothesis during the experiment. Never use “I,” “we,” or “you” in your hypothesis (i.e. I believe or I think that…) - For example: If the temperature increases, then the rate of the reaction will increase. It is OK if the hypothesis is not supported by the data. A possible explanation for the unexpected results should be given in the conclusion Step 4: Designing an Experimental Procedure Select only one thing to change in each experimental group (test variable). Change a variable that will help test the hypothesis. The procedure must tell how the variable will be changed (what are you doing?). The procedure must explain how the change in the variable will be measured. The procedure should indicate how many trials would be performed (usually a minimum of 3-4 for class experiments). It must be written in a way that someone can copy your experiment, in step by step format. Step 5: Results (Data) Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster….). Quantitative Data is comprised of results in numbers (i.e. 5 cm, 10.4 grams) The results of the experiment will usually be compiled into a table/chart for easy interpretation. A graph of the data (results) may be made to more easily observe trends. Step 6: Conclusion The conclusion should be written in paragraph form. It is a summary of the experiment, not a step-by-step description. Does the data support the hypothesis? If so, you state that the hypothesis is accepted. If not, you reject the hypothesis and offer an explanation for the unexpected result. You should summarize the trend in data in a concluding statement (ex: To conclude, the increase in temperature caused the rate of change to increase as shown by the above stated data.). Compare or contrast your results to those from similar experiments. You should also discuss the implications for further study. Could a variation of this experiment be used for another study? How does the experiment relate to situations outside the lab? (How could you apply it to real world situations?) Student Student Name: ____________________________ Date: ______________ 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) 1. 2. 3. Controlled Variables 4. 5. 6. Period: ______ Student EXPERIMENTAL DESIGN DIAGRAM HINTS Title: A clear, scientific way to communicate what you’re changing and what you’re measuring is to state your title as, "The Effect of ____________on__________." The tested variable is written on the first line above and the outcome variable is written on the second line. Problem Statement: Use an interrogative word and end the sentence with a question mark. Begin the sentence with words such as: How many, How often, Where, Will, or What. Avoid Why. Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............, then...........format. After If, you should state the TV, and after the then, you should state that there will be no significant difference in the results of each test group. Research Hypothesis: If ____________(state the conditions of the experiment), then ____________(state the predicted measurable results). Do not use pronouns (no I, you, or we) following If in your hypothesis. Test Variable (TV): This is the condition the experimenter sets up, so it is known before the experiment (I know the TV before). In middle school, there is usually only one TV. It is also called the independent variable, the IV. Number of Tests: State the number of variations of the TV and identify how they are different from one another. For example, if the TV is "Amount of Calcium Chloride" and 4 different amounts are used, there would be 4 tests. Then, specify the amount used in each test. Control Test: This is usually the experimental set up that does not use the TV. Another type of control test is one in which the experimenter decides to use the normal or usual condition as the control test to serve as a standard to compare experimental results against. The control is not counted as one of the tests of the TV. In comparison experiments there may be no control test. Number of Trials: This is the number of repetitions of one test. You will do the same number of repetitions of each variety of the TV and also the same number of repetitions of the control test. If you have 4 test groups and you repeat each test 30 times, you are doing 30 trials. Do not multiply 4 x 30 and state that there were 120 trials. Outcome Variable(s): This is the result that you observe, measure and record during the experiment. It’s also known as the dependent variable, OV. (I don’t 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. Student ENGINEERING DESIGN PROCESS Step 8 Redesign Step 1 Identify the Need or Problem Step 2 Research the Need or Problem Step 7 Communicate the Solution(s) Step 3 Develop Possible Solution(s) Step 6 Test and Evaluate the Solution(s) 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 Student 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). Does not provide reasoning, or only provides reasoning that does not link evidence to claim Provides appropriate but insufficient evidence to support claim. May include some inappropriate evidence. Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some – but not sufficient – scientific principles. 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. Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles. McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-Newsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press. Source(s): Massachusetts Department of Elementary and Secondary Education Project: _______________________________ Score: ______________ PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC Score 0 Students demonstrate Students demonstrate adequate outstanding understanding of the understanding of the problem, problem, criteria, and constraints. criteria, and constraints. Students demonstrate minimal understanding of the problem, criteria, and constraints. Student understanding of the Student understanding of the problem, criteria, and constraints problem, criteria, and constraints in inadequate or unclear. is not evident or not recorded. Student uses prior knowledge and lesson content knowledge to brainstorm a clear, focused idea(s). Idea(s) selected from brainstorming are excellently aligned to the intent of the problem. Student uses prior knowledge and/or lesson content knowledge to brainstorm a clear, focused ideas. Idea(s) selected from brainstorming are adequately aligned to the intent of the problem. Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are minimally aligned to the intent of the problem and a clear connection is not readily apparent without explanation. Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are impractical for the intent of the problem and/or connection to the problem is inadequate or unclear. Brainstorming idea(s) are not aligned with the intent of the problem, no idea(s) were given by the student, or no brainstorming is evident or recorded. 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. 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. Student tests the working model’s effectiveness to solve the problem. Accurate and detailed records are collected and an analysis of data is present. Student tests the working model’s effectiveness to solve the problem. Adequate records are collected and an analysis of data is present. Student tests the working model’s effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present. Student tests the working model’s 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. Test and Redesign Purpose Score 1 Brainstorm Score 2 Design/Plan Score 3 Create/Build a Working Model Score 4 Project: _______________________________ Score: ______________ PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC Construct viable arguments. Discuss and Share Production Budget (if applicable) Score 4 Score 3 Score 2 Score 1 Score 0 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. 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 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 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 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 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 uses data, observations, and anecdotal notes but production notes are unclear or incomplete. Or no data was used to support statement. 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 inadequately communicates findings, or analysis of data is present, but flawed. Student does not provide reasoning for why the project is ready for production or use or this is not evident. Student does not participate in project discussion with judge. Student does not participate in project discussion with judge. Student Project: ______________________________________________ Score: _____________ BOAT CHALLENGE Step 6 Test and Evaluate the Solution(s) Step 4 Select the Best Possible Solution (s)/ Step 5 Construct a Prototype Step 3 Develop Possible Solution(s) Step 2 Research the Need or Problem Step 1 Identify the Need or Problem (STEM 4.0) Project Based STEM Activities – Middle Grades Science EL8_2016 Define Problem/ Your company wants to be hired to transport building Scenario: materials from Miami Beach to Fisher Island at the lowest possible cost. In order to do so, your company will ship more materials in fewer trips. Cost of fuel is very expensive making it important that your team constructs the most energy efficient boat possible. Expected Task: Build an economical boat that can hold the most mass without sinking. How does the shape or material design of a boat affect how Research and much weight it can hold? Citations: Vocabulary: Criteria: Constraints: Materials: Building of the Product (Prototype, model or Artifact): Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces, design, solution, test Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $250 Each group should consist of 3-4 students Maximum Budget for construction materials $5,000 Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard weight), ruler, electronic scale or triple beam balance. Brainstorm ways in which to design a boat with the fewest materials possible. Create a sketch of the design of a 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. Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat. How did your team prioritize the budget with the boat design? 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? M-DCPS Department of Science 22 Step 8 Redesign Step 7 Communicate the Solution(s) Student Project Summary: Presentation of Final Solution: Re-designing of the Prototype Your team will create a “pitch” (poster, PowerPoint, etc.) presentation for your company’s boat and the reason your boat had the most efficient design. Present your team’s boat design and budget to the class. Test to see the maximum mass that your boat can hold. Record the surface area of your boat and maximum mass it can hold. Adjust or re-design your boat and re-test based on peer reviews, teacher input, and analysis of proposed solution. Boat Challenge Team Test Team Volume Max Mass (unit: ) 1 2 3 4 5 Analysis How did the shape of the boat affect how much mass it can hold? How did the most efficient boat compare in relation to its volume and mass it could hold? Is there a relationship between mass and volume of objects in general? Explain. EL8_2016 M-DCPS Department of Science 23 Student Name: ____________________________________ Date: ___________ Period: ______ “WHAT’S THE MATTER?” INQUIRY LAB (STEM 2.0) Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Purpose of the Lab/Activity: Students will identify different classes of matter based on physical properties by separating a mixture. Students will observe and explore the properties of different substances. Students will test how different substances interact with each other Prior Knowledge: Matter is divided into the four basic states of solid, liquid, gas, and plasma. Matter is classified based on composition. Matter is identified by its characteristic physical properties. Physical properties are those that can be determined without altering the composition of the substance, such as, color, odor, density, strength, elasticity, magnetism, and solubility. Problem Statement / Research Question: How are physical properties used to identify and isolate a specific substance? 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: EL8_2016 M-DCPS Department of Science 24 Student “WHAT’S THE MATTER?” INQUIRY LAB Procedures: Material Separating Matter Data Table 1 Physical Property used to Explanation separate from mixture Sugar Sand Wood Iron Analysis Questions 1. How did you separate the materials in the beaker? EL8_2016 M-DCPS Department of Science 25 Student “WHAT’S THE MATTER?” INQUIRY LAB 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. 5. Scientists often find mysterious materials. Explain how physical properties are important for identifying unknown substances. EL8_2016 M-DCPS Department of Science 26 Student Name: ____________________________________ Date: ___________ Period: ______ “WHAT’S THE MATTER?” INQUIRY LAB Problem Statement/Research Questions: How are physical properties 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. EL8_2016 M-DCPS Department of Science 27 Student Name: ____________________________________ Date: ___________ Period: ______ “WHAT’S THE MATTER?” INQUIRY LAB SSA Connection: SC.8.P.8.4. 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 EL8_2016 M-DCPS Department of Science 28 Student Name: ____________________________________ Date: ___________ Period: ______ PHYSICAL & CHEMICAL CHANGES IN MATTER (STEM 3.0) Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.) SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. Purpose: You will design your experiment to test the reactions of different liquids and solids to differentiate between physical changes and chemical changes. Problem Statement / Research Question: How can you differentiate between a physical and chemical change? What are some indicators that a chemical change has occurred? Prediction: Predict whether you think a physical change or a chemical change will occur when each of the following substances is mixed with red cabbage juice (phenol red). Substance Physical or Chemical Change? 1 Water 2 Vinegar 3 Baking Soda 4 Calcium Carbonate 5 Milk Procedures: 1. Gather materials and safety equipment. Label test tubes with numbers 1-5. All test tubes have red cabbage juice. 2. Take the temperature of the cabbage juice in each test tube and record in table. 3. Pour 5mL of water into test tube 1 and record the temperature and any changes you observe. 4. Repeat step #3 for 5mL vinegar in test tube 2, a pinch of baking soda in test tube 3, ¼ spoonful of calcium carbonate in test tube 4, and 5mL of milk in test tube 5. Observation Table: Substance 1 Water 2 Vinegar 3 Baking Soda 4 Calcium Carbonate 5 Milk EL8_2016 Record Observations Physical or Chemical Change? Temp. Before M-DCPS Department of Science Temp. After 29 Student PHYSICAL & CHEMICAL CHANGES IN MATTER Reflection Questions: 1. How could you explain the similarities and differences between what you see before you start your investigation and after you have completed your tests? 2. What is a physical change? 3. What is a chemical change? 4. How can you tell something has stayed the same or changed into something new? Conclusion: Problem Statement: How can you differentiate between a physical and chemical change? 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.) EL8_2016 M-DCPS Department of Science 30 Student Name: ____________________________________ Date: ___________ Period: ______ PHYSICAL & CHEMICAL CHANGES IN MATTER SSA Connection: 1. Hilary put some ice cubes in a glass of water, and the ice cubes melted. What is the best evidence she can use to show that the melting of the ice is a purely physical change and not a chemical change? A. Even though the ice and the liquid water look different, they can be shown to be made of the same molecules. B. When liquid water is put into the freezer and cooled long enough, it will change into a solid form. C. She did not need to add any extra heat in order to get the ice to melt in the glass of water. D. Although ice is more difficult to see through than liquid water, it does not change color when it melts. 2. Which of the following is an example of a chemical change? A. B. C. D. freezing water to make ice boiling water to make steam making salt water from salt and water separating water into hydrogen and oxygen 3. Which of the following events involves a chemical change? A. B. C. D. A cake rises in the oven. Salt is dissolved in warm water. A pencil is broken into two pieces. Sandy water is filtered to extract the sand from the water. 4. Which of the flowing is an example of a chemical change? A. B. C. D. A rock breaks into pebbles. Wood burns and becomes charcoal. Water boils and changes from a liquid to a gas. Dry ice (solid carbon dioxide) sublimes into carbon dioxide gas. EL8_2016 M-DCPS Department of Science 31 Student Geologists develop weapons to combat that sinkhole feeling By Alexandra Witze April 15, 2013 What do five Porsches, several Kentucky thoroughbreds and a three-story building in Guatemala City have in common? They’ve all been swallowed by sinkholes. Sadly, the sudden cave-ins sometimes claim people’s lives as well. On February 28 the earth opened up underneath the Seffner, Fla., bedroom of Jeff Bush, entombing him. The freak accident highlighted Florida’s vulnerability to sinkholes, and the seemingly sheer randomness of death by earth. But geologists are fighting back. The battle isn’t just one man versus the ground; it’s science versus society’s tendency to put structures in harm’s way. Sinkholes are just one manifestation of a much larger geographic phenomenon known as karst. You’ve seen karst landscapes if you’ve been through the Hill Country of central Texas or to Mammoth Cave in Kentucky. Karst can form anywhere you get rock that is easily dissolved — like limestone or its chemical relative, dolomite — and water draining through that rock. Runoff from rain, streams or lakes percolates through the soil and picks up carbon dioxide on the way, becoming slightly acidic. The acid reacts with the soft rock and chews away at it, widening tiny cracks into larger fissures. Eventually, the subterranean landscape can get honeycombed with caves, chambers and other hollows. If your house is right atop one of those buried empty spaces, you may be in trouble — because the fragile barrier between yourself and the void can easily give way. Karst is common stuff, making up some 20 to 25 percent of all the land surface on Earth. Roughly 40 percent of the United States east of Oklahoma is karst, including large swaths of Pennsylvania, Tennessee, Kentucky and Georgia. And, of course, Florida. Nearly the entire state sits on a thin veneer of limestone and dolomite rock. Water, too, is key; drain underground aquifers for drinking or agriculture, and the ground suddenly becomes more unstable and prone to collapse. During a cold snap in 2010, farmers in the state strawberry capital of Plant City pumped millions of gallons of underground water onto their crops to save them — but ended up causing dozens of sinkholes. Some popped up perilously near the interstate, and one Plant City woman nearly got sucked into her backyard twice, both that year and the year after. The litany of sinkhole disasters in the Southeast reads like a horror novel for insurance executives. Those thoroughbred horses? They vanished among the bluegrass country of Kentucky. The five Porsches? They met their end in Winter Park, Fla., a manicured suburb near the family playgrounds of Orlando, when a 100-meter-wide hole opened suddenly on May 8, 1981. State legislators created the Florida Sinkhole Research Institute the following year. But it lasted for only about a decade before people once again forgot about the threat beneath their feet. Now, the Florida Geological Survey maintains the only database of sinkholes across the state — or what it calls “subsidence incidents,” as most have not been checked by a professional engineer. EL8_2016 M-DCPS Department of Science 32 Student People are going to keep moving to karst-rich regions, and keep on draining the water out of them. The question is whether scientists can do anything about the sinkholes that are sure to follow. There are some glimmers of hope. Engineers in Italy and Spain, two countries with some spectacular landscapes underlain by karst, have developed new methods to predict which areas are most likely to fail first. Italian scientists recently combined ground-penetrating radar and electrical studies of the soil to spot buried anomalies that may represent earth about to give way. In northeastern Spain, researchers used mapping software to combine dozens of layers of geographic information and pinpoint which areas are most susceptible. In New Mexico, students of sinkholes are even looking to space. After a salt well collapsed in the town of Artesia in 2008, environmental engineers started probing whether similar wells in other towns may also be at risk. The researchers used radar signals bounced off the ground by satellites that measure how long the pulses take to return to space. This technique can determine whether a spot on the planet’s surface is rising or falling over time, such as near a volcano on the verge of erupting or a sinkhole about to form. Luckily, the satellite data showed that all is well in New Mexico — at least for now, the researchers report in an upcoming issue of a journal called, yes, Carbonates and Evaporites. But Florida can’t say the same. In late March, a second sinkhole opened in Seffner. It is just two miles from where the ground killed Jeff Bush in his bed. https://www.sciencenews.org/article/geologists-develop-weapons-combat-sinkhole-feeling Reading Passage Questions 1. The contents of a test tube are added to a flask containing another substance. What must be known about the resulting mixture in the flask in order to state that a chemical reaction has occurred? A. The identity of the mixture must be known as a new mixture means a chemical change has taken place. B. The new mixture must have a higher temperature to prove that a chemical reaction has taken place. C. The resulting mixture must contain a newly formed substance with different properties from the original substances. D. The color of the mixture must change if a new substance is formed proving that a chemical change occurred. 2. According to the passage, sinkholes are formed when runoff becomes acidic and reacts with rocks, widening cracks into large fissures. At what point is the change in landscape a chemical change? A. When runoff becomes acidic B. When runoff reacts with the rocks C. When the rocks crack D. When the land starts to sink 3. According to the passage, how do geologists use properties of matter to help solve problems caused by subsidence incidents? A. Geologists study the physical and chemical properties of karst to predict where sinkholes occur B. Geologists use physical properties of sinkholes to build better homes there C. Geologists use chemical properties of sinkholes to add water to certain areas D. Geologists use the physical and chemical properties of the soil to build aquifers EL8_2016 M-DCPS Department of Science 33 Student Name: ____________________________________ Date: ___________ Period: ______ CONSERVATION OF MASS (STEM 2.0) SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. (Assessed as SC.8.P.9.2) SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.) Purpose: You will test the law of conservation of mass by creating a reaction of chemicals and measuring the mass before and after of the reaction. Problem Statement Hypothesis Materials Graduated Cylinder Triple Beam Balance or electronic scale Erlenmeyer Flask Spoon Balloon Vinegar Baking Soda Procedure - Part 1: 1. Using your graduated cylinder, measure 50 mL of vinegar. 2. Add the vinegar to your 125 mL Erlenmeyer flask. 3. Stretch your balloon out for about a minute so that it will inflate easily. 4. Using the white plastic spoon, add 10 grams of baking soda to your balloon. Use the paper funnel to avoid spilling. 5. While keeping all the baking soda in the balloon, carefully place the mouth of the balloon over the opening of the Erlenmeyer flask to make a tight seal. The balloon will hang to the side of the flask. Record/draw observations. 6. Using your Triple Beam Balance or scale, find the mass of the closed system. (Flask, vinegar, balloon, and baking soda) Record the mass in the data table. 7. With the balloon still attached to the flask, firmly hold where the balloon is attached to the flask and lift the balloon so that the baking soda falls into the flask and combines with the vinegar. Swirl gently. 8. Record/draw all observations. EL8_2016 M-DCPS Department of Science 34 Student CONSERVATION OF MASS Data & Observations: (Draw and label a diagram of your observations) Before After Start Mass of System (g) End Mass of System (g) Mass of System Gas Released (g) Calculate the percent error for your results and show work. Come up with possible sources of error to mention when drawing conclusions. Percent error = Initial Mass – Final Mass X 100 Initial Mass Percent Error = EL8_2016 M-DCPS Department of Science 35 Student CONSERVATION OF MASS Procedure - Part 2: 1. Using your balance or scale, find the mass of the closed system once the chemical reaction has completed. Be sure to keep balloon attached. 2. Record the info into the data table below. 3. Carefully remove the balloon and let all the gases escape. 4. Place the deflated balloon back onto the Erlenmeyer flask. 5. Find the mass again using your balance or scale. 6. Record your info into the data table above. Explain: Look at the chemical equation below: *NaHCO3 + CH3COOH → NaOOCCH3 + H20 + CO2 Baking + Vinegar → Soda Sodium + Water + Carbon Acetate Dioxide Analysis: 1. Name the reactants:_______________________________________________________ 2. Name the products:_______________________________________________________ 3. Name the gas produced:___________________________________________________ 4. Compare the mass of the closed system before and after the reaction. Explain your results. 5. Were any new elements introduced into the closed system? Where did the gas come from? Explain. 6. What evidence did you observe to indicate that a chemical reaction took place? 7. After the gas was released, what happened to the mass of the system and why? 8. Did your results support this statement? Why/Why Not? EL8_2016 M-DCPS Department of Science 36 Student Name: ____________________________________ Date: ___________ Period: ______ CONSERVATION OF MASS Conclusion Problem Statement: (From the beginning of the lab) Claim: Make a CLAIM based on what you observed in the experiment you performed today that answers your problem statement. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. EL8_2016 M-DCPS Department of Science 37 Student Name: ____________________________________ Date: ___________ Period: ______ CONSERVATION OF MASS SSA Connection: SC.8.P.9.1, SC.8.P.9.2 1. A student adds water and sugar to a jar and seals the jar so that nothing can get in or out. The student then finds the mass of the jar containing the water and sugar. After some sugar dissolves, the student finds the mass of the jar and its contents again. What will happen to the mass of the jar containing the water and sugar after some of the sugar dissolves? A. B. C. D. The mass will stay the same. The mass will increase. The mass will decrease. The mass will depend on how much sugar dissolves. 2. Joey is performing an experiment in science class. He mixes two liquids in a test tube, and gas bubbles appear at the surface of the test tube. Which of the following describes what is most likely taking place? A. A physical change is causing a change in phase from liquid to gas. B. A chemical change has caused the liquids to undergo combustion and gas is escaping. C. A physical change is causing the solution to exhibit different properties than the original substances. D. A chemical change has resulted in the production of a new substance, which is being given off as a gas. 3. Suppose you put popcorn kernels into an airtight popcorn popper and measure the mass of the popper and measure the mass of the popper with the kernels. After the popcorn has popped, what would you expect to find regarding the mass of the popper and the popcorn? A. The mass after popping will be less than the original mass because the popped corn is less dense than the kernels. B. The mass after popping will be equal to the original mass because the airtight container did not allow any materials to enter or leave the popper. C. The mass after popping will be greater than the original mass because the volume of the popped corn is greater than that of the kernels. D. The mass after popping will be not able to be determined accurately because of the steam that is released from the kernels during the popping. EL8_2016 M-DCPS Department of Science 38 Student Project: ______________________________________________ Score: _____________ Identify the Need or Problem Research the Need or Problem Step 2 Step 1 AIR BAG CHALLENGE An extension to the Conservation of Mass Lab (STEM 4.0) Define Problem/ Your company wants to be hired to design a cost-effective airbag Scenario: from nonflammable chemicals that will inflate quickly and prevent injury. Expected Task: Research and Citations: Develop Possible Solution(s) Step 3 Written information by the students about the addressing need or solving the problem with citations noted. Vocabulary: mass, volume, physical change, chemical change, law of conservation of mass, design, solution, test Criteria: Constraints: EL8_2016 Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash. Materials: Costs: 10 mL of vinegar= $500 1 grams of baking soda= $100 Each group should consist of 3-4 students Air bag doesn’t explode Protects passenger (egg) from a minimum vertical drop of 50 cm. Maximum amount of vinegar 50 mL and 5 grams of baking soda Vinegar Baking soda Meter stick/measuring tape Electronic scale/triple beam balance Plastic sandwich bags Hard boiled eggs Clear plastic cups Graduated cylinders Masking tape Optional: shoebox or plastic container to hold air bag in place. M-DCPS Department of Science 39 Student Project: ______________________________________________ Score: _____________ Brainstorm ways in which to create a chemical reaction that will sustain the impact of an egg being dropped from 50 cm. Think of ways to hold your air bag in the container to avoid the egg from bouncing out. Testing of the Product (Prototype, model or Artifact): Test the air bag by dropping the egg from 50cm height for first trial. Repeat each drop by increasing the height by 5cm. Record the maximum height of the egg before it cracks and/or explodes the air bag. Record the height on the class chart. Construct a Prototype Building of the Product (Prototype, model or Artifact): Step 5 Select the Best Possible Solution(s)/ Test and Evaluate the Solution(s) Step 6 Step 4 AIR BAG CHALLENGE Peer-Review Questions: Communicate the Solution(s) Redesign Step 8 Step 7 Project Summary: EL8_2016 Presentation of Final Solution: Re-designing of the Prototype Did you the budget of materials play a role in your design? How? How did you choose which ratios of vinegar and baking soda to try? What research did you use to design your air bag? What other designs did your team consider? What would you change to improve in the design of your air bag? Each team will create a presentation (poster, PowerPoint, etc.) of their company’s airbag and the reason their airbag had the most efficient design. Present your team’s air bag design and budget to the class. Test to see the maximum height your air bag can maintain the egg passenger safe. A class data chart will be constructed where the ratio of vinegar and baking soda is recorded with respect to the maximum height the egg was “safe” per team. Adjust or re-design their boat and re-test based on peer reviews, teacher input, and analysis of proposed solution. M-DCPS Department of Science 40 Student Name: ____________________________________ Date: ___________ Period: ______ ATOMIC MODELING (STEM 2.0) Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) Purpose: You will explain the composition of matter by illustrating various atomic models of different elements. Problem Statement/Research Question: How does atomic structure relate to the information on the periodic table? Observation: Based on the picture below, explain the relationship between all matter and atoms. Atomic Models: Matter is made up of different elements such as carbon, oxygen, magnesium, potassium, and helium. Everyday objects composed of elements can be found on the table. Draw the atomic model for the element in the table. Be sure to include the nucleus, proton, neutron, and electron. EL8_2016 M-DCPS Department of Science 41 Student Object Particle Motion State: _______ Element Atomic Model Helium Protons: 2 Neutrons: 2 Electrons: 2 State: _______ Lithium Protons: 3 Neutrons: 4 Electrons: 3 State: _______ Beryllium Protons: 4 Neutrons: 5 Electrons: 4 State: _______ Boron Protons: 5 Neutrons: 6 Electrons: 5 State: _______ Carbon Protons: 6 Neutrons: 6 Electrons: 6 State: _______ Fluorine Protons: 9 Neutrons: 10 Electrons: 9 State: _______ Potassium Protons: 19 Neutrons: 20 Electrons: 19 Elaborate: Review the Periodic Table of Elements and look for an element that you have heard of before and draw the object that contains that element and the atomic model for that element on a separate piece of paper. EL8_2016 M-DCPS Department of Science 42 Student Name: ____________________________________ Date: ___________ Period: ______ ATOMIC MODELING Research Question: How does atomic structure relate to the information on the periodic table? 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.) SSA CONNECTION SC.8.P.8.1 1. Which of the following statements about atoms is TRUE? A. They are the same for all elements. B. They are both stable and nonradioactive. C. They are arranged in the periodic table according to number of protons. D. They are made up of protons and electrons in a nucleus surrounded by orbiting neutrons. 2. Why does the atomic mass of an element differ from the atomic number? A. Atomic number consists of only the number of neutrons. Atomic mass also includes the number of protons. B. Atomic number consists of only the number of protons. Atomic mass also includes the number of neutrons. C. Atomic number consists of only the number of protons. Atomic mass also includes the number of electrons. D. Atomic number consists of only the number of electrons. Atomic mass also includes the number of protons. 3. How does the formation of ice in the freezing compartment of a refrigerator demonstrate the particulate nature of matter? A. As the particle energy of matter decreases, the motion of the atoms in a given space decreases B. As the particle energy of matter decreases, the motion of atoms in a given space increases C. As the particle energy of matter increases, the motion of atoms in a given space decreases D. As the particle energy of matter increases, the motion of atoms remains unchanged EL8_2016 M-DCPS Department of Science 43 Student Name: ____________________________________ Date: ___________ Period: ______ PERIODIC TABLE OF ELEMENTS (STEM 2.0) Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 1:Recall) Problem Statement/Research Question: How is the periodic table useful for scientists? Purpose: You have been chosen to assist a group of alien scientists. In order to be able to converse scientifically, you must learn their language, and most importantly, you must arrange their elements according to the trends that exist in the periodic table. Below are clues for the alien's elements. So far, the aliens have only discovered elements in groups 1, 2, and 13-18, and periods 1-5. Although the names of the elements are different, they must correspond to our elements if our belief of universal elements holds true. The diagram and information below will help you match your clues to the Human periodic table. Procedure: Part 1 - Read each clue carefully, and then place the symbol for that clue's element in the blank periodic table provided. Use pencil so you can erase. 1. Livium (Lv): This element is responsible for life. It has 6 electrons. 2. Computerchipium (Cc): This element is important for computers. It has 14 protons. 3. Lightium (L): This is the lightest of elements; aliens used it in their aircraft until their aircraft caught fire in a horrific accident. It also has a low melting point. 4. Breathium (Br): When combined with Lightium (L), it makes the alien's most common liquid whose formula is L2 Br. It has 8 electrons. 5. Franconium (F): A metal found in period 4 group 13. 6. Moonium (Mo): An element with an atomic number of 34. 7. Explodium (Ex): This element is the most reactive metal on the alien's table. It has 37 protons. 8. Sparkium (Sp) and Burnium (Bu) are members of the alkali metal group, along with Violetium(V) and Explodium (Ex). Their reactivity, from least to greatest, is Sp, Bu, V, Ex. EL8_2016 M-DCPS Department of Science 44 Student 9. Balloonium (Ba): A noble gas used to fill balloons. It has 2 protons. 10. Toothium (To): This element helps build strong bones and teeth. It has 20 protons. 11. Metalloidium (M) and Poisonium (Po): Two metalloids found in period 4. Po has 33 protons. 12. Lowigium (Lo): This element is a halogen found in period 4 and has 35 protons. 13. Darkbluium(Dk): Has an atomic mass of 115 and 66 neutrons. 14. Hugium (Hu): This element is a noble gas on the alien's periodic table that has the most mass (131). 15. Glucinium (Gl): The element found in period 2, group 2 with an atomic mass of 9. 16. Reactinium (Re): The most reactive non-metal on the periodic table with 9 electrons. 17. Balloonium (Ba), Signium(Si), Stableium(Sb), Supermanium (Sm), and Hugium (Hu) are all noble gases. They are arranged above from least to most massive. Ba has 2 protons. 18. Cannium (Cn): This element is used to can foods. It has 50 protons. 19. Reading across period 3 you will find Burnium (Bu), Blue-whitium (Bw), Bauxitium (Xi), Computerchipsium (Cc), Bringer-of-lightium (Bl), Stinkium (Sk), Purium (P), and Stableium (Sb). 20. Scottishium (Sc): An alkaline metal that is hard and tough, much like To, Bw, and Gl. It has 38 protons. 21. Infectium (If) is a halogen, like Re, P and Lo, with 53 protons. 22. Abundantcium (Ab): One of the most abundant gasses in the universe. It has 7 protons, 7 neutrons, and 7 electrons. Some additional clues: The number after the symbol indicates the number of protons in the nucleus of the atom: Notalonium(Na): 51, Earthium (E): 52, Boracium (B): 5. Imaginary Periodic Table EL8_2016 M-DCPS Department of Science 45 Student PERIODIC TABLE OF ELEMENTS Analysis (Use the Standard Periodic Table, not the one above): 1. What trends do you notice as elements are listed from left to right? 2. Based on the periodic table why are Be, Mg, Ca, and Sr in the same column/group/family? 3. Based on the periodic table why are He, Ne, Ar, Kr, and Xe in the same column/group/family? Part 2 – Color Coding the Periodic Table Adapted from the Texas Center for Educational Technology This portion will help you understand how the periodic table is arranged. Using color pencils and the standard Periodic Table for assistance, color each group on the table as follows: 1. Color the square for Hydrogen pink. 2. Lightly color all metals yellow. 3. Place black dots in the squares of all alkali metals. 4. Draw a horizontal line across each box in the group of alkaline earth metals. 5. Draw a diagonal line across each box of all transition metals. 6. Color the metalloids purple. 7. Color the nonmetals orange. 8. Draw small brown circles in each box of the halogens. 9. Draw checkerboard lines through all the boxes of the noble gases. 10. Using a black color, trace the zigzag line that separates the metals from the nonmetals. 11. Color all the lanthanides red. 12. Color all the actinides green. When you are finished, make a key that indicates which color identifies which group. EL8_2016 M-DCPS Department of Science 46 Student PERIODIC TABLE OF ELEMENTS Follow the instructions below to label the major groups and divisions of the periodic table. 1. The vertical columns on the periodic table are called ____________. 2. The horizontal rows on the periodic table are called _____________. 3. Most of the elements in the periodic table are classified as _____________. 4. The elements that touch the zigzag line are classified as _______________. 5. The elements in the far upper right corner are classified as______________. 6. Elements in the first group have one outer shell electron and are extremely reactive. They are called ___________ ______________. 7. Elements in the second group have 2 outer shell electrons and are also very reactive. They are called ______________ ______________ ________________. 8. Elements in groups 3 through 12 have many useful properties and are called _________________ _______________. 9. Elements in group 17 are known as “salt formers”. They are called _________________. 10. Elements in group 18 are very unreactive. They are said to be “inert”. We call these the ______________ ______________. 11. The elements at the bottom of the table were pulled out to keep the table from becoming too long. The first period at the bottom called the _________________. 12. The second period at the bottom of the table is called the _____________________. EL8_2016 M-DCPS Department of Science 47 Student Name: ____________________________________ Date: ___________ Period: ______ PERIODIC TABLE OF ELEMENTS Conclusion: Research Question: How is the periodic table useful for scientists? Claim: Make a CLAIM based on what you observed in the experiment you performed today. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. SSA Connection: SC.8.P.8.6 1. Which of the following statements regarding the periodic table of elements is true? A. The periodic table does not list all of the known elements in the universe. B. The properties of elements can be predicted by their positions in the periodic table, but how the elements react with each other cannot be predicted. C. All elements on the periodic table are made up of the same fundamental particles: protons, neutrons and electrons. D. All nonliving things consist of elements on the periodic table; all living things consist of things that are not listed on the periodic table. 2. In the modern periodic table, which of the following describes atoms with similar chemical behavior and properties? A. They have similar atomic masses. B. They are located in the same group. C. They are located in the same period. D. They have the same number of isotopes. 3. Using the periodic table, which of the following pairs of elements should you expect to have the most similar properties? A. Aluminum (Al) and Silicon (Si) B. Sulfur (S) and Selenium (Se) C. Sodium (Na) and Nitrogen (N) D. Hydrogen (H) and Helium (He) EL8_2016 M-DCPS Department of Science 48 Student Name: ____________________________________ Date: ___________ Period: ______ Clay Elements, Molecules, and Compounds (STEM 3.0) SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA) SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances (Assessed as SC.8.P.8.5) Objectives: Students will model how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things. Students will differentiate among pure substances, mixtures and solutions. Problem Statement/Research Question: How does a small set of elements combine to form molecules, compounds and mixtures, which are used in your daily lives? Background: Atoms - small particles that make up elements and compounds Molecules - two or more atoms bonded together: these atoms may be of the same element or different elements Compounds - two or more different types of atoms bonded together Mixtures – when two or more substances are physically blended but not chemically bonded together Materials: Paper Towel, Toothpicks, Modeling Clay, Colored pencils Procedure: 1. Color the modeling clay key according to the samples of clay provided. 2. For each molecule/compound listed in the table you will need to: A. List the names of the atoms involved B. Identify the number of each atom in the molecule. C. Make the clay model D. Color the model in the table and label the name of each atom. E. Identify model as an element, compound or mixture. (You need to take apart some models to make other models. But make sure you have received the teacher's initials next to the model before you take it apart. For instance, you need to make CH4 and CO2 with the same carbon molecule.) 3. After you have completed all of the models, you must answer the questions to ensure comprehension of the material. EL8_2016 M-DCPS Department of Science 49 Student SUBSTANCE FORMULA Hydrogen Gas NaCl Methane CH4 Carbon Dioxide CO2 ELEMENT, COMPOUND OR MIXTURE O2 Air N2, O2, H2O, CO2 Water H2O Hydrochloric Acid HCl Sodium Hydroxide (lye) NaOH Carbonated Water H2O CO2 EL8_2016 # OF ATOMS H2 Salt (Sodium Chloride) Oxygen Gas ATOM NAMES MOLECULAR MODEL Make the clay compound model and color the diagram M-DCPS Department of Science 50 Student Name: ____________________________________ Date: ___________ Period: ______ Clay Elements, Molecules, and Compounds Staple your colored Clay Model Key to the front of this page Post-Lab Questions: 1. What particle makes up all substances? 2. Which is larger, an atom or a molecule? Explain. 3. How is a compound different from a molecule? 4. Are all molecules compounds? Explain. 5. One of the properties of a pure substance it that they always exist in fixed proportions. How many hydrogen atoms are needed to form five water molecules? How many oxygen atoms are needed to form five water molecules? Research Question: How does a small set of elements combine to form molecules, compounds and mixtures, which are used in your daily lives? 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.) EL8_2016 M-DCPS Department of Science 51 Student Name: ____________________________________ Date: ___________ Period: ______ Clay Elements, Molecules, and Compounds SSA Connection: 1. Which of the following is the best example of a heterogeneous mixture? A. Lemonade made of water, lemonade powder mix, and sugar. B. An omelet made of scrambled eggs and cheddar cheese. C. Trail mix made of raisins, peanuts, and chocolate candies. D. A glass of ice water made of ice cubes and pure water. SC.8.P.8.5, SC.8.P.8.9 2. Susie wants to make lemonade on a hot summer day. She mixes lemon juice, water, and sugar in a large container. Which of the following happens as she combines the ingredients? A. They mix together to form a new compound. B. They mix together to form a homogeneous solution. C. The stirring motion causes them to break down into elements. D. The heavier items will not completely dissolve, creating a suspension. 3. Which statement best explains why silver nitrate (AgNO3) is classified as a compound? A. Silver nitrate contains a metal. B. Silver nitrate can react with copper. C. Silver nitrate forms when three elements chemically combining. D. Silver nitrate forms a solution when mixed with water. 4. In the following diagram, the content of each container is shown as spheres representing atoms. Different shadings of the atoms represent different elements. Which of the containers has only one pure substance shown? A. B. C. D. EL8_2016 I II III IV M-DCPS Department of Science 52 Student Project: ______________________________________________ Score: _____________ Separating Mixtures (STEM 3.0) Step 1 Identify the Need or Problem Research and Citations: Step 6 Test and Evaluate the Solution(s) Step 4 Select the Best Possible Solution (s)/ Step 5 Construct a Prototype Step 3 Develop Possible Solution(s) Step 2 Research the Need or Problem Your company wants to be hired to transport building materials from Miami A tractor-trailer has accidently spilled the contents of its load on the road. The contents have mixed together and must be separated in order to complete the delivery. Students draw up plans for a portable machine that can be built on site to clean up the spill of salt, sand, iron and wood chips. Define Problem/ Scenario: EL8_2016 Expected Task: Vocabulary: Criteria: Constraints: Materials: Building of the Product (Prototype, model or Artifact): Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: Compounds, mixtures, solutions, heterogeneous, homogeneous, distillation, chromatography, reverse osmosis, diffusion through semi-permeable membranes, design, solution, test --No more than four separation mechanisms. - Machine must be portable. - May not use electricity. (Alternatives: solar power, batteries, etc.) 1000mL beaker, sand, soil, wood chips, iron fillings, water, coffee filters, magnets, hot plate, large chart, poster or bulletin board paper and markers. Brainstorm ways in which to design a machine that can separate the sand, salt, iron and wood chips. Create a sketch of the design of the machine that can be built onsite. Think of ways combine the separation mechanisms into one machine. Test the different separation methods in a small scale. -How did you prioritize the substances to separate first? -Would the order of the separations have made another separation ineffective? How do you know? -How did you choose which design to build? -What research did you use to design your separation machine? -What other designs did you consider for your machine? -What would you improve in the design of your machine? M-DCPS Department of Science 53 Student Project: ______________________________________________ Score: _____________ Separating Mixtures Step 8 Redesign Step 7 Communicate the Solution(s) (STEM 3.0) EL8_2016 Project Summary: Each team will create a sketch of their separation machine to present the most efficient way to separate the mixture using the vocabulary for the different methods of separating. Presentation of Final Solution: Present your team’s sketch of the design of the separation machine to the class and explain why it is the most efficient solution. Re-designing of the Prototype: Adjust or re-design your machine and re-test based on peer reviews, teacher input, and analysis of proposed solution. M-DCPS Department of Science 54 Student Name: ____________________________________ Date: ___________ Period: ______ Investigating the Effect of Light Intensity on Photosynthesis Adapted from: State Adopted – Prentice Hall (Laboratory Manual B) (STEM 3.0) Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen (Assessed as SC.8.L.18.4) Objective/Purpose: 1. To observe how light affects photosynthesis. 2. To understand how photosynthesis in important to life. Background Information: Photosynthesis is the process by which plants take carbon dioxide from the atmosphere, add water, and use the energy of sunlight to produce sugar. Photosynthesis occurs in the chloroplast, an organelle in plant cells that contains the molecule chlorophyll. Chlorophyll absorbs the energy of sunlight. That light energy is converted to chemical energy through the steps of photosynthesis. In order to carry out photosynthesis, a plant must have light. But how much light must a plant have? Some plants need a lot of light. Others seem to thrive in shade. Does more light lead to more photosynthesis? In this investigation, you will examine how the intensity of light affects photosynthesis. You will also analyze the importance of photosynthesis and its need for our environment to survive. Problem Statement / Research Question: ______________________________________________ _________________________________________________________________________________ Hypothesis: ______________________________________________________________________ _________________________________________________________________________________ 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 Hand lens elodea Forceps EL8_2016 M-DCPS Department of Science 55 Student Procedure: 1. Working with a partner, completely fill a test tube and a beaker with a sodium bicarbonate solution. Sodium bicarbonate will provide a source of carbon dioxide. 2. Using forceps, place a sprig of evergreen about halfway down in the test tube. Be sure that the cut end of the sprig points downward in the test tube. 3. Cover the mouth of the test tube with your thumb and turn the test tube upside down. Try not to trap any air bubbles in the test tube. EL8_2016 M-DCPS Department of Science 56 Student 4. Place the mouth of the test tube under the surface of the sodium bicarbonate solution in the beaker. Remove your thumb from the mouth of the test tube. 5. Gently lower the test tube inside the beaker so that the test tube leans against the side of the beaker. 6. Put the beaker in a place where it will receive normal room light. For 5 minutes, use a hand lens to count the number of bubbles produced by the sprig in the test tube. Record the number of bubbles on the Data Table below for each minute. 7. Darken the room and count the number of bubbles produced again for 5 minutes. Record the number on the Data Table for each minute. 8. Turn up the lights in the room and shine a bright light on the sprig. Count the number of bubbles produced in 5 minutes. Record the number on the Data Table for each minute. 9. Calculate the average for each light intensity category. EL8_2016 M-DCPS Department of Science 57 Student Name: ____________________________________ Date: ___________ Period: ______ Investigating the Effect of Light Intensity on Photosynthesis Adapted from: State Adopted – Prentice Hall (Laboratory Manual B) (STEM 3.0) Data: Light Intensity Room light 1 min 2 min 3 min 4 min 5 min Average Dim light Bright light Observations: 1. What are the bubbles? Explain why bubbles happen. 2. Did the number of bubbles change when the light intensity was reduced? Explain why this would occur. 3. Why was the test tube placed in a beaker of water? 4. If the plant is given more CO2 what will happen to the amount of oxygen it releases? Why? 5. In this experiment, why is it important to perform multiple trials? EL8_2016 M-DCPS Department of Science 58 Student Name: ____________________________________ Date: ___________ Period: ______ Investigating the Effect of Light Intensity on Photosynthesis Adapted from: State Adopted – Prentice Hall (Laboratory Manual B) (STEM 3.0) Conclusion: Research Question: (From pre-lab) Claim: (Make a statement that answers your 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.) EL8_2016 M-DCPS Department of Science 59 Student Name: ____________________________________ Date: ___________ Period: ______ Investigating the Effect of Light Intensity on Photosynthesis SSA Connection: SC.8.L.18.1 1. Plants make sugar molecules, which contain a good deal of energy. Where do they get the energy that goes into the sugar molecules? A. They harvest it from water B. They manufacture it themselves. C. They trap the energy in light. D. They extract it from other cells. 2. If a plant had a mutation that kept it from making enough chlorophyll, how would it look different from other plants of its own kind? A. It would have fewer leaves and a broader stem than the others. B. It would be smaller than and not as green as the others. C. It would be larger and greener than the others. D. It would have more flowers and more leaves than the others. 3. Janelle needs to draw a diagram of the process of photosynthesis for homework. She begins by writing the equation for photosynthesis. Which of the following correctly shows the overall process of photosynthesis? A. carbohydrate + oxygen + light energy → carbon dioxide + water B. carbohydrate + water + light energy → carbon dioxide + oxygen C. carbon dioxide + water + light energy → carbohydrate + oxygen D. carbon dioxide + oxygen + light energy → carbohydrate + water EL8_2016 M-DCPS Department of Science 60 Student Project: ______________________________________________ Score: _____________ Maximizing Photosynthesis Step 2 Research the Need or Problem Step 1 Identify the Need or Problem (STEM 3.0) Define Problem/ Scientists are deciding on which plants to take to a space Scenario: station that will be self-sufficient. They need to choose a plant that creates the most amount of oxygen by absorbing the most light from their leaves. Expected Task: Create a structure and layout for a plant’s leaves to absorb the most light for photosynthesis. Research and Citations: Vocabulary: Step 4 Select the Best Possible Solution (s)/ Step 5 Construct a Prototype Step 3 Develop Possible Solution(s) Criteria: EL8_2016 Constraints: Materials: Building of the Product (Prototype, model or Artifact): Photosynthesis, light, plant cell, chloroplast, chlorophyll, oxygen, carbon dioxide, design, solution, test No more than four separation mechanisms. Must capture light efficiently Must be aesthetically desirable Must be conducive and sturdy enough to survive transport in and out of space Must be between 25 cm and 30 cm above the paper Light will be placed above the center of the graph paper Leaf setup will be placed over any part of the graph paper the group chooses 6 Straws/Skewers 3 Plastic Bags 1 Pair of Scissors 1 Ruler 1 Meter of Masking Tape 1 Sheet of Graph Paper 1 smartphone/tablet with a Thermal Cam app (many free options are available) Stand (2-liter soda bottle with skewer) Brainstorm ways in which to design a set up and leaf design. You will work in groups of 3-4 to build a setup with the materials given that adhere to all constraints. M-DCPS Department of Science 61 Student Project: ______________________________________________ Score: _____________ Maximizing Photosynthesis Step 6 Test and Evaluate the Solution(s) (STEM 3.0) Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: The group will test their design by placing their setup between the lamp and the graph paper. The Thermal Cam app will be used to determine how much light is making through the design and onto the paper. Step 8 Redesign Step 7 Communicate the Solution(s) EL8_2016 Project Summary: How did you choose which design to build? What research did you use to design your leaf? How did you prioritize the design of the leaf to the efficiency of water distribution and food transport to the roots? What other designs did you consider for your leaf? What would you improve in the design of your set up? You will present your team’s design of your leaf design and setup, as well as, the percentage of the leaf that absorbs light. Presentation of Final Solution: Re-designing of the Prototype You will present your team’s leaf design and set up and explain why the scientists should choose your design to take to the space station. Adjust or re-design your set up and leaf design based on peer reviews, teacher input, and analysis of proposed solution. M-DCPS Department of Science 62 Student A New Form of Chlorophyll? https://archives.nbclearn.com/portal/site/k-12/browse/?cuecard=52521 Transcript Researchers discover evidence for a new type of chlorophyll in cyanobacteria that can absorb near- infrared light By Ferris Jabr August 19, 2010 Researchers may have found a new form of chlorophyll, the pigment that plants, algae and cyanobacteria use to obtain energy from light through photosynthesis. Preliminary findings published August 19 in Science suggest that the newly discovered molecule, dubbed chlorophyll f, has a distinct chemical composition when compared with the four known forms of chlorophyll and can absorb more near-infrared light than is typical for the photosynthetic pigments. Chlorophyll f, which was extracted from cultures of cyanobacteria and other oxygenic microorganisms, may allow certain photosynthetic life forms to harvest energy from wavelengths of light that many of their competitors cannot use. "This is the most red-shifted chlorophyll we have found in nature," says Min Chen, a biologist at The University of Sydney in Australia and lead author of the study. "That means that organisms that have this chlorophyll inside can extend their photosynthetic range for maximum use of solar energy." Some photosynthetic bacteria are known to use infrared light, but—in contrast to plants and cyanobacteria—these microorganisms do not produce oxygen. Instead, they rely on anoxygenic photosynthesis, which can function on the low-energy photons provided by infrared light. "Nobody thought that oxygen-generating organisms were capable of using infrared light, because the kind of photosynthesis that actually produces oxygen is thought to require a greater amount of photon energy from visible light," says Samuel Beale, a molecular biologist at Brown University whose work centers in part on chlorophylls. "I think what they found here is a new modification of chlorophyll that shows the flexibility of photosynthetic organisms to use whatever light is available." Robert Blankenship, a photosynthesis expert at Washington University in St. Louis, agrees that the discovery is significant. "I think this is a very important new development and is the first new type of chlorophyll discovered in an oxygenic organism in sixty years," he wrote via e-mail. Other researchers are more cautious about the findings. John Clark Lagarias, a molecular biologist at the University of California, Davis, points out that earlier research suggests some oxygen-producing cyanobacteria can harvest energy from near-infrared light using chlorophyll d—one of the four known varieties of chlorophyll, which also include chlorophylls a, b and c. But the new paper still interests Lagarias: "It's an exciting potential discovery, and if it's true it provides a second example of a redshifted- chlorophyll-containing organism," he says. "We don't know for sure that it's used for photosynthesis, but we know it's absorbing light and it's likely to be involved in photosynthetic EL8_2016 M-DCPS Department of Science 63 Student apparatus somehow. It could be a bona fide new form of chlorophyll that exists in something living." In July 2008, Min's colleagues collected samples of stromatolites—structures formed from layers of cyanobacteria, calcium carbonate and sediments— and microbial mats from Hamelin Pool in Shark Bay, Western Australia, which is known to contain some of the most diverse and oldest stromatolites in the world. Cyanobacteria and other microorganisms build stromatolites in shallow water as they grow, gradually trapping and binding sediments into the small rock-like towers and mounds. Chen ground up the samples in a mortar and pestle and cultured the microorganisms in petri dishes under continuous illumination by near-infrared LEDs. Eventually, only microorganisms like cyanobacteria capable of photosynthesis using near-infrared light survived in the cultures. Chen then used solvents to extract the living cells and pigments from the cultures and analyze their properties with a variety of laboratory techniques. The collective results suggested that the cyanobacteria contained a novel form of chlorophyll that can absorb near-infrared light up to 706 nanometers (nm) in vitro, with a fluorescence of 722 nm. Chen named the proposed variant chlorophyll f. A technique called high-performance liquid chromatography (HPLC), which separates molecules based on chemical properties (like whether they are hydrophobic or hydrophilic), confirmed that chlorophyll f is distinct from the four known varieties of chlorophyll. Nuclear magnetic resonance spectroscopy, which allows scientists to determine the arrangement of atoms within a molecular structure, reaffirmed the pigment's distinctiveness. And mass spectrometry, which determines the atomic mass of a molecule, revealed that chlorophyll f had an identical mass to chlorophyll b, which suggests they might be isomers of one another. "You can imagine an enzyme evolved that oxidizes the same precursor for chlorophyll b into this new form," Lagarias says. Although Chen's results indicate the discovery of a novel light-absorbing molecule related to but distinct from known forms of chlorophyll, a few caveats complicate precise interpretation of her results. Firstly, the researchers had difficulty growing cultures of a single species, so it's unclear exactly which microorganism chlorophyll f comes from. Similarly, the researchers also struggled to grow cultures that yielded pure chlorophyll f untainted by other forms of chlorophyll. And a direct link between chlorophyll f and photosynthesis will require further research, which Chen says is now under way. "They haven't demonstrated that chlorophyll f is in the reaction center [the main site of photosynthesis]," Lagarias says. "But their results suggest the molecule is fairly abundant, so it probably plays some specialized role." If cyanobacteria do in fact rely on chlorophyll f, then they might perform photosynthesis with light that is useless for most their neighbors—a significant advantage, especially in the dense and diverse communities of photosynthetic microorganisms that live within microbial mats and stromatolites and compete for energy from light. "In a microbial mat, infrared light not being absorbed by other EL8_2016 M-DCPS Department of Science 64 Student organisms in the mat may be the only wavelengths of light available to you," says Lagarias says. "The implications are that this organism would occupy a critical niche and survive even though there are thousands of other organisms growing all around it." Blankenship sees applications for biotechnology as well. "If this chlorophyll could be put into a plant and function properly, then it would be able to utilize some additional light energy that no plant now can use," he wrote via e-mail. "This has the potential to increase the efficiency of photosynthesis, as before energy storage can take place, the light has to be absorbed. Any wavelengths of light that are not absorbed are lost forever. A typical plant absorbs most of the sunlight in the visible region (400–700 nm) but very little beyond 700 nm [which marks the border between red and infrared light]. The visible region accounts for about half of the solar output energy. By pushing the absorption into longer wavelengths, an additional 10 percent% or so of the solar output is potentially useable." EL8_2016 M-DCPS Department of Science 65 Student A New Form of Chlorophyll? Reading Passage Questions 1. According to the passage, how is chlorophyll f different than ordinary forms of chlorophyll? A. The chlorophyll f absorbs energy from light through photosynthesis B. The chlorophyll f absorbs wavelengths of light that other forms cannot C. The chlorophyll f absorbs nutrients from food, hence the name chlorophyll f D. The chlorophyll f cannot absorb light necessary for photosynthesis 2. Suppose a botanist was able to add chlorophyll f to a plant used to produce food. What change would you expect to observe in the plant? A. The plants will not grow because they need the sunlight to undergo photosynthesis B. The plants will absorb infrared light to undergo photosynthesis C. The plants will absorb ultraviolet light to undergo photosynthesis D. The plants will grow smaller than other plants annuals plants in the soil 3. In a lab investigating the effect of light intensity on photosynthesis, test tubes were placed in locations of various lighting where the rate of photosynthesis was observed by the oxygen output from the bubbles. What variable is demonstrated by the number of bubbles recorded in the experiment? A. Dependent variable B. Independent variable C. Control group D. Constants 4. Both plants and animals have many similar organelles. Both organisms use mitochondria to metabolize sugar to produce energy. However, only plants have chloroplast. Why is chloroplast useful for plants? A. It is used to absorb energy to produce sugars B. It is used to produce energy from sugars C. It is used to create a barrier for the transport of information throughout a cell D. It is used to produce proteins in a cell EL8_2016 M-DCPS Department of Science 66 Student Name: ____________________________________ Date: ___________ Period: ______ CARBON CYCLE STATION GAME (STEM 2.0) Next Generation Sunshine State Standards Benchmark: SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in different fields of science. What is the Carbon Cycle? All living organisms are based on the carbon atom. Unique among the common elements of the Earth's surface, the carbon atom has the ability to form bonds with as many as four other atoms (including other carbon atoms) and to form double bonds to itself. Carbon compounds can be solid, liquid, or gas under conditions commonly found on the Earth's surface. Because of this, carbon can help form solid minerals (such as limestone), 'squishy' organisms (such as plants and animals), and can be dissolved in water or carried around the world through the atmosphere as carbon dioxide gas. The attributes of the remarkable carbon atom make possible the existence of all organic compounds essential to life on Earth. Carbon atoms continually move through living organisms, the oceans, the atmosphere, and the crust of the planet. This movement is known as the carbon cycle. The paths taken by carbon atoms through this cycle are extremely complex, and may take millions of years to come full circle. EL8_2016 M-DCPS Department of Science 67 Student Name: ____________________________________ Date: ___________ Period: ______ CARBON CYCLE STATION GAME TRAVEL THE CARBON CYCLE Start Location: ________________________ Trip 1: Where I’m going How I’m getting there: Trip 6: Where I’m going How I’m getting there: Trip 2: Where I’m going How I’m getting there: Trip 7: Where I’m going How I’m getting there: Trip 3: Where I’m going How I’m getting there: Trip 8: Where I’m going How I’m getting there: Trip 4: Where I’m going How I’m getting there: Trip 9: Where I’m going How I’m getting there: Trip 5: Where I’m going How I’m getting there: Trip 10: Where I’m going How I’m getting there: EL8_2016 M-DCPS Department of Science 68 Title: Stations EL8_2016 M-DCPS Department of Science 69 Student Name: ____________________________________ Date: ___________ Period: ______ CARBON CYCLE STATION GAME Conclusion: Problem Statement: How does carbon move through the environment? How can the carbon cycle become unbalanced? 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.) SSA Connection: SC.8.L.18.3 1. Which of the following processes would be most likely to release carbon dioxide into the environment? A. building a wooden house B. growing trees in the yard C. burning wood in a campfire D. chipping up wood for mulch 2. Fossil fuels such as natural gas and petroleum contain carbon. How did the carbon get into the fossil fuels? A. It migrated into them from the rocks in which the fossil fuels are found. B. It seeped out of coal buried near the fossil fuel deposits underground. C. It was in the air that was trapped underground when the fossil fuels formed. D. It was once part of the organisms from which the fossil fuels formed. 3. Which of the following is NOT a way carbon dioxide returns to the atmosphere? A. decay of organisms B. emissions by factories C. photosynthesis D. respiration EL8_2016 M-DCPS Department of Science 70 The Carbon Cycle THE ATMOSPHERE You are currently a molecule of carbon dioxide in the atmosphere. If you roll… Then you … 1 Stay in the atmosphere. Much of the carbon dioxide in the atmosphere moves through the atmosphere. 2 Go to plant. You are used by a plant in photosynthesis. 3 Stay in the atmosphere. Much of the carbon dioxide in the atmosphere moves through the atmosphere. 4 Stay in the atmosphere. Much of the carbon dioxide in the atmosphere circulates through the atmosphere. 5 Go to surface ocean. 6 Go to plant. You are used by a plant in photosynthesis. EL8_2016 M-DCPS Department of Science 71 The Carbon Cycle PLANTS BIOSPHERE You are currently a carbon molecule in the structure of the plant. If you roll… Then you … 1 Go to soil. The tree shed its leaves. 2 Stay in plant. You are a carbon molecule in the tree’s trunk. 3 Go to animal. The leaves and berries that the plant produced contain your carbon molecule and were eaten. 4 Stay in plant. You are a carbon molecule in the tree’s roots. 5 Stay in plant. You are a carbon molecule in the tree’s branches. 6 Stay in plant. You are a carbon molecule in the tree’s trunk. EL8_2016 M-DCPS Department of Science 72 The Carbon Cycle ANIMALS BIOSPHERE You are currently a molecule of carbon in an animal. If you roll… Then you … 1 Stay in animal. The carbon molecule is stored as fat in the animal. 2 Go to soil. The animal that consumed you died and your carbon molecule is returned to the soil. 3 Go to atmosphere. The animal that consumed you respired (breathed) you out as carbon dioxide. 4 Stay in animal. You are eaten by a predator. 5 Go to atmosphere. The animal that consumed you respired (breathed) you out as carbon dioxide. 6 Go to atmosphere. The animal that consumed you respired (breathed) you out as carbon dioxide. EL8_2016 M-DCPS Department of Science 73 The Carbon Cycle SOIL GEOSPHERE You are currently a molecule of carbon dioxide in the soil. If you roll… Then you … 1 Stay in the soil. Much of the carbon in the soil is stored there. 2 Go to plant. You are used by a plant in photosynthesis. 3 Go to fossil fuels. Your carbon molecule has been in the soil so long it turns into fossil fuels. 4 Go to the atmosphere. 5 Stay in the soil. 6 Go to fossil fuels. Your carbon molecule has been in the soil so long that it turns into fossil fuels. EL8_2016 M-DCPS Department of Science 74 The Carbon Cycle SURFACE OCEAN HYDROSPHERE You are currently a molecule of carbon dioxide in the surface ocean. If you roll… Then you … 1 Go to deep ocean. 2 Stay in the surface ocean. 3 Go to deep ocean. Your carbon atom was part of an ocean organism that has died and has sunk to the bottom of the ocean. 4 Stay in the surface ocean. 5 Go to the atmosphere. 6 Go to the atmosphere. EL8_2016 M-DCPS Department of Science 75 The Carbon Cycle DEEP OCEAN HYDROSPHERE You are currently a molecule of carbon in the deep ocean. If you roll… Then you … 1 Stay in the deep ocean. 2 Stay in the deep ocean. 3 Go to surface ocean. 4 Go to surface ocean. 5 Go to surface ocean. 6 Go to animal. An organism in the water has taken you up as food in the deep ocean. EL8_2016 M-DCPS Department of Science 76 The Carbon Cycle FOSSIL FUELS GEOSPHERE Fossil fuels are a rich source of energy that has been created from carbon that has been stored for many millions of years. If you roll… Then you … 1 Stay in the fossil fuels. 2 Stay in the fossil fuels. 3 Stay in the fossil fuels. 4 Stay in the fossil fuels. 5 Go to the atmosphere. Humans have pumped the fuel that you are part of out of the ground and have used it to power their cars. 6 Go to the atmosphere. EL8_2016 M-DCPS Department of Science 77 Carbon ‘sponge’ found beneath desert It appears to have locked up loads of climate-warming carbon By Thomas Sumner 7:00am, August 17, 2015 Plants pull carbon from the air. Farm irrigation can later flush that carbon deep underground. Groundwater aquifers beneath deserts appear to now hoard hundreds of billions of metric tons of carbon, acquired this way. That's the finding of research at China’s Taklamakan Desert (shown). Irrigating farms in dry parts of the globe may provide an unplanned climate benefit. This water appears to have washed enormous amounts of carbon deep underground, a new study indicates. Locked away there — in the form of the climate-warming carbon dioxide — this carbon has not had an opportunity to contribute to global warming. Over the past century, human activities have been spewing huge amounts of carbon dioxide, or CO2, into the air. Much of it comes from the burning of fossil fuels and of forests. In recent decades this air pollution has been fueling a low-grade fever in Earth’s atmosphere. But this global warming has not been as big as emissions would had suggested it should be. For some reason, as much as 30 percent of the CO2 seems to have gone missing. And the new study now finds evidence that farm irrigation may have stored up to one-fifth of it beneath deserts. The amount of carbon in this stash appears huge — up to one trillion metric tons, the new study finds. If true, it would be equal to more than all of the carbon now held by trees and other land-based plants. “We’ve found a carbon sink in the most unlikely place” — under irrigated deserts, says Yan Li. He’s an ecologist at the Chinese Academy of Sciences in Urumqi. At least this is what Li and his colleagues proposed online July 28 in Geophysical Research Letters. EL8_2016 M-DCPS Department of Science 78 “Almost nobody paid attention to these desert regions,” Li says. That’s because desert regions lack abundant plant life. Through photosynthesis, these green plants suck up and store huge amounts of carbon in their tissues, he says. In the last decade, several studies had measured deserts absorbing unexpectedly big amounts of CO2. Such findings were controversial, however. Scientists could not explain where the absorbed carbon had gone. Li and colleagues decided to hunt for this vanished carbon around northwest China’s Tarim Basin. It’s home to China’s largest desert. Eighty-five percent of this Taklamakan Desert consists of little more than sand dunes. The researchers sampled groundwater at 170 sites beneath the basin. They also sampled nearby streams and irrigation ditches. This surface water quenches the thirst of farms that straddle the desert’s perimeter. Farmers in dry climates tend to overwater their crops. This helps to flush out large amounts of salt from the soil (which would poison any crops they might want to grow in that soil). As the water passes through the salty soil, the amount of dissolved carbon in the water more than doubles, Li’s team found. Salty, alkaline water can hold more carbon than pure water. Some of the water percolating down through the ground will end up in underground aquifers. These can then lock away carbon that would otherwise escape back into the atmosphere. This process boosts the annual amount of CO2 absorbed by each square meter of desert from 1.34 grams to 20 grams or more, Li’s team finds. That’s an amount of CO2 comparable to what forest lands absorb, the researchers estimate. And the same thing might be happening in other desert regions with farming — such as California and the American Southwest. If this does occur, then this irrigation wash water could mean that desert aquifers are among the top three ongoing carbon sinks on land, Li says. The Tarim Basin carbon sink is probably relatively new. Scientists have been able to use carbon dating to calculate the age of its groundwater. Tested samples revealed a sharp climb in the water's collection of carbon. This started roughly 2,000 years ago, when Silk Road trade routes opened the region to farming. Water collects in groundwater below non-deserts too. However, people often pump those supplies for drinking and irrigation. They don’t tend to remove water from desert aquifers because is too salty for such uses. That means the carbon in this water could remain underground indefinitely, Li says. “The carbon goes into the ground and stays there,” he suspects. As such, countries might consider irrigating more of the desert to purposely lock up carbon, he proposes, to help combat climate change. The new work demonstrates how little we know about arid lands, says R. Dave Evans. He’s an ecologist of Washington State University in Pullman. Researchers now can go out and look for signs this also occurs in other irrigated deserts, he says. But further study is definitely needed, says Akihiro Koyama. A biogeochemist, he works at Algoma University in Sault Ste. Marie, Canada. “This is worth looking into,” he says, “but I’d be really cautious.” Finding relatively young carbon in the aquifers does not prove that desert irrigation will lock up carbon underground, he explains. The new carbon might simply push the old out through some yet-to-bediscovered means. Then there would be no climate benefit effect. EL8_2016 M-DCPS Department of Science 79 Reading Passage Questions 1. As carbon cycles from one location to another during the lab, what happens to the amount of carbon on the Earth? A. The amount of carbon will increase as animals consume it B. The amount of carbon will increase as it enters the soil C. The amount of carbon will stay the same because it is conserved through the different spheres D. The amount of carbon will decrease because plants will continue to consume carbon dioxide and release oxygen 2. Which statement in the passage best exemplifies the author’s meaning when referring to the desert as a carbon “sponge”? A. The desert retains basins of carbon underground B. The farmers soak up carbon in the desert for farming C. Carbon is used as a sponge to clean the desert of pollutants D. The desert is soaked with fossil fuels for gas production 3. In the passage it is mentioned that “countries might consider irrigating more of the desert to purposely lock up carbon”. Doing so is intended to help combat what global event? A. Hurricanes B. Jet Streams C. Global warming D. Pollution 4. What is the biogeochemist Akihiro Koyama referring to when he warns about the proliferation of desert irrigation? A. Carbon can cycle out into the atmosphere through other means B. Desert irrigation will not produce more harvest for farmers C. The carbon in the desert can get trapped underground D. Desert carbon sinks will not benefit the production of fossil fuels. EL8_2016 M-DCPS Department of Science 80 Student Name: ____________________________________ Date: ___________ Period: ______ SCALE OF OUR UNIVERSE MODELING ACTIVITY (STEM 4.0) Florida Next Generation Sunshine State Standards Benchmark(s): 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.) 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. Titan Milky Way Galaxy Saturn Pluto Oort Cloud Celestial Objects List Mercury Earth Uranus Andromeda Galaxy Ceres Venus Jupiter Alpha Centauri Betelgeuse Haley’s Comet Problem Statement/Research Question: How can a model be used to describe hierarchical relationships between celestial bodies within our universe? Materials Procedures (Plan of Model) EL8_2016 M-DCPS Department of Science 81 Student Name: ____________________________________ Date: ___________ Period: ______ SCALE OF OUR UNIVERSE MODELING ACTIVITY Data What’s in our Universe? Celestial Object Type Location Composition Measurement (same unit) Rank 1. 2. 3. 4. 5. 6. 7. 8. 9. Build, draw, or map out your model below. EL8_2016 M-DCPS Department of Science 82 Student Name: ____________________________________ Date: ___________ Period: ______ SCALE OF OUR UNIVERSE MODELING ACTIVITY Conclusion Problem statement: How can a model be used to describe the vastness (largeness) of our universe? Claim: Make a CLAIM based on what you observed in the activity today and responds to the problem statement. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. EL8_2016 M-DCPS Department of Science 83 Student Name: ____________________________________ Date: ___________ Period: ______ SCALE OF OUR UNIVERSE MODELING ACTIVITY EL8_2016 M-DCPS Department of Science 84 Student Name: ____________________________________ Date: ___________ Period: ______ SCALE OF OUR UNIVERSE MODELING ACTIVITY SSA Connection: SC.8.E.5.3 1. Which statement about relative astronomical size is correct? A. B. C. D. The diameter of Earth is bigger than the diameter of the Sun. Our Solar System is bigger than the Milky Way galaxy. Asteroids are the largest of the minor bodies in our Solar System. The orbit of our Moon is smaller than the dwarf planet Pluto. 2. It would be appropriate to use Astronomical Units (AU) to measure the distance between which of the following? A. B. C. D. stars galaxies countries planets 3. Which of the following correctly describes the relationship between astronomical bodies in outer space? A. B. C. D. Mars is larger than Earth. The Milky Way is much larger than our Solar System. The Moon is further away from the Sun than the asteroid belt. The orbits of planets are greater than the orbits of the satellites. EL8_2016 M-DCPS Department of Science 85 Student EL8_2016 M-DCPS Department of Science 86 Student EL8_2016 M-DCPS Department of Science 87 Student EL8_2016 M-DCPS Department of Science 88 Student EL8_2016 M-DCPS Department of Science 89 Student EL8_2016 M-DCPS Department of Science 90 Student Reading Passage Questions: 1. “By the turn of the 20th century, astronomers knew that the Sun was just one star in a galaxy comprised of billions of other stars. At the time, however, they thought that our galaxy might be the entire universe.” This statement best demonstrates A. Scientific knowledge may change as new information is discovered over time B. Scientists wait many years before they modify their beliefs C. Scientific knowledge may change as old information is discarded D. Scientists conduct many experiments across the galaxy to find information about stars 2. According to the passage, two American scientists found “unexpected static in their radio antennas”. Cosmologists have developed models to advance their understanding of the universe. The various discoveries and models used to attempt to explain the creation of the universe is an example of which scientific principle? A. A scientific theory B. A scientific law C. A scientific conundrum D. Scientists replicate research findings 3. The statement that “Newton knew what gravity did but he could not explain why gravity did it” is the basic difference between A. A scientific law and a scientific theory B. A scientific theory and a societal law C. A scientific law and a societal law D. A hypothesis and a scientific law 4. Rommel draws a diagram to show the relative sizes of several parts of the universe. Which of these is larger than a solar system, but smaller than the universe? A. Comet B. Galaxy C. Moon D. Star EL8_2016 M-DCPS Department of Science 91 Student Name: ____________________________________ Date: ___________ Period: ______ “STAR BRIGHT” Apparent Magnitude Lab Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). AA 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 Purpose: To demonstrate how distance affects the apparent magnitude and absolute brightness of an object. Problem Statement / Research Question: What determines the brightness of a star? Materials (per group): 3 pencils 1 meter Tape 2 flashlights stick Background: Stars vary widely in brightness. Some appear very bright, while others are barely visible to the naked eye. Around 150 B.C., long before the invention of telescopes, the Greek astronomer Hipparchus devised a scale to measure apparent magnitude, the brightness of stars as seen with the naked eye from Earth. He gave a value of 1 to the brightest star and a value of 6 to the dimmest. Today, we use a variation of his scale to measure the brightness of stars. Instead of observing and estimating magnitudes with the naked eye, we now use an instrument called a photometer, which produces more precise measurements. Also, the scale has been extended beyond 1 to 6 so astronomers can measure an even broader range of brightness. In this project, you will demonstrate the effect of luminosity (absolute brightness) and distance on the apparent magnitude of a star. You will build an instrument to measure apparent magnitude. You will learn how apparent magnitude differs from intrinsic (natural) luminosity, which is the amount of light a star emits. You will also discover the difference between apparent and absolute magnitude. Procedures: 1. Assign group members their roles. 2. Tape pencil 1 to the ground to mark the starting point of this lab. 3. Measure 3 meters from pencil 1 and tape pencil 2 to the ground. 4. Measure 3 meters from pencil 2 and tape pencil 3 to the ground. Pencil 3 should be 6 meters from pencil 1. 5. Turn off the lights, stand beside pencil 1. 6. Instruct two of your teammates to hold flashlights and to stand side by side at Pencil 2. 7. Instruct your two teammates to turn on their flashlights and shine them toward you. 8. Look at the lights just long enough to compare their brightness and record your observations. 9. Ask one of your teammates to move to Pencil 3, while continuing to shine the light toward you. 10. Compare the brightness of the lights and record your observations. 11. Ask your other teammate to move to the third pencil while continuing to shine the light toward you. 12. Compare the brightness of the lights and record your observations. EL8_2016 M-DCPS Department of Science 92 Student Pre-Lab Questions: How do stars vary from one another? What is the difference between absolute brightness and apparent magnitude of a star? Observation Notes Flashlights turned on from Pencil 2 Flashlight 1 on Pencil 2 Flashlight 2 on Pencil 3 Flashlights turned on from Pencil 3 Conclusion: Problem statement: What determines the brightness of a star? Claim: Make a CLAIM based on what you observed in the activity today and responds to the problem statement. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. EL8_2016 M-DCPS Department of Science 93 Student Name: ____________________________________ Date: ___________ Period: ______ “STAR BRIGHT” Apparent Magnitude Lab SSA Connection: SC.8.E.5.5 1. Which factor is NOT used to determine a star's apparent magnitude? A. B. C. D. how big the star is how hot the star is how dense the star is how far away the star is 2. The observed brightness of a star depends on which factors? A. B. C. D. the star's temperature, size, and composition the star's brightness, size, and distance the star's shape, distance, and size the star's composition, shape, and temperature 3. The surface temperature of a star is indicated by which characteristic? A. B. C. D. shape absolute brightness color size 4. Brandon learns that a star's luminosity is a measure of the star's absolute brightness, and is determined by a combination of the star's physical properties. Which of the following correctly describes the relationship between the luminosity of two stars that have the same radius? A. B. C. D. The star that is hotter will have a lower luminosity. The star that is hotter will have a higher luminosity. The stars' luminosities will depend on how close they are to the Sun. The stars will have the same luminosity since their radii are the same. EL8_2016 M-DCPS Department of Science 94 Student Project: ______________________________________________ Score: _____________ Step 2 Research the Need or Problem Step 1 Identify the Need or Problem Star Brightness (STEM 4.0) In an effort to better engage students with the concept of stellar properties, a private space agency is funding a project to develop educational technology able to allow students to manipulate a model star. You have decided to apply for the project and well need to demonstrate your invention. Define Problem/ Scenario: Develop and demonstrate an adjustable model that can simulate various components of a star to adjust the star’s magnitude and temperature. Expected Task: Research and Citations: Vocabulary: Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Step 3 Develop Possible Solution(s) Criteria: EL8_2016 Constraints: Materials: Building of the Product (Prototype, model or Artifact): Analyzing Stars with the HR Diagram http://www.mrphome.net/mrp/_RefFiles/HR_applications.swf apparent magnitude (brightness), luminosity (absolute brightness), star, temperature Teams should be comprised of 3-4 students Model should be easily adjustable (quickly interchangeable parts or adjustable parts) Model will demonstrate differences in luminosity based on size and color The size range that is demonstrated must have the largest star at least 100 times larger than the smallest star Only 1 light source is allowed in the model Demonstrations of the model should be under 2 minutes in length and display Colors area limited to the colors of actual stars The size range You may be up to 5 interchangeable parts other than the main component, device or set-up for you model Flash light or other light source Black construction paper Cardboard (individual panels or box) Tape/glue Scissors Colored plastic (clear plastic wrap and markers may substitute) Based on research and brainstorming of solutions, build a prototype of your model or product. M-DCPS Department of Science 95 Student Project: ______________________________________________ Score: _____________ Step 8 Redesign Step 7 Communicate the Solution(s) Step 6 Test and Evaluate the Solution(s) Star Brightness EL8_2016 (STEM 4.0) Testing of the Product Test the success of your prototype. (Prototype, model or Artifact): Peer-Review How does the model account for various temperatures of stars? Questions: Can distance re a relevant variable in the model? What were alternative methods of modeling star size? Written description of completed task and proposed solution to Project Summary: presented problem or scenario. This should include a product description similar to one that would be found in a sales catalogue. Presentation Demonstration of product with description. of Final Solution: Re-designing of the Based on peer reviews, teacher input, and analysis of proposed Prototype solution, you are to re-design and rebuild a prototype of your model, product, etc. M-DCPS Department of Science 96 Student THE MARTIAN SUN-TIMES Next Generation Sunshine State Standards Benchmark: 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. (AA) (Also assesses SC.8.E.5.4 and SC.8.E.5.8.). Objectives Students will: Explore the solar system Build a scale model of the solar system Gather, interpret, and compare current weather information for Mars and Earth. Problem Statement: How do models provide us with a better understanding of the Solar System? Materials: Part 1 - various spherical objects of different sizes (i.e., basketball, softball, soccer ball, large marbles small marbles, beads, etc. Part 2 - receipt paper rolls (adding machine tape), meter stick, metric ruler, markers or colored pencils, scissors Part 3 - Computer with Internet access Part 1: Solar System Sizes 1. As a class, discuss the actual size of our solar system – the planets, moons, and the Sun. Note that all of the measurements in the table below are in thousands, and even hundreds of thousands, of kilometers. 2. Divide each equatorial diameter by Earth’s diameter to calculate complete the “Diameter Compared with Earth’s” column. Once done, discuss these ratios as a class. 3. To complete the “Scaled Diameters” column, multiply Diameter compared with Earth and Earth’s Scaled Diameter. 4. Try to think of objects that correspond to the calculated sizes. 5. Arrange the planets in order, be sure to identify asteroid belt, inner planets, and outer planets. 6. Complete the discussion questions. EL8_2016 M-DCPS Department of Science 97 Student Table 1: Ratio of the diameters of the other bodies compared with Earth's diameter. Diameter Scaled Diameters Everyday Object Equatorial Scaled to… Compared Representing Solar System Body Diameter Earth=Large Marble with Solar System (kilometers) (cm) Earth's Body Mercury 4,880 Venus 12,100 Earth 12,756 Mars 6,787 Jupiter 143,200 Saturn 120,000 Uranus 51,800 Neptune 49,528 Pluto (Dwarf planet) ~2,330 Moon 3,476 Sun 1,392,000 1 2. Large Marble Discussion Questions 1. Identify the following: a. Inner planets b. Outer planets c. Dwarf planet d. Moon e. Star 2. Compare and contrast the sizes of the planets, moon, and stars EL8_2016 M-DCPS Department of Science 98 Student Part 2 - Solar System Distance Scale Model Objective: Background Information: Distances in space can sometimes be hard to imagine because space is so vast. Think about measuring the following objects: a textbook, the classroom door, or the distance from your house to school. You would probably have to use different units of measurement. In order to measure long distances on Earth, we would use kilometers. But larger units are required for measuring distances in space. One astronomical unit equals 150 million km (1 AU = 150,000,000 km), which is the average distance from the Earth to the Sun. Procedure: 1. As a class, decide what scale you will use to determine your measured distance from the Earth to the Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10 cm = 1 AU). 2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape needed to complete your scale model activity. (10 cm x 40 = 400 cm of tape). 3. Place your values in Table 2. 4. Cut the adding machine tape to the appropriate length. Note: If you would like to include the Sun and Asteroid Belt, be sure to cut extra length (5 cm – 7cm should be adequate) at the start of your distance scale model. Students should also consider that the Sun’s size will not be to scale. 5. Mark one end of the tape to represent the Sun. 6. Measure from the edge of your group’s drawn Sun the distances for each planet. Place a dot where each planet should be placed. Include your scale on the model. 7. Once all of the planets have mapped out, each group member should choose one or two planets to draw and color. Use your textbook or materials provided by your teacher as a reference. TABLE 2: Scaled Distances of Planets Distance from the Sun Distance of Planet Standard-Scale PLANET in Astronomical Units in the chosen scale. (chosen by class/group) AU x scale unit (AU) (cm) Mercury 0.4 Venus 0.7 Earth 1.0 Mars 1.5 Jupiter 5.2 Saturn 9.5 Uranus 19.5 Neptune 30.2 Pluto (Dwarf Planet) 40 EL8_2016 M-DCPS Department of Science 99 Student Results and Conclusions: 1. Why do you think scale models are important? 2. Why were you instructed to multiply the distances in AU by 40 to determine how long your scale model needed to be? 3. Compare and contrast the distances of the inner and outer planets from the Sun 4. Draw the planets by scale according to size (diameter) on the distance scale model. 5. Research other celestial bodies in the universe (other known stars and galaxies). Using AU and units such as a light year, include these in you distance scale model. Part 3 - Martian Sun Times Reporters Student Procedure: 1. Your group will be assigned an investigation to research and present to class. 2. Use the factual information obtained to prepare an article. This may consist of anyone of a variety of formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian interest) story, a fashion report, weather predictions. 3. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor, organizer. Summary of Investigations: Investigation I: Weather Forecasts for Earthlings and Martians. (Comparing weather for Mars and where you live). Compare temperatures and wind speeds on Mars and on Earth where you live, as well as noting the temperature ranges across the two planets. Investigation II : A Martian Summer Day (Comparing temperatures for summer on Mars and the place you live) Research the typical high and low summer temperatures for Mars. Compare temperatures for the current date on Mars and Earth based upon 30° N latitude. Investigation III: Stormy Mars: Dust Gets In My Eyes (Finding out about dust storms on Mars). Discover the effect of Martian dust storms on temperatures. Find out what might cause the storms and infer the length of one storm. Investigation IV: Probing Earth and Mars: What Should We Pack? (Finding out temperatures at various landing sites) If MASA (Martian Aeronautics and Space Administration) sent astronauts to Earth to places that match the latitude and longitude of Viking and Pathfinder landing sites, where would they land and what weather conditions would they encounter? Investigation V: Life on Mars: Where's the Party? (Finding out about the possibility of life on Mars) Learn about the Martian meteorite that may show evidence of life there. Are any temperatures on Mars similar to Earth? Considering the environment of Mars what, would a Martian look like? Investigation VI: Getting to Mars: Are We There Yet? (Finding out about Mars' orbit and NASA Missions) Learn about planetary orbits and interplanetary travel. How long would a trip from Earth to Mars take? What are some of the next Martian missions planned? Investigation VII: Exploring Mars: Oh Water, Where Art Thou? (Finding out about water on Mars) Early observers of Mars thought they saw canals on the planet. There are no canals, but there is a lot of evidence of once– abundant water on Mars. Students will see current Mars images and compare them to water– formed features on Earth. EL8_2016 M-DCPS Department of Science 100 Student Extension: 1. Imagine that you are living on one of the planets other than Earth. Assume the role of a travel agent who is trying to attract visitors to their home world. Create an Interplanetary Travel Brochure. Conclusion: Problem Statement: How do models provide us with a better understanding of the Solar System? Claim: (Answers the problem statement, 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.) EL8_2016 M-DCPS Department of Science 101 Student 1. A year is the amount of time it takes for a planet to orbit the Sun. If Earth is 1 astronomical unit (AU) away from the Sun, and Neptune is 30 astronomical units (AU) away from the Sun, how does the length of a year on Neptune compare to a year on Earth? A. B. C. D. A year is the same amount of time for all planets. A year on Neptune is shorter than on Earth, since Neptune is bigger and orbits the Sun faster. A year on Earth is shorter than a year on Neptune because Earth is closer to the Sun. A year on Earth is shorter than a year on Neptune because Earth is smaller than Neptune. 2. Saturn is 9.5 astronomical units (AU) from the Sun and Mars is only 1.5 AU from the Sun. Saturn is also much larger than Mars. Based on this information, how does the average surface temperature on Mars compare to the average surface temperature on Saturn? A. B. C. D. Since Mars is closer to the Sun than Saturn, it has a higher average surface temperature. Saturn is larger than Mars and absorbs more light, so it has a higher average surface temperature. Since both planets are more than 1 AU from the Sun, their average surface temperatures are equal. Even though Saturn is further away, Saturn's rings cause it to have a lower average surface temperature. 3. The planets in our Solar System share some similarities, but their differences often outnumber the similarities. For example, one day on Neptune is only about 16.1 hours, and while Earth and Neptune both have natural satellites, Earth has only one moon, while Neptune has 13. Which of the following is also an accurate comparison of Earth and Neptune? A. B. C. D. Neptune has a more solid surface than Earth. Earth has a shorter period of revolution than Neptune. Neptune has a longer period of rotation than Earth. Earth has a lower average temperature than Neptune. 4. The table below provides information about 4 planets. Planet Earth Mars Mercury Venus Period of Revolution (Earth Time) 365 days 687 days 88 days 225 days Period of Rotation (Earth Time) 23.9 hours 24.6 hours 59 days 243 days Which of these planets has the longest year? A. B. C. D. EL8_2016 Earth Mars Mercury Venus M-DCPS Department of Science 102 Student Project: ______________________________________________ Score: _____________ Step 3 Develop Possible Solution(s) Step 2 Research the Need or Problem Step 1 Identify the Need or Problem Space Travel Tour Agency EL8_2016 Define Problem/ Scenario: Expected Task: (STEM 3.0) Your team owns a leading travel agency for Space Travel. Scientists and vacationers alike are interested in what is out there but need help or additional information that your agency can provide. Your team has to research a planet or moon within our solar system and design a travel brochure to get future travelers to visit that planet. Adapted from NASA: Travel Agent Challenge - Based on your research, create a mini suitcase of Space Travel Essentials for someone interested in visiting your planet. Research and NASA Solar System Exploration: http://solarsystem.nasa.gov/planets/ Citations: NASA Space Place - Planet Extreme Weather: http://spaceplace.nasa.gov/planet-weather/en/ Vocabulary: Gravity, temperature, atmosphere, minerals, rocks, orbital, rotational, moons, rings, distance Criteria: The Brochure must have: Name of destination Distance from Sun Surface temperature range Orbital period (length of year in Earth days or years) Rotational period (length of day in Earth hours or days) Main components of the atmosphere Gravity Moons Rings Key attractions (volcanoes, hurricanes, craters, etc.) Any other interesting facts that visitors should be aware of Graphics (include at least three pictures) Materials: Computers with internet access Construction paper Crayons, markers, colored pencils, etc. Scissors Glue and/or tape Student Page: http://www.nasa.gov/audience/foreducators/k4/features/F_Travel_Agent_Student_Pages.html Rubric M-DCPS Department of Science 103 Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Step 6 Communicate the Solution(s) Testing of the Product Check that the information displayed on your brochure or in your (Prototype, suitcase aligns with the planetary or lunar facts researched. model or Artifact): Project Summary: Step 8 Redesign Building of the Product (Prototype, model or Artifact): Step 7 Communicate the Solution(s) Student EL8_2016 Peer-Review Questions: Presentation of Final Solution: Re-designing of the Prototype Each group is assigned a planet, (Mercury, Venus, Mars, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune) Earth’s Moon, Pluto, or Titan. -What research did you use to design your brochure? -How did you prioritize the design of the brochure in relation to the planetary features? -How did you determine the contents of your suitcase? -What would you improve in the design of your brochure or suitcase? Present your brochure and suitcase to the class in a Gallery Walk. One student stays behind to answer questions while all other students from the group visit different planets. Present your brochure and suitcase to the other groups where one member stays behind to explain and the others rotate around the room to other presentations. Take notes when visiting the planets in their journals. Adjust the contents of the suitcase challenge based on peer reviews, teacher input and creativity. M-DCPS Department of Science 104 Student EL8_2016 M-DCPS Department of Science 105 Student Name: ____________________________________ Date: ___________ Period: ______ WHAT CAUSES THE SEASONS? (STEM 2.0) Benchmark: 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. (AA) Fair Game Benchmarks: SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1) SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5 Overview: Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different times of the year. The tilt of the axis of the Earth, as well as the revolution around the sun produces the seasons. In this experiment, a simulated Sun—a light bulb—will shine on a thermometer attached to a globe. You will study how the tilt of the globe influences warming caused by the lighted bulb. Objective: Compare simulated warming of your city by the Sun in the winter and in the summer. Explain the causes of the cycle of seasons on Earth. Materials: Globe of the Earth Tape Metric ruler thermometer Lamp with 100-watt bulb Ring stand and utility clamp 20-cm Length of string Problem Statement: How does the tilt of Earth affect the temperature on the Northern and Southern hemispheres? Test Variable (IV): ________________________________________________________________ Outcome Variable (DV): ______________________________________________________ Constants: ________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Hypothesis: _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ EL8_2016 M-DCPS Department of Science 106 Student Procedure: Figure 1 1. Prepare the light bulb (simulated Sun). a. Fasten the lamp to a ring stand as shown in Figure 1. b. Stand the ring stand and lamp in the center of your work area. c. Position the globe with the North Pole tilted away from the lamp as shown in Figure. d. Position the bulb at the same height as the Tropic of Capricorn. Note: The Sun is directly over the Tropic of Capricorn on December 21, the first day of winter. 2. Attach the thermometer to the globe. a. Find your city or location on the globe. b. Tape the thermometer to the globe with the tip of the thermometer at your location. Place the tape about 1 cm from the tip of the thermometer. c. To keep the tip of the thermometer in contact with the surface of the globe, fold a piece of paper and wedge it under the thermometer as shown in Figure 2. 3. Position the globe for winter (in the Northern Hemisphere) data collection. Figure 2 a. Turn the globe to position the North Pole (still tilting away from the lamp), your location, and the bulb in a straight line. b. Cut a piece of string 10-cm long. c. Use the string to position your location on the globe at 10 cm from the bulb (you may position farther, up to 20 cm, depending on the intensity of the lamp that you are using). d. Do not turn on the lamp until after you have recorded the initial temperature. 4. Collect winter data. a. Record the initial temperature. b. After 5 minutes record the final temperature. c. Turn off the light. 5. Record the beginning and final temperatures (to the nearest 0.1°C). 6. Position the globe for summer data collection. a. Move the globe to the opposite side of the lamp. b. Position the globe with the North Pole tilted toward the lamp. Note: This represents the position of the Northern Hemisphere on June 21, the first day of summer. c. Turn the globe to position the North Pole, your location, and the bulb in a straight line. d. Use the string to position your location on the globe 10 cm from the bulb. e. Do not turn on the lamp until after you have recorded the initial temperature. 7. Collecting summer data. a. Let the globe and thermometer cool to the beginning temperature that you recorded for the winter setup. b. When the globe and thermometer have cooled, begin data collection. c. Record the final temperature after 5 minutes. Turn the lamp off. EL8_2016 M-DCPS Department of Science 107 Student Data: Test Variable: Hemisphere Northern (Winter) Initial Temperature (C) Final Temperature (C) Temperature Change (C) Southern (Summer) Results:__________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Conclusion: Problem Statement: How does the tilt of Earth affect the temperature on the Northern and Southern hemispheres? Claim: Make a CLAIM based on what you observed in the experiment you performed today. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. EL8_2016 M-DCPS Department of Science 108 Student SSA Connection: 1. During which season does the Northern Hemisphere of Earth receive the least amount of energy from the Sun? A. Spring B. Summer C. Fall D. Winter 2. Which of the following statements correctly explains why we experience seasons? A. As the Earth moves away from the Sun, we change from summer to fall to winter. As the Earth moves closer to the Sun, we change from winter to spring to summer. B. As the Earth spins on its axis, we experience seasons. Each 1/4 spin of the Earth on its axis represents a change in season. C. Earth's tilt on its axis means one hemisphere leans toward the Sun, causing it to experience warmer temperatures. As Earth revolves around the Sun, a different hemisphere leans toward the Sun, causes warmer temperatures in that hemisphere. D. The Moon moving in front of the Sun causes temperatures on Earth to drop, which causes winter. When it moves behind the Sun, a rise in temperature causes summer. 3. In Alaska, there are few hours of daylight in the winter and few hours of night in the summer. Which statement best explains why this occurs? A. B. C. D. The Sun releases more heat in the summer. The Sun moves below the horizon in the summer. The Northern Hemisphere is closer to the Sun in the summer. The Northern Hemisphere is tilted away from the Sun in the winter. 4. The diagram below shows the relative positions of Earth and the Sun at a certain time of year. Based on the diagram, which season is occurring in the Southern Hemisphere of Earth? A. B. C. D. Winter Spring Summer Fall EL8_2016 M-DCPS Department of Science 109 Student EL8_2016 M-DCPS Department of Science 110 Student EL8_2016 M-DCPS Department of Science 111 Student EL8_2016 M-DCPS Department of Science 112 Student EL8_2016 M-DCPS Department of Science 113 Student Reading Passage Questions 1. In the “what causes seasons lab”, you investigated how the tilt of the Earth affects the temperature on the Northern and Southern hemispheres. What was the test variable (independent variable) in this investigation? A. The tilt of the globe on its axis toward or away from each hemisphere B. The amount of light received on the Northern hemisphere C. The amount of light received on the Southern hemisphere D. The temperature recorded when the light shined on the Northern and Southern hemispheres 2. Consider Venus and Jupiter’s axial tilt as you read the passage. How might the axis of these planets affect their seasons? A. Their tilt will produce less variations of indirect and direct sunlight causing less seasons B. Their tilt will produce less variations of indirect and direct sunlight causing more seasons C. Their tilt will produce more variations of indirect and direct sunlight causing less seasons D. Their tilt will have no influence on seasons since there is not enough direct sunlight 3. What is one reason why seasons on the outer planets are different than the seasons experienced on the inner planets? A. The orbital period of outer planets are shorter than the orbital period of inner planets causing seasons to last longer B. The orbital period of outer planets are longer than the orbital period of inner planets causing the seasons to last longer C. The orbital period of outer planets are the same as the orbital period of inner planets causing similar seasonal periods D. The orbital period of outer planets are the same as the orbital period of inner planets causing the seasons to last longer 4. Consider the Earth, the lab activity, and passage- seasonal length and the differences between summer and winter on the planets in the solar system depend on which factors? A. The period of revolution, orbital pattern, and the axial tilt B. The period of rotation, the orbital pattern, and the axial tilt C. The period of revolution and the amount of direct sunlight a planet receives D. The period of revolution and the amount of indirect sunlight a planet receives EL8_2016 M-DCPS Department of Science 114 Student Additional Resources EL8_2016 M-DCPS Department of Science 115 Student Name: ____________________________________ Date: ___________ Period: ______ DENSITY OF BLOCKS (STEM 2.0) Florida Next Generation Sunshine State Standards Benchmark(s): 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. (AA) SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses and volumes. Assessed as 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 In this activity, you will measure the mass, volume, and the length of several blocks. Then, use your data to explore the relationship between the mass and volume of the rocks and calculate their density. Material Densities of Common Substances Source: Teacher Developed – Classroom Tested EL8_2016 Substance Density (g/cm3) Acrylic 1.1 – 1.2 Aluminum 2.7 Brass 8.4 – 8.8 Copper 8.96 Oak 0.60 – 0.90 Pine 0.35 – 0.50 Polypropylene 0.91 – 0.94 PVC 1.39 – 1.42 M-DCPS Department of Science 116 Student Steel 7.9 Water 1.0 Based on the densities of the various substances listed in the data table above, make predictions whether the block made of the various materials would sink or float in water. Block Prediction (sink or float) Observation (sink or float) Acrylic Aluminum Brass Copper Oak Pine Polypropylene PVC Steel Acrylic EL8_2016 M-DCPS Department of Science 117 Student Analysis Questions: 1. Which variable is considered the test variable (independent) variable in this lab activity? 2. Which variable (s) is considered the outcome variable (dependent) variable in this lab activity? 3. If the mass of the rock increases, what could happen to the density of each sample? 4. If the volume of the rock increases, what would happen to the density of each sample? 5. Analyze your data: What do you observe about the relationship between mass and volume for the rocks with the larger densities and smaller densities? Give examples from the lab in your explanation. 6. In terms of density, differentiate between an object which floats in water and an object which sinks in water. 7. Show how one would set up a ratio to determine the mass of a substance with a density of 8.4g/mL and a volume of 2.0 mL. Determine the mass. 8. Show how one would set up a ratio to determine the volume of a substance with a density of 4.0 g/mL and a mass of 8.0 g. Determine the volume. 9. Based on the results of this lab, explain how unknown substances can be identified or distinguished from one another by using their densities. Bonus question: 10. Density of water is 1 g/ml or 1.0 g/cm3). What is the volume of a sample of water if the mass is 6g? Explain why this is so easy to figure out (think ratio). Evaluate If two blocks of pine were stacked on top of each other, would they sink or float? Explain: EL8_2016 M-DCPS Department of Science 118 Student Name: ____________________________________ Date: ___________ Period: ______ C.S.I. Density of Rocks: Following the HARD EVIDENCE (STEM 2.0) Goal: Determine the densities of 4 different types of rocks in order to match the “hard evidence” found at the crime scene. Overview: The density of each rock will be calculated by using volume displacement and measuring mass Procedures 1) Look at the rocks and make a prediction about which one you think is the most dense or the least dense. Record your hypothesis, independent variable, and dependent variable, controlled variables and control. 2) Remove your rocks from the evidence bag. 3) Measure the mass of each rock on the balance, record it on this worksheet. 4) Pour 150ml of water from the 500ml beaker into the graduated cylinder. Use the dropper to adjust it exactly to 150ml. This is the INITIAL VOLUME. 5) Place one rock into the graduated cylinder, and then determine the volume of water in the cylinder by looking at the BOTTOM OF THE MENISCUS. Record this FINAL VOLUME on your worksheet. 6) Remove the rock by pouring the water back into the beaker and catching the rock with one hand so it does not break the glass. Try not to spill! 7) Refill the graduated cylinder to 150ml, add the next rock, measure the volume, and record it on your worksheet. Repeat for the third and fourth rocks, drying them with a paper towel and putting them back into their bags. 8) Calculate the volume of each rock by subtracting the initial volume of water (150ml) from the final volume of the water with the rock. Record this on your worksheet. 9) Calculate the density of each rock on the worksheet (Density= Mass/Volume). 10) Answer the questions under the data table on your worksheet and write a conclusion. CLUES: 1) The detectives found a rock at the crime scene that had a density of _____ grams/cm3 2) There are three suspects, each live in an area with a different type of rock. 3) The equation for density is: density= mass/volume Data Table Rock Mass (g) Final Volume (water +rock) Rock Volume (final volumeinitial volume) Density (D=m/v) Creepy Carl Suspicious Susan EL8_2016 M-DCPS Department of Science 119 Student Naughty Nathan Police Station Questions: 1) Which rock most closely matched the density of the evidence found at the crime scene? 2) Did all the rocks sink? If not, what can you tell about the density of that rock without doing any calculations? 3) For the rock that did not sink, if you put a larger sample in the water, would it sink? Why or why not? 4) If you start with 100ml of water, how many grams of Naughty Nathan’s rock would you need to add to your graduated cylinder to increase the volume by 100ml? (remember the equation for density is density=mass/volume, use the density you calculated above) 5) If the mass of the rock increases, what could happen to the volume of each sample? 6) If the volume of the rock increases, what could happen to the mass of each sample? 7) Explain density in terms of a ratio. Give examples from the lab in your explanation. 8) What is the volume of a sample of water if the mass is 6.7g? Explain why this is so easy to figure out. 9) Show how one would set up a ratio to determine the mass of a substance with a density of 5.6g/mL and a volume of 3.7 mL. Then determine the mass. 10) Show how one would set up a ratio to determine the volume of a substance with a density of 2.6 g/mL and a mass of 5.5 g. Then determine the volume. Conclusion: Write a conclusion using the “Claim, Evidence and Reasoning” format. EL8_2016 M-DCPS Department of Science 120 Student EL8_2016 M-DCPS Department of Science 121 Student EL8_2016 M-DCPS Department of Science 122 Student Name: ____________________________________ Date: ___________ Period: ______ MASS, VOLUME, DENSITY (Comprehensive Science 3 Advanced) (STEM 2.0) Florida Next Generation Sunshine State Standards Benchmark: 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. (AA) SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses and volumes. Assessed as 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. (AA) Background Information: Density is a basic physical property of any sample of matter. It is much more important than other physical properties such as size or shape, in that the numerical value of density for a pure substance at a particular temperature and pressure is a constant and never changes! The density may be determined in the laboratory if the mass and volume of a sample can be determined. Density may be calculated by dividing the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the volume. The density of water is important to know. It is 1.0 g/mL at 4 ºC. In this experiment, the students will measure the mass and volume of several materials. They will then use their data to explore the relationship between the mass and volume of the materials and calculate their density. Literature Connection: “Archimedes and the King’s Crown” Time Frame: 1 hour Materials (per pair of students): Safety goggles 50 mL of isopropyl alcohol (colored red) 50 mL of water (colored blue) 50 mL of salt-water (colored green) Graduated cylinder Eyedropper Calculator Electronic balance or triple-beam balance Procedure Part A: Teacher Pre-Lab Preparation and Presentation 1. Color the isopropyl alcohol red by adding a few drops of red food coloring. 2. Color the water blue by adding a few drops of blue food coloring. 3. Prepare a saltwater solution by mixing four parts water to one-part salt by volume. Color the solution green using a few drops of green food coloring. 4. Show the students the three solutions and ask them to suggest a way to compare the masses of the three liquids. 5. Guide the discussion towards the realization that in order to compare the masses, equal volumes would have to be massed. Ask students to predict how the masses of the different liquids would EL8_2016 M-DCPS Department of Science 123 Student vary if the volume of each liquid is the same. Based on their predictions, have students formulate a hypothesis. 6. The topic of density as the relationship between mass and volume can now be introduced. Part B: Student Procedure 1. On the electronic balance, mass the graduated cylinder and press "tare" to subtract the mass. If you are using a triple beam balance, mass the graduated cylinder and record this mass to the nearest 0.01g. Record the mass of the empty cylinder in the Data Table. 2. Pour 10 mL of the red liquid into the graduated cylinder. Use an eyedropper to get the exact amount of 10.0 mL. 3. To get a precise measurement, place the cylinder on a flat surface, bring your “eye” down to the level of the liquid, and read the bottom of the meniscus. 4. Determine the mass of the 10.0 mL by reading the electronic balance directly, or if using a triplebeam balance, record the total mass (cylinder + liquid) in the Data Table. Then subtract the mass of the empty graduated cylinder from the mass of the cylinder and sample of liquid. 5. Record the mass of the sample of liquid on the Data Table in the appropriate location, e.g. Red Liquid, volume of 10.0 mL. 6. Calculate the density of the liquid by dividing the mass by the volume (10 mL). 7. Record the density on the Data Table in the appropriate location, i.e. Red Liquid; volume of 10.0 mL. 8. Add another 10.0 mL to the cylinder. You should now have a total of 20.0 mL (10 mL + 10 mL). 9. Determine the mass of the 20.0 mL by reading the electronic balance directly, or if using a triplebeam balance, record the total mass CL (cylinder + liquid) record in the Data Table. 10. Then subtract the mass of the empty graduated cylinder (CE) from the mass of the cylinder and sample of liquid (CL). Record the mass of the sample of liquid on the Data Table 11. Find the density again by dividing the mass by 20.0 mL and record it on the Data Table. 12. Keep adding 10.0 mL of the red liquid, recording the mass and calculating the density by dividing the mass by the amount of liquid in the cylinder until a total of 50.0 mL of the red liquid has been used. 13. Repeat the procedure for each of the other liquids, finding mass and density. 14. Graph mass (y-axis) vs. volume (x-axis) for each liquid on the graph paper provided. Use a different color for each of the liquid solutions. 15. Draw a line of “best-fit” for the points of each solution. Data Analysis Data Table for RED LIQUID Volume Mass of Empty (mL) Cylinder CE (g) Mass of Cylinder and Sample of Liquid CL (g) Mass of Sample of Liquid CL- CE (g) Density (g/mL) 10.0 20.0 EL8_2016 M-DCPS Department of Science 124 Student 30.0 40.0 50.0 Data Table for BLUE LIQUID Volume (mL) Mass of Empty Cylinder CE (g) Mass of Cylinder and Sample of Liquid CL (g) Mass of Sample of Liquid CL- CE (g) Density (g/mL) Mass of Cylinder and Sample of Liquid CL (g) Mass of Sample of Liquid CL- CE (g) Density (g/mL) 10.0 20.0 30.0 40.0 50.0 Data Table for GREEN LIQUID Volume (mL) Mass of Empty Cylinder CE (g) 10.0 20.0 30.0 40.0 50.0 Analysis Questions: 1. Which variable, mass or volume, is considered the test variable (independent variable) in this experiment? 2. Which variable, mass or volume is considered the outcome variable (dependent variable) in this experiment? EL8_2016 M-DCPS Department of Science 125 Student 3. As the volume increases, what happens to the mass of each sample? 4. Compare your density calculations for the red liquid. Should the density be the same in each instance? Explain your answer. Will this also be true for the blue and green liquids? 5. Analyze your data and determine which liquid is most dense and which one is least dense. Focusing on the mass and volume of each liquid. Identify what the relationship is between mass and volume in terms of density. 6. Predict what would happen to the liquids, if you carefully poured each liquid into a clear container. Write an explanation which differentiates the difference between each liquid of how and why they layered that way including the relationship of density to the location of each liquid. 7. In terms of density, differentiate between an object which floats in water and an object which sinks in water 8. Density of plain water is 1g/ml. What is the volume of a sample of water if the mass is 6.7g? Explain why this is so easy to figure out. 9. Show how one would set up a ratio to determine the mass of a substance with a density of 5.6g/mL and a volume of 3.7 mL. Then determine the mass. 10. Show how one would set up a ratio to determine the volume of a substance with a density of 2.6 g/mL and a mass of 5.5 g. Then determine the volume. 11. Based on the results of this lab, design an experiment demonstrating how unknown substances can be distinguished from one another by using their densities. Home Learning: Students will complete the Analysis Questions. Extensions: 1. Have students explore the density of objects with identical volumes, but different masses (use density cubes). Discover the relationship among mass, volume, and density. 2. Have students explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15% saltwater solution. Discover the relationship between density and the solute concentration. EL8_2016 M-DCPS Department of Science 126 Student Literature Connection: “Archimedes and the King’s Crown” An ancient story tells about a Greek king, a gold crown and an amazing scientist named Archimedes. The king had ordered a solid golden crown made. When the court goldsmiths presented it to him, he asked Archimedes to test it to make sure it was pure gold. Archimedes knew that pure gold was very soft. He could bite a piece of it, and his teeth would leave a dent in it. (But he also knew that the king would be mad if he returned a dented crown. He couldn't use THAT test.) Archimedes also knew that if he took equal volumes of gold and water, the gold would weigh 23 times more than the water. He COULD use this test. (The problem was measuring the volume of the crown, an irregular object.). One night, while filling his tub, for a bath, Archimedes accidentally filled it to the very top. As he stepped into it, water spilled out over the top. The idea struck him, that if he collected the water, and measured it, he would know the volume of his body. HE COULD USE THIS TO MEASURE THE CROWN! In other words, the amount of displaced water in the bathtub was the same amount as the volume of his body. Archimedes was so excited that he jumped out of the tub. He ran outside and down the street yelling "Eureka! Eureka! (One of the few Greek words I know!) I found the answer!" www.sciencenet.org.uk/.../Chemistry/StructBond/c00195b.html/ All this was fine except in his excitement, Archimedes had forgotten to put on his clothes. He was running down the street naked! Archimedes was able to get the volume of the crown and an equal volume of pure gold obtained, no doubt, from the King’s treasury. When he placed the two items into separate pans on a two-pan balance, well, I guess you can figure out the answer if I tell you that the goldsmith was put into jail! EL8_2016 M-DCPS Department of Science 127 Student Name: _________________________________________ Date: ___________ Period: ________ PRECIPITATING BUBBLES (STEM 3.0) Florida Next Generation Sunshine State Standards Benchmark(s): 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. (AA) SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA) (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.) SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.) BACKGROUND Carbon dioxide comprises only 0.033 percent of Earth’s atmosphere, yet it is the principle inorganic source of carbon for living organisms. Carbon dioxide and water are the raw materials required by plants for the synthesis of sugars through photosynthesis. Organisms release carbon dioxide back into the atmosphere as a waste product of respiration and other cellular processes. Part 1: Teacher Demonstration Observations: What did you observe in the teacher demonstration? Questions: a. What gases are present in exhaled air? b. What was the clear liquid in the initial demonstration? c. Why did a precipitate form? Why did the solution turn cloudy? d. If a chemical reaction took place, what two ingredients do you think reacted? EL8_2016 M-DCPS Department of Science 128 Student e. How can we test for the presence of carbon dioxide? f. What is a positive test for carbon dioxide? EL8_2016 M-DCPS Department of Science 129 Student Part 2: Repeat the procedures demonstrated by the teacher. Procedures: 1. Each student group is to measure 15 mL of student liquid (water) into a 125 mL Erlenmeyer flask, and record their observations in lab notebooks. 2. Using a straw, the assigned member of each group will bubble his/her breath into the liquid slowly for no more than 2 minutes. DO NOT blow vigorously to avoid spilling the liquid! 3. Observe the contents after blowing through the straws for approximately 1 – 2 minutes. 4. Record observations in lab notebook. These observations will be recorded as data. Observations: Questions: 1. Was there a problem with the results? Explain. 2. How can there be no white precipitate when the teacher performed the same experiment? 3. What factors might affect the production of the precipitate (cloudy solution which will settle into a white solid and clear liquid in time)? ** The factors identified are known as variables. Each group will be assigned at least one of the variables to test. ** Group Variable: ___________________________________________________________________________________ EL8_2016 M-DCPS Department of Science 130 Student Part 3: Design an Experiment to Test Your Variable Problem Statement: The question you want to answer Hypothesis: “If (this is changed) then (this will happen) because...” Test Variable: Factor being tested Outcome Variable: Factor being measured Control Group: Used as a comparison Constant Conditions: Purposefully kept the same Materials Needed: Procedures: Specific steps you will take to test the hypothesis. Be Specific! Data: Observations, Charts, Tables, and/or Graphs EL8_2016 M-DCPS Department of Science 131 Student Conclusion: Claim: Make a CLAIM based on what you observed in the experiment you performed today Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. EL8_2016 M-DCPS Department of Science 132 Student Name:___________________________________________ Date: ____________ Period: _______ GREENHOUSE GASES IN A BOTTLE (STEM 2.0) Procedure: For your source of carbon dioxide, use the following methods quickly to ensure CO2 is captured: Bottles #1 and #2 - Carefully mix 10 grams of baking soda and 50 mL vinegar in a flask. Cover with balloon to capture the CO2. Add 50 mL water to bottle #1. Release the CO2 into bottle #1 and cover with cap quickly. Repeat the procedure for the bottle #2. Bottles #3 and #4 – Pour10 grams of baking soda into each bottle. Now add 50 mL of water to each bottle. 1. Place the caps with thermometers onto the tops of the bottles. 2. Place bottles in sunlight. Make sure they receive the same amount of sun. NOTE: a heat lamp may be substituted for the sun, but you must be very careful to place the bottles exactly the same distance from the lamp. 3. Shade the thermometers by putting a strip of opaque tape on the outside of the bottles. The tape must be the same length on all bottles. 4. Measure the temperature of the bottles over time. Record the temperature of each bottle every five minutes for a half hour Data Table Dry Elapsed Time in minutes Initial Bottle 1 Wet Bottle 2 Bottle 3 Bottle 4 5 10 15 20 25 30 Explain: Conclusion 1. Interpret the graph and identify a trend for the change in temperature for each container during the experiment? Did both jars show the same change in temperature? Calculate the change in temperature for each jar. 2. Did your results support your hypothesis? 3. Explain why the temperature of the covered jar showed an increase in temperature. What part of this setup contributed to the increase in temperature? 4. Explain how the covered jar setup represents an experimental model of the influences of the greenhouse effect on the temperature of the Earth’s atmosphere. Identify what the light bulb and plastic wrap represent in this experimental model. EL8_2016 M-DCPS Department of Science 133 Student 5. Identify the tested (independent), outcome (dependent) and controlled (constant) variables in this experiment. 6. In this experiment we only tested each setup one time (20 minute interval); explain why this will affect the validity of the data. How can we change this experiment so the data will be more valid? 7. Based on what you learned in this activity, can you connect this knowledge to the environmental issue of the dangers of the greenhouse effect? Explain 8. Think about what humans do that increases the amount of greenhouse gases released into the atmosphere and develop a list of ways that we can reduce the level of these gases. Elaborate: Claim: Make a CLAIM based on what you observed in the experiment you performed today. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim. Optional Extensions: 1. Activity # 1. Students may want to continue the experiment and record the two temperatures every day at the same time for a week. Graph the data and discuss how the temperatures fluctuate from day to day. 2. Activity # 2. Green House Gases. There is no scientific dispute about the presence of "greenhouse gases" (including carbon dioxide--CO2) in the Earth’s atmosphere that function to trap heat from the Sun. There is also no dispute that the amount of CO2 in the atmosphere has increased 25%. Does this mean that global warming is occurring? Nobody knows for certain, but many atmospheric scientists are becoming concerned about the increasing amount of CO2 in the atmosphere. EL8_2016 M-DCPS Department of Science 134 Student What does this mean to you? Despite the uncertainties, if global warming does occur (or if it has already begun), it will profoundly affect human societies. Global warming may result in severe droughts, reducing crop production necessary to feed billions of people. Rising sea levels will threaten beaches, coastal cities, and people. The migration of millions of people would strain economic, health, and social services. Conflicts over remaining resources could escalate. Wildlife habitat will be destroyed, with countless species facing extinction. With the potential devastating effects of global warming, it is reasonable and prudent to examine alternatives to fossil fuels to decrease the amount of CO2 in the atmosphere. The transportation sector is one area that can, generally speaking, use alternative methods of fuel, since there are already a variety of alternate fuels available. The good news is that this transition can be done relatively easily, cheaply, and painlessly. EL8_2016 M-DCPS Department of Science 135 Student Name:___________________________________________ Date: ____________ Period: _______ IMAGINARY ALIEN LIFE FORMS Adapted from Mars Critters http://ares.jsc.nasa.gov/ares/education/program/Data/marsCritters.pdf and Solar System Activities: Search for a Habitable Planet http://solarsystem.nasa.gov/educ/docs/modelingsolarsystem.pdf Next Generation Sunshine State Standards Benchmark: 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. (AA) (Also assesses SC.8.E.5.4 and SC.8.E.5.8.); 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. (AA) (Also assesses SC.7.L.15.1 and SC.7.L.15.3.) SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. About This Activity In groups or as individuals, students will use their knowledge of Mars and living organisms to construct a model of a plant or animal that has the critical features for survival on Mars. This is a “what if” type of activity that encourages the students to apply knowledge. They will attempt to answer the question: What would an organism need to be like in order to live in the harsh Mars environment? Objectives Students will: • draw logical conclusions about conditions on Mars. • predict the type of organism that might survive on Mars. • use a Punnett Square to predict offspring genotype and phenotype • construct a model of a possible Martian life form. • write a description of the life form and its living conditions focusing on necessary structural adaptations for survival. Background To construct a critter model, students must know about the environment with extremes in temperature. The atmosphere is much thinner than the Earth’s; therefore, special adaptations would be necessary to handle the constant radiation on the surface of Mars. Also the dominant gas in the Mars atmosphere is carbon dioxide with very little oxygen. The gravitational pull is just over 1/3rd (0.38) of Earth’s. In addition, Mars has very strong winds causing tremendous dust storms. Another requirement for life is food—there are no plants or animals on the surface of Mars to serve as food! Scientists are finding organisms on Earth that live in extreme conditions previously thought not able to support life. Some of these extreme environments include: the harsh, dry, cold valleys of Antarctica, the ocean depths with high pressures and no Sunlight, and deep rock EL8_2016 M-DCPS Department of Science 136 Student formations where organisms have no contact with organic material or Sunlight from the surface. Vocabulary Ecology, adaptations, gravity, geology, atmosphere, radiation exposure, weather, environment, genotype, phenotype Part 1 Materials paper (construction, tag board, bulletin board, etc.) colored pencils glue items to decorate critter (rice, macaroni, glitter, cereal, candy, yarn, string, beads, etc.) pictures of living organisms from Earth Student Sheet, Mars Critters Student Sheet - Activity 1, If You Went to Mars Mars Fact Sheet (pg. 56) Procedure Advanced Preparation Gather materials. Set up various art supplies at each table for either individual work or small group work. This activity may be used as a homework project. Review the “If You Went to Mars” sheet, Mars Fact Sheet, and the background provided above along with the research conducted in the Martian Sun-Times activity or other desired research. Classroom Procedure 1. Ask students to work in groups to construct a model of an animal or plant that has features that might allow it to live on or near the surface of Mars. 2. Have them consider all the special adaptations they see in animals and plants here on Earth. 3. They must use their knowledge of conditions on Mars, consulting the Mars Fact Sheet, If You Went to Mars, and other resources such as web pages if necessary. Some key words for a web search might be “life in space” or “extremophile” (organisms living in extreme environments). 4. They must identify a specific set of conditions under which this organism might live. Encourage the students to use creativity and imagination in their descriptions and models. 5. If this is assigned as homework, provide each student with a set of rules and a grading sheet, or read the rules and grading criteria aloud and post a copy. 6. Review the information already learned about Mars in previous lessons. 7. Remind the students that there are no wrong critters as long as the grading criteria are followed. 8. Include a scale with each living organism. 9. Students select two different organisms that will mate. 10. Revisit/Introduce Genetics:: Select one trait, the height of the “Mars Critter,” and generate a Punnett Square to predict the genotype (genetic make-up) and phenotype (physical characteristics) of the offspring that the two organisms would produce, if mated. Students will learn more about this in upcoming topics. For simplicity – tell students that the height trait will have a paired allele, each parent giving one possible allele to the offspring and tall is dominant and expressed in the offspring when present. Complete a sample Punnett Square, as a reminder. Advanced students may explore incomplete dominance. EL8_2016 M-DCPS Department of Science 137 Student As an extension, mate offspring and/or generate Punnett Squares for other characteristics. Genotype TT (dominant tall) tt (recessive short) Tt (mixed hybrid) Phenotype Tall Short Tall Description and Questions Use another page if more space is needed. 1. The critter’s name: 2. Describe the habitat and climate in which your critter lives. 3. How does it move? Include both the form and method of locomotion. (For example: The miniature Mars Gopher leaps on powerful hind legs.) 4. What does it eat or use as nutrients? Is it herbivorous, carnivorous, omnivorous, other? What is its main food and how does it acquire this food? 5. What other creatures does it prey on, if any: How does it defend itself against predators? 6. How does your creature cope with Mars’ extreme cold, unfiltered solar radiation, and other environmental factors? EL8_2016 M-DCPS Department of Science 138 Student 7. Suppose two Mar’s critters mated. One was Tall and the other was short. Using a Punnett Square, predict the offspring’s possible heredity of the tall gene. Each parent has two alleles for the height gene. Dad is homozygous tall (TT) and mom is short (tt). Predict the genotype (genetic make-up) and phenotype (physical characteristics) for the offspring Dad Genotype: _____% TT ____% tt ____% Tt Phenotype: ______% Tall ______% short Genotype TT (homozygous tall) tt (homozygous short) Tt (heterozygous) EL8_2016 Phenotype Tall Short Tall Offspring Mom M-DCPS Department of Science 139 Student MARS FACT SHEET If You Went to Mars From: “Guide to the Solar System.” By the University of Texas, McDonald Observatory Mars is more like Earth than any other planet in our solar system but is still very different. You would have to wear a space suit to provide air and to protect you from the Sun’s rays because the planet’s thin atmosphere does not block harmful solar radiation. Your space suit would also protect you from the bitter cold, temperatures on Mars rarely climb above freezing, and they can plummet to -129oC (200 degrees below zero Fahrenheit). You would need to bring water with you, although if you brought the proper equipment, you could probably get some Martian water from the air or the ground. The Martian surface is dusty and red, and huge duststorms occasionally sweep over the plains, darkening the entire planet for days. Instead of a blue sky, a dusty pink sky would hang over you. West Rim of Endeavour Crater on Mars Image Credit: NASA/JPL-Caltech/Cornell/ASU http://www.nasa.gov/mission_pages/mer/multimedia/gallery/pia11507.html EL8_2016 M-DCPS Department of Science 140 Student Fourth planet from the Sun Distance from the Sun: Minimum: 206,000,000 kilometers Average: 228,000,000 kilometers (1.52 times as far as Earth) Maximum: 249,000,000 kilometers Eccentricity of Orbit: 0.093 vs. 0.017 for Earth (0.00 is a perfectly circular orbit) Distance from Earth: Minimum: 56,000.000 kilometers Maximum: 399,000,000 kilometers Year: 1.88 Earth years - 669.3 Mars days (sols) – 686.7 Earth days Day: 24.6 Earth hours Tilt of Rotation Axis: Size: 25.2o vs. 23.5o for Earth Diameter: 6794 kilometers vs 12,76 kilometers for Earth Surface Gravity: 0.38 9 or ~ 1/3) Earth’s gravity Mass: 6.4 x 1026 grams vs. 59.8 x 1026 grams for Earth Density: 3.9 grams/mL vs. 5.5 grams/mL for Earth Surface Temperature: Cold Global extremes: -125oC (-190oF) to 25oC (75oF) Average at Viking 1 site high 010oC (15oF); low -90oC (-135oF) Atmosphere: Thin, un-breathable Surface pressure: ~6 millibars, or about 1/200th of Earth’s -Contains 95% carbon dioxide, 3% nitrogen, 1.5%argon, ~0.03% water (varies with season), no oxygen. (Earth has 78% nitrogen, 21% oxygen, 1% argon, 0.03% carbon dioxide.) Dusty, which makes the sky pinkish. Planet-wide dust storms black out the sky. Surface: Color: Rust red Ancient landscapes dominated by impact craters Largest volcano in the solar system (Olympus Mons) Largest canyon in the solar system (Valles Marineris) Ancient river channels Some rocks are basalt (dark lava rocks), most others unknown Dust is reddish, rusty, like soil formed from volcanic rock Moons Phobos (“Fear”), 21 kilometers diameter Deimos (“Panic”), 12 kilometers diameter EL8_2016 M-DCPS Department of Science 141 Student Part 2: Search for a Habitable Planet Next Generation Sunshine State Standards: 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. (AA)(Also assesses SC.8.E.5.1 and SC.8.E.5.2.) 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. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.) Objective: This lesson focuses on characteristics of planets that make them habitable. Living creatures need food to eat, gas to breathe, and a surface that provides a comfortable temperature, gravity, and place to move around. These requirements are related to what the planet’s surface and atmosphere are made of, and how large (gravity) and close to the Sun (temperature) the planet is located. The inner planets are small (low gravity), relatively warm, and made of solid rock. Some of them have atmospheres. The outer planets are large (high gravity), cold, and made of gaseous and liquid hydrogen and helium. A creature that might be comfortable on a gas giant would not be comfortable on a small rocky planet and vise versa. Vocabulary: habitable, life requirements, planet characteristics, surface and atmospheric composition (chemical examples) Time Required: One to two 45 minute class periods Materials: Creature Cards Solar System Images and Script Planet Characteristics Table EL8_2016 M-DCPS Department of Science 142 Student Data: PLANET CHARACTERISTICS Size Surface Type and Composition Atmosphere Temperature Name 1 2 3 4 5 6 7 8 9 CONCLUSION: Writing assignment: Write a paragraph explaining why the planet they found will or will not be suitable for their creature. The paragraph could be in the form of a news report to be sent back to their dying solar system. EL8_2016 M-DCPS Department of Science 143 Student Name: ____________________________________ Date: ___________________ Pd: __________ PLANETARY EXPLORATION & EXTREME LIFE FORMS Revised by: University of Miami – Science Made Sensible Fellows Next Generation Sunshine State Standards: SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. 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. 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. SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Objective: Students will research a planet in our solar system, including information about the atmosphere, surface conditions, etc. Then they will have to design an alien life form that would be adapted to live on their planet. They will present their planet research and alien life forms to the class. They will also use a Punnett Square to predict offspring genotype and phenotype. Materials: computers with internet access books on the planets construction paper markers/crayons/colored pencils EL8_2016 M-DCPS Department of Science 144 Student Name: ____________________________________ Date: ___________________ Period: __________ Planet Research Worksheet Fill in the worksheet below about your assigned planet; be sure to include units where necessary. Some helpful websites for your research are: http://nineplanets.org/ http://solarsystem.nasa.gov/index.cfm www.windows2universe.org/our_solar_system/solar_system.html www.exploratorium.edu/ronh/weight/index.html Planet: _____________________________ Planetary Symbol: ___________________________ Diameter: ___________________________ Mass: _____________________________________ Order from the Sun: ___________________ Distance from the Sun: _______________________ Gravity: ____________________________ Gravity compared to Earth: ___________________ If you weigh 100 lbs. on Earth, how much would you weigh on your planet? _________________ Temperature Range: ___________________ Average Temperature ________________________ Length of Day (rotation period): _________ Length of year (revolution period): ______________ Tilt of axis: __________ Eccentricity of Orbit: ________ Number of Satellites: ________ What is the atmosphere like on your planet? What gases? Poisonous? Dry? Etc. Describe the surface of your planet. EL8_2016 M-DCPS Department of Science 145 Student Describe what your planet looks like including any unique features such as rings. In complete sentences, list 5 additional interesting facts about your planet that are not already discussed on this worksheet. EL8_2016 M-DCPS Department of Science 146 Student Name: ____________________________________ Date: ___________________ Period: __________ PLANETARY EXPLORATION & EXTREME LIFE FORMS (STEM 4.0) Extreme Alien Life Forms You will create an alien life form that has adaptations enabling it to survive on your assigned planet. Keep in mind the information you learned about your planet during your research. Complete the questions below, and then draw your life form on the provided construction paper. Make sure to label the aspects of your life form that let it survive on your planet. Include your life form’s name, your planet, and your name and class period on the front of your drawing. You will be presenting your drawings to the class. Your Planet: The name of your life form: Describe the habitat and climate in which your life form lives: How does it move? Include both the form and method of locomotion. (For example: The miniature Mars Gopher leaps on powerful hind legs.) What does it eat or use as nutrients? Is it herbivorous, carnivorous, omnivorous, or other? What is its main food and how does it acquire this food? EL8_2016 M-DCPS Department of Science 147 Student What other creatures does it prey on, if any? How does it defend itself against predators? Describe other adaptations your life form has developed to cope with your planet’s unique environment. Suppose two alien creatures mated. One was tall and the other was short. Using a Punnett Square, predict the offspring’s possible heredity of the tall gene. Each parent has two alleles for the height gene. Dad is homozygous tall (TT) and mom is homozygous short (tt). Predict the genotype (genetic make-up) and phenotype (physical characteristics) for the offspring. Dad → EL8_2016 ______ ______ M-DCPS Department of Science 148 Student ______ Offspring ______ Mom ↑ The resulting offspring: Genotype: __________% TT Phenotype: __________% tall Genotype TT (homozygous tall) tt (homozygous short) Tt (heterozygous) EL8_2016 __________% tt __________% Tt __________% short Phenotype Tall Short Tall M-DCPS Department of Science 149 Student Anti-Discrimination Policy Federal and State Laws The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against employees or applicants because of genetic information. Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair opportunity for groups to meet on school premises or in school facilities before or after school hours, or discriminate against any group officially affiliated with Boy Scouts of America or any other youth or community group listed in Title 36 (as a patriotic society). Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited. Revised: (07.14) EL8_2016 M-DCPS Department of Science 150
