Earth/Space Science Worksheet - SVSU

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Earth/Space ScienceWorksheet

GRADE LEVEL: Second

Topic: Hydrosphere

Grade Level Standard: 2-3 Evaluate the importance of the hydrosphere.

Grade Level Benchmark: 1. Describe how water exists on earth in three states.

(V.2.E.1)

Learning Activity(s)/Facts/Information

Central Question:Where is water found on Earth and what are itscharacteristics?

1. Properties of Water

2. Water Wizard Game

Activity is attached

Resources

Nasco

The Big Book of Science

Process Skills: Observe, Control Variables, Predict

New Vocabulary: liquids, visible, flowing, melting, dew, solids, hard, visible,

freezing, ice

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PROPERTIES OF WATERBoiling and Freezing Points of Water

Taken FromNASCO, 901 Janesville Avenue, Fort Atkinson, Wisconsin 53538

Ideas to be Developed1. Water boils at 100°C (at sea level). Once water begins to boil, its temperature

will not rise, no matter how strongly it is heated.2. Water cannot begin to turn to ice until its temperature has cooled to 0°C. Once

ice begins to form in water, the temperature will not go below zero until all ofthe water has turned to ice.

Materials250 ml flaskThermometerPinch clamp clothespinHot plateOne test tubeOne quart mason jarWatch or clockWaterCrushed ice or ice cubesSalt

InvestigationsThe Boiling Temperature of WaterAdd 100 ml of water to the flask. Set the flask on the hot plate, and heat the water.Lay the clothespin pinch clamp across the top of the flask, and use it to supportthe thermometer. The end of the mercury bulb should be about 1/16" above thebottom of the flask.

Record the temperature of the water every two minutes after the heating starts.Once the water starts to boil, record the temperature once every minute for a totalof four minutes.

Have each student record their data and complete the graph on the data sheet.Reinforce the ideas that 1) water boils at 100°C (at sea level), and 2) once boiling,the temperature does not increase. Point out that 100° Centigrade or Celsius is thesame temperature as 212° Fahrenheit.

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Tem

per

atu

re

TimeX

The Freezing Point of WaterFill the one quart mason jar with crushed ice or ice cubes mixed with layers of salt.After a few minutes, measure the temperature of the salt/ice mixture. Add aboutone inch of cold water to the test tube. Use a twisting movement to work the testtube downward into the salt/ice mixture, until the water level in the tube is belowthe top layer of ice. Place the thermometer in the test tube. Record thetemperature of the water once every two minutes. After the water in the test tubereaches 0°C, continue to record the temperature for at least ten minutes. If icecrystals begin to form, record the time when they are first observed.

Have each student record his/her data and construct the graph onthe data sheet.

Reinforce the ideas that:1. Water cannot begin to turn into ice until its temperature has

cooled to 0°C, and2. Once ice begins to form in water, the temperature cannot drop

below zero until all the water is converted to ice.* Point outthat 0° Centigrade or Celsius is the same temperature as 32°Fahrenheit.

*If time permits, some students may wish to verify that this is true.

ANSWER KEY FOR EVALUATION SHEET

1. 100°c, 212°F2. 0°C, 32°F3.

4. Lower

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COOLING TEMPERATURES

TE

MP

ER

AT

UR

E°C

TIME (IN MINUTES)

THE BOILING AND FREEZING POINTS OF WATER

DATA SHEET

A. BOILING POINT OF WATER

TIME(Minutes)

TEMPERATURE(° Celsius)

start

2

4

6

8

B. FREEZING POINT OF WATER

TIME(Minutes)


start

2

4

6

8

80

TE

MP

ER

AT

UR

E

TIME

BOILING AND FREEZING POINTS OF WATER

EVALUATION SHEET

1. The temperature at which water boils is _____ ° Centigrade (Celsius) and ______ °Fahrenheit.

2. The temperature at which ice begins to form in water is _____ ° Centigrade(Celsius) and _____ ° Fahrenheit.

3. This line represents the temperature changes whichtook place when a mixture of ice and water washeated.

a. Mark an X at the point which shows that the lastbit of ice had been melted.

b. Draw an arrow to show the point where the waterbegan to boil.

4. If salt is added to water, the temperature at which it will freeze into ice will be______________ (lower) (higher) than 0°C.

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Directions for Two Players:Each player chooses a token and placesit on START. Player 1 spins the spinnerand moves to the first space thatmatches the picture (form of water) onthe spinner. He/she does what isindicated in the space. Players taketurns spinning. The first player to reachFINISH is the Water Wizard!

Water Wizard Game

Background for the Parent: Water has three forms:solid (ice), liquid and gas (water vapor). Cohesion andadhesion are characteristics of water. Aboutthree-fourths of the Earth is covered with water.Of that, about 97% is salt water. All living things needwater. The water on Earth today is the same waterthat was here millions of years ago.

You will need: one copy of the spinner and token patterns(below). One copy of the Water Wizard Pattern, one copy ofthe gameboard (two pages), file folder, glue, brass fastener,plastic lid, safety pine or paper clip, scissors, crayons, markers,laminating film

Directions:

1. Color, cut out and glue the Water Wizard ontothe front of a file folder.

2. Color, cut out and glue the two gameboard pagesto the inside of the file folder.

3. Cut out the spinner, laminate it and glue it to aplastic lid. Put a brass fastener through a paper clipor safety pin and then through the center of the lid.

4. Color each token a different color,Cut them out and laminate them.

© 1998 Tribune Education. All right Reserved.

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Water Wizard Pattern


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Water Wizard Gameboard


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Water Wizard Gameboard


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AssessmentGrade 2

HYDROSPHERE

Classroom Assessment Example SCI.V.2.E.1(Describe how water exists on earth in three states.)

Students will use the data collected in classroom activities to answer the focus question: “Whatare the different states of water on the Earth’s surface?” Students will draw and label thedifferent states of water on the Earth’s surface.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.2.E.1

Criteria Apprentice Basic Meets Exceeds

Accuracy ofdrawings

Creates adrawing.

Creates anaccurate drawingof two out ofthree states ofmatter.

Creates anaccurate drawingincluding all threestates of matter.

Creates anaccurate drawingwhich shows thestates of matter inreal-life context.

Correctness oflabels

Labels drawingincorrectly

Labels theirdrawingscorrectly.

Correctly labelseach drawing.

Labels andexplains how thestates of mattercan be found onEarth.

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GRADE LEVEL: Second

Topic: Hydrosphere


Grade Level Benchmark: 2. Trace the path that rain water follows after it falls.

(V.2.E.2)


Central Question:How does water move?

1. Watch the movie, “The Magic School Bus at the WaterWorks.”

2. A Down and Dirty Race


Resources

Movie: “The Magic School Busat the Water Works.”

Monsanto Fund: A Taste ofScience, A Down and DirtyRace.

Process Skills: Observing, Predicting, CommunicatingO

New Vocabulary: precipitation, flow, downhill, rivers, bodies of water, steam,

rivers, lakes, oceans

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A DOWN AND DIRTY RACE

Soil is porous - water will run through it. Some soil lets water pass through too quickly(sand) and some soil holds water too long (clay). Scientists can try to improve soil sothat a particular crop can be planted in it.

Materials3 empty 2 liter soda bottlesCoffee filtersPotting soilSeedsClay (dug from the ground)Sand

ProcedureMake funnels by cutting a two liter soda bottle in half. Invert the top half into thebottom half. Line the funnels with filter paper and put a different soil in each. Labelthem. Use the same amount of soil in each filter.

Pour one cup of water in each funnel at the same time. Which one allows thewater to come through the fastest? Measure the amount of water in the containers.

Predict which soil would be the best for growing plants. Test your prediction byplanting seeds in containers containing the three types of soil. Be sure to put allthree containers in the same amount of sunlight, and water with the same amountand frequency.

ExtensionsGo on a soil hunt. Use an egg carton to collect soil samples in 12 different areas.Label the soil as you collect it. Rub a small amount of the soil between yourfingers. Do the soils all have the same textures? Try planting seeds in each soil.To make an egg carton planter, poke small holes in the cups so the soil will drain.Place the top of the egg carton under the bottom and use it for a saucer. Waterfrom the bottom. Cover the top of the planter with plastic wrap and watch theseeds sprout.

Science Process SkillsObservingMeasuringPredicting

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AssessmentGrade 2

HYDROSPHERE

Classroom Assessment Example SCI.V.2.E.2(Trace the path that rain water follows after it falls.)

Students will draw and label the path of rainwater from a mountain or hillside to a lake.


Scoring of Classroom Assessment Example IV.2.E.2


Accuracy ofdrawings

Creates adrawing.

Creates a drawingwithout rainwater.

Creates anaccurate drawingincludingrainwater,mountain orhillside, and lake.

Creates anaccurate drawingincludingrainwater andother forms ofprecipitation.

Correctness oflabels

Labels a drawingthat is lacking apathway.

Labels a drawingwith an incorrectpathway.

Labels a drawingwith an accuratepathway.

Labels a drawingwith more thanone correctpathway.

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GRADE LEVEL: Second

Topic: Hydrosphere


Grade Level Benchmark: 3. Identify sources of water and its uses. (V.2.E.3)


Central Question:How do human activities interact with thehydrosphere?

1. Field trip to Water Treatment Center

2. Where is Water?


Resources

Water Treatment Center

AIMS

Process Skills: Observing, Communicating

New Vocabulary: water sources, wells, springs, rivers, Great Lakes, generate

electricity, recreation, irrigation, industry, transportation

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TopicWater on Earth

Key QuestionWhere is water found on the Earth and how dowe use that water?

FocusStudents will identify the places water is found.

Guiding DocumentsNSE Standards Earth materials are solid rocks and soils, water,

and the gases of the atmosphere. The variedmaterials have different physical and chemicalproperties, which make them useful in differentways, for example, as building materials, assources of fuel, or for growing the plants we useas food. Earth materials provide many of theresources that humans use.

Project 2061 Benchmarks People need water, food, air, waste removal,

and a particular range of temperatures in theirenvironment, just as other animals do.

Describing things as accurately as possible isimportant in science because it enables peopleto compare their observations with those ofothers.

A model of something is different from the realthing but can be used to learn something aboutthe real thing.

ScienceEarth sciencewater

Integrated ProcessesObservingInferringComparing and contrastingCommunicating

MaterialsGlobeLarge map of the U.S.Sticky notes

Background InformationThe Earth is often referred to as the water

planet. Almost three-fourths of Earth’s surface iscovered with water. To help students becomeaware of this, this activity has them reflect uponthe water in their immediate environment and thenmake applications to a larger area using a mapand globe.

Most of the Earth's water is in the oceans. Theoceans are made of salt water because water hasrun over the land for millions of years and broughtminerals to the oceans. As the water evaporates,the minerals are left behind. Fresh water is foundin lakes, rivers, streams, and ponds. Most of theEarth's fresh water is locked in the icecaps at theNorth and South Poles.

Procedure1. Have the students think of all the places where

water can be found and record using picturesand/or words on the recording sheet Where isWater? (Don't be surprised when they say thedrinking fountain, the sink, etc. Accept theseanswers and continue probing if necessary.)

2. Ask the students to name any large bodies ofwater near them. Discuss the differencesbetween the various bodies of water such asocean, lake, stream, river, bay, pond, etc. Usepictures from travel ads and brochures or theillustrations provided.

3. Use the pictures provided to make a largechart. Ask the students to contribute words orphrases that describe each body of water(pond, lake, ocean, river, icebergs, puddle).Record their responses on the chart.

4. Invite students to make analogies about eachbody of water, such asA pond is like a giant puddle.An ocean is like a salty lake, so big you can'tsee the other side.A stream is like a tiny river.An iceberg is like a mountain of ice floating inthe sea.

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5. Hold a globe in front of the class. Ask them tomake observations about the model of ourEarth. Help them to see that all bodies of waterare blue and there is much more blue thanthere is land showing on a globe. Point out thatall the seas and oceans are connected, thewater moves all over the world. Invite a studentto trace his/her finger around the globepretending it is a ship that must travel all aroundthe world. Let several students repeat theprocess to reinforce the idea that the oceansare all connected.

6. Brainstorm ways that we use water. Make aclass chart of the student’s ideas. Begin withuses of water in the classroom, then at school,at home, in their neighborhood, city, state,country, and world.

7. Use a large map of the United States. Identifythe areas of water on the map. Use sticky notesand have students draw pictures of peopleusing the different bodies of water, then placethem on the map. Only oceans, rivers, andlarge lakes will be marked large enough for youto see.

8. Have the students return to their recordingsheet Where is Water? and add newillustrations or descriptions of what they havelearned.

Discussion1. Where did you learn that water is located?2. What were some of the words used that

described a river?3. Think of the words you used to describe an

ocean and a lake. How are these two bodies ofwater alike and how are they different?

4. Looking at the globe, why do you think theEarth is called the water planet?

5. How have you used water today?6. From where did the water you used come?

ExtensionMake a wave in a bottle. Use a two-liter plastic

bottle with a lid. Put in one liter of water with a

small amount of blue food coloring. Put in one-half

liter of mineral oil and secure the cap. The water

and oil will not mix. Tilt the bottle back and forth to

make waves. Observe the wave action. Place a

small floating object inside and observe how the

waves affect it.

Curriculum CorrelationArtHave the students use water colors to paint apicture of themselves swimming with wateranimals.

Language ArtsMake alliterations for each body of water1. river—racing, raging, roaring2. pond—puddly, peaceful, pool3. stream—still, streaked, stony4. lake—large, level, lasting5. iceberg—immense, icy, ice cold

PRIMARILY EARTH © 1996 AIMS Education Foundation

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PRIMARILY EARTH © 1996 AIMS EducationFoundation

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PRIMARILY EARTH © 1996 AIMS Education Foundation

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AssessmentGrade 2

HYDROSPHERE

Classroom Assessment Example SCI.V.2.E.3(Identify sources of water and its uses.)

Students may choose to work alone, with a partner, or in a small group to create a projectdescribing at least three uses of water in their community. This project may take the form of areport, poem, short story, photo essay, or multimedia presentation.

Extension: These projects could ultimately be combined to produce a classroom book orperformance for the community.


Scoring of Classroom Assessment Example V.2.E.3


Correctness ofconcepts

Creates a projectthat reflects anunderstanding ofone use of waterin the community.

Creates a projectthat reflects anunderstanding oftwo uses of waterin the community.

Creates a projectthat reflects anunderstanding ofthree uses ofwater in thecommunity.

Creates a projectthat reflects anunderstanding ofthree uses ofwater in thecommunity,including thesource of thewater.

Quality ofproject

Poor quality. Average quality. Above averagequality.

Excellent quality.

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Science ProcessesWorksheet

GRADE LEVEL: Second

Topic: Science Processes

Grade Level Standard: 2-4 Construct an experiment using the scientific

process.

Grade Level Benchmark: 1. Use the scientific process to construct meaning.

(I.1.E.1-6)


Central Question:1. How do scientists ask questions that help them learn

about the world?2. How do scientists figure out answers to their questions

by investigating the world?3. How do scientists learn about the world from books and

other sources of information?4. How do scientists communicate their findings to other

scientists and the rest of society?5. How do scientists reconstruct knowledge that they have

partially forgotten?

Mini-water cycle (in plastic cups)1. Observing - Observe the mini-water cycle several times and

record findings.2. Classifying - Label steps of water cycle when observed.3. Measuring - Use meter stick to measure and record water

level at each interval.4. Communicating - Have students orally state definitions of

evaporation, condensation, precipitation.5. Controlling Variables - Reconstruct water cycle adjusting

various variables - water temperature, sunlight, shade, ice-cubes, and compare observation.

Resources

Process Skills:

New Vocabulary: observing, communicating, classifying, measuring, controlling

variables, models, theories

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WATER

The Magic Schoolbus at the WaterworksJoanna Cole

New York: Scholastic, 1986

SummaryMiss Frizzle’s class was definitely not looking forward to a trip to the waterworks, butsomething very magical happened along the way. The students were reduced to the sizeof water droplets and received the best possible tour of the waterworks—from the inside!

Science Topic AreasWater cycleWater purificationUse and conservation of water

Content Related WordsWater cycle, evaporation, condensation, purification, water vapor, reservoirs

Activities1. If possible, take a trip to the waterworks nearest you.

2. If this cannot be arranged, have a speaker from the water purification plant or thewater company come to your class. Make tip interview questions based on materialin the book or other questions you have. Is your waterworks similar to the one MissFrizzle’s class visited?

3. Another alternative would be to take photos or a video of the closest waterworks. Anarration or photo captions would be necessary to explain the process.

4. What is the source of water for your community—a lake, a river? What towns orareas must be passed as the water goes to the waterworks? Trace this on atopographic or local landform map.

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5. Look at the diagram of the water cycle (figure 21.1). Trace the complete route of onedrop of water. Once you know how the water cycle works, write a story of one dropof water. Remember, that drop can exist in three forms—solid, liquid and gas.

Figure 21.1. The Water Cycle

6. Make it rain in the classroom. An empty glass aquarium or large gallon jar can beused to make it rain indoors. Put several inches of warm water in the jar. Cover itimmediately with a piece of glass or heavy plastic wrap that can be held in place bya rubber band. Put several ice cubes on top of the glass or plastic to simulate thecold air above the earth. Place the jar in a sunny window or near a heat source. Asthe warm air from the water rises and meets the cold covering, what happens? Howcan you keep this happening? How does this relate to the picture of the water cycle?

7. Individual water cycle demonstrations can be made using clear plastic cups. Placewarm water in one cup and immediately cover this with an inverted cup. The tworims should meet and be taped to keep the upper cup in place. Put ice cubes on thetop cup and place it near a source of heat. Watch for clouds and rain. Is this like thediagram? (See figure 21.2)

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Figure 21.2. The Water Cycle in a Cup

8. Skim water from a running stream and from the top of a pond. Let the samples settlein separate glass containers. What do you see? Evaporate the water from the top ofeach container and observe what is left. (Boiling the water will speed the process.)What does this tell you about these two types of water? Will ordinary tap water besimilar to either one?

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PROCESS OF SCIENCE

The scientific endeavor involves continually examining phenomena and assessing whether

current explanations adequately encompass those phenomena. The conclusions that scientists

draw never should assume a dogmatic character as science necessarily is tentative. Authorities

do not determine or create scientific knowledge, but rather scientists describe what nature

defines and originates.

Those engaged in the scientific endeavor use and rely on certain processes. The processes can

be arranged in an hierarchy of increasing complexity–observing, classifying, measuring,

interpreting data, inferring, communicating, controlling variables, developing models and

theories, hypothesizing, and predicting–but the process scientists use usually do not and need

not "happen" in this order.

OBSERVING

Examining or monitoring the change of a system closely and intently through direct sense

perception and noticing and recording aspects not usually apparent on casual scrutiny.

CLASSIFYING

Systematic grouping of objects or systems into categories based on shared characteristics

established by observation.

MEASURING

Using instruments to determine quantitative aspects or properties of objects, systems, or

phenomena under observation. This includes the monitoring of temporal changes of size, shape,

position, and other properties or manifestations.

INTERPRETING DATA

Translating or elucidating in intelligible and familiar language the significance or meaning of data

and observations.

INFERRING

Reasoning, deducing, or drawing conclusions from given facts or from evidence such as that

provided by observation, classification, or measurement.

COMMUNICATING

Conveying information, insight, explanation, results of observation or inference or measurement

to others. This might include the use of verbal, pictorial, graphic, or symbolic modes of

presentation, invoked separately or in combination as might prove most effective.

CONTROLLING VARIABLES

Holding all variables constant except one whose influence is being investigated in order to

establish whether or not there exists an unambiguous cause and effect relationship.

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DEVELOPING MODELS AND THEORIESCreated from evidence drawn from observation, classification, or measurement, a model is amental picture or representative physical system of a phenomenon (e.g., a current in an electriccircuit) or real physical system ( e.g., the solar system). The mental picture or representativesystem then is used to help rationalize the observed phenomenon or real system and to predicteffects and changes other than those that entered into construction of the model. Creating atheory goes beyond the mental picture or representative model and attempts to include othergeneralizations like empirical laws. Theories often are expressed in mathematical terms andutilize models in their description ( e.g., kinetic theory of an ideal gas, which could utilize a modelof particles in a box).

HYPOTHESIZING

Attempts to state simultaneously all reasonable or logical explanations for a reliable set of

observations–stated so that each explanation may be tested and, based upon the results of

those tests, denied. Although math can prove by induction, science cannot. In science, one can

only prove that something is not true. Accumulated evidence also can be used to corroborate

hypotheses, but science remains mainly tentative.

PREDICTING

Foretelling or forecasting outcomes to be expected when changes are imposed on (or are

occurring in) a system. Such forecasts are made not as random guesses or vague prophecies,

but involve, in scientific context, logical inferences and deductions based (1) on natural laws or

principles or models or theories known to govern the behavior of the system under consideration

or (2) on extensions of empirical data applicable to the system. (Such reasoning is usually

described as "hypothetico-deductive.")

Source: The National Science Teachers Association

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PRODUCTS OF SCIENCE

The process of science generates certain products which also can be arranged in an hierarchy of

increasing complexity. These products include scientific terms, facts, concepts, principles, laws, theories,

models, and applications.

SCIENTIFIC TERM

A word or words that scientists use to name an entity, object, event, time period, classificationcategory, organism, or part of an organism. Terms are used for communication and would notnormally include names given to concepts, laws, models, or theories.

SCIENTIFIC FACT

An observation, measurement, logical conclusion from other facts, or summary statement, which

is concerned with some natural phenomenon, event, or property of a substance, which, through

an operationally defined process or procedure, can be replicated independently, and which,

through such replication, has achieved consensus in the relevant scientific profession. Facts

include things such as the speed of light or properties of materials like boiling points, freezing

points, or size.

SCIENTIFIC CONCEPT

A regularly occurring natural phenomenon, property, or characteristic of matter which is

observable or detectable in many different contexts, and which is represented by a word(s) and

often by a mathematical symbol(s) is called a scientific concept. When a scientific concept is

fundamental to other concepts and is used extensively in creating such other concepts in nature,

like length (or distance ), mass, electric charge, and time. Most scientific concepts are derived,

that is, defined in terms of basic or other scientific concepts. When a derived scientific concept is

in the form of an equation, it is a mathematical definition, not a natural relationship (e.g., destiny,

speed, velocity acceleration).

SCIENTIFIC PRINCIPLE

A generalization or summary in the form of a statement or mathematical for when expression, a

set of observations of, or measurements for, a variable representing a concept shows a regular

dependence on one or more other variables representing other concepts. A principle of scienceis an expression of generalizations that are significant but are not at the level, in terms of broadapplicability or generalizability, to be a scientific law.

EMPIRICAL LAW

An empirical law is a generalization of a relationship that has been established between or more

concepts through observation or measurement, but which relies on no theory or model for its

expression or understanding. Such laws have important application and are of great importance

as cornerstones for theories or models. Examples include Snell's law of refraction, Kepler's

Laws, and evolution (but not the theory of natural selection).

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SCIENTIFIC THEORY

An ordinary-language or mathematical statement created or designed by scientists to accountfor one or more kinds of observations, measurements, principles, or empirical laws, when thisstatement makes one or more additional predictions not implied directly by anyone of suchcomponents. When such prediction or predictions are subsequently observed, detected, or

measured, the theory begins to gain acceptance among scientists. It is possible to createalternative theories, and scientists generally accept those theories which are the simplest ormost comprehensive and general in their accommodation to empirical law and predictivecapability (e.g., atomic theory, kinetic molecular theory, theory of natural selection, theory of

plate tectonics, quantum theory). Theories which can account only for existing laws make no

new predictions, or at least do not have greater simplicity or economy of description when

offered as alternatives to accepted theories, are of little value and therefore, generally do not

displace existing theories.

SCIENTIFIC MODEL

A representation, usually visual but sometimes mathematical or in words, used to aid in the

description or understanding of a scientific phenomenon, theory, law, physical entity, organism,

or part of an organism ( e.g., wave model, particle model, model of electric current,

"Greenhouse" model of the Earth and atmosphere).

UNIVERSAL LAW

A law of science that has been established through repeated unsuccessful attempts to deny it byall possible means and which therefore, is believed to have applicability throughout the universe.There are few such laws, and they are basic to all of the sciences (e.g., Law of UniversalGravitation, Coulomb's Law, Law of Conservation of Energy, Law of Conservation ofMomentum).

APPLICATION OF SCIENCE

Utilization of the results of observations, measurements, empirical laws, or predictions fromtheories to design or explain the working of some human-made functional device orphenomenon produced by living beings and not otherwise occurring in the natural world. (Somesuch applications depend on several laws or theories, and historically many have been devisedwithout the humans involved having prior knowledge of those theories or laws.) Applicationswould include engineering and technology and the utilization of science in making decisions onissues that have scientific basis, for example, the relative radiation damage possible fromhuman-made sources as compared with natural radiation.

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GRADE LEVEL: Second


Grade Level Standard: 2-5 Reflect on an experiment using the scientific

process.

Grade Level Benchmark: 1. Use scientific processes to reflect on meaning.

(II.1.E.1-4)


Central Question:1. How do scientists decide what to believe?2. How is science related to other ways of knowing?3. How do science and technology affect our society?4. How have people of diverse cultures contributed to

an influenced developments in science?

Mini-Water Cycle1. Inferring - Answer question, “What might happen to a

puddle in your driveway?”2. Interpreting - Data. Consider the water cycle in our

environment.3. Communicating - Dramatic interpretation of water cycle.4. Hypothesizing - Do you think the water cycle would work

if we eliminated one of the variables.5. Predicting - Ask, “What do you think will happen if we

leave this here for a month.”

Resources

Process Skills:

New Vocabulary: inferring, interpreting, data, communicating, hypothesizing,

predicting

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GRADE LEVEL: Second


Grade Level Standard: 2-6 Apply the scientific method.

Grade Level Benchmark: 1. Use the scientific method to conduct an experiment.


1. Find boiling and freezing points of water

2. Properties of Water

Scientific MethodQuestionResearch (Collection of Information)HypothesisInvestigation/ExperimentationProceduresResultsConclusion

Resources

Nasco

Process Skills:

New Vocabulary: question, research, hypothesis, investigation, experimentation,

procedure, results, conclusion

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PROPERTIES OF WATERBoiling and Freezing Points of Water

Taken FromNASCO, 901 Janesville Avenue, Fort Atkinson, Wisconsin 53538

Ideas to be Developed1. Water boils at 100°C (at sea level). Once water begins to boil, its temperature

will not rise, no matter how strongly it is heated.2. Water cannot begin to turn to ice until its temperature has cooled to 0°C. Once

ice begins to form in water, the temperature will not go below zero until all of thewater has turned to ice.

Materials250 ml flaskThermometerPinch clamp clothespinHot plateOne test tubeOne quart mason jarWatch or clockWaterCrushed ice or ice cubesSalt

InvestigationsThe Boiling Temperature of WaterAdd 100 ml of water to the flask. Set the flask on the hot plate, and heat the water.Lay the clothespin pinch clamp across the top of the flask, and use it to support thethermometer. The end of the mercury bulb should be about 1/16" above the bottomof the flask.

Record the temperature of the water every two minutes after the heating starts.Once the water starts to boil, record the temperature once every minute for a totalof four minutes.

Have each student record their data and complete the graph on the data sheet.Reinforce the ideas that 1) water boils at 100°C (at sea level), and 2) once boiling,the temperature does not increase. Point out that 100° Centigrade or Celsius is thesame temperature as 212° Fahrenheit.

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Tem

per

atu

re

Time

X

The Freezing Point of WaterFill the one quart mason jar with crushed ice or ice cubes mixed with layers of salt.After a few minutes, measure the temperature of the salt/ice mixture. Add aboutone inch of cold water to the test tube. Use a twisting movement to work the testtube downward into the salt/ice mixture, until the water level in the tube is below thetop layer of ice. Place the thermometer in the test tube. Record the temperature ofthe water once every two minutes. After the water in the test tube reaches 0°C,continue to record the temperature for at least ten minutes. If ice crystals begin toform, record the time when they are first observed.

Have each student record his/her data and construct the graph onthe data sheet.

Reinforce the ideas that:1. Water cannot begin to turn into ice until its temperature has

cooled to 0°C, and2. Once ice begins to form in water, the temperature cannot drop

below zero until all the water is converted to ice.* Point outthat 0° Centigrade or Celsius is the same temperature as 32°Fahrenheit.

*If time permits, some students may wish to verify that this is true.

ANSWER KEY FOR EVALUATION SHEET

1. 100°c, 212°F2. 0°C, 32°F3.

4. Lower

107

COOLING TEMPERATURES

TE

MP

ER

AT

UR

E°C

TIME (IN MINUTES)

THE BOILING AND FREEZING POINTS OF WATER

DATA SHEET

A. BOILING POINT OF WATER

TIME(Minutes)


start

2

4

6

8

B. FREEZING POINT OF WATER

TIME(Minutes)


start

2

4

6

8

108

TE

MP

ER

AT

UR

E

TIME

BOILING AND FREEZING POINTS OF WATER

EVALUATION SHEET

1. The temperature at which water boils is _____ ° Centigrade (Celsius) and ______ °Fahrenheit.

2. The temperature at which ice begins to form in water is _____ ° Centigrade(Celsius) and _____ ° Fahrenheit.

3. This line represents the temperature changes whichtook place when a mixture of ice and water was heated.

a. Mark an X at the point which shows that the lastbit of ice had been melted.

b. Draw an arrow to show the point where the waterbegan to boil.

4. If salt is added to water, the temperature at which it willfreeze into ice will be______________ (lower) (higher) than 0°C.

109

TechnologyWorksheet

GRADE LEVEL: Second

Topic: Technology

Grade Level Standard: 2-7 Choose an appropriate technological tool.

Grade Level Benchmark: 1. Use a variety of technology to research a topic.


1. Have students get on Internet and researchcharacteristics on a given animal.

Resources

One good site:http://www.enchantedlearning.com

Process Skills: Classifying, Research, Observe

New Vocabulary: research, internet, encyclopedia

110

TechnologyWorksheet

GRADE LEVEL: Second

Topic: Technology


Grade Level Benchmark: 2. Use a variety of technology to create a document from

research.


1. Have students use a program such as Kid Pix to makethe life cycle of a frog or butterfly using stamps.

2. Have students use word processing to create a report ofresearch found.

Resources

Kid Pix

Microsoft Word

Process Skills: Interpreting data, Communicating

New Vocabulary: word processing

111

TechnologyWorksheet

GRADE LEVEL: Second

Topic: Technology


Grade Level Benchmark: 3. Use a variety of technology to develop a presentation.


1. Have students use software such as Kid Pix orPowerPoint to create a slide show for presentation tothe class.

Resources

Kid Pix

PowerPoint

Process Skills: Communicating, Interpreting data

New Vocabulary: multimedia, PowerPoint

112

TechnologyWorksheet

GRADE LEVEL: Second

Topic: Technology


Grade Level Benchmark: 4. Use a variety of technology to develop projects.


1. Students are to use technology to create a science fairproject.

Resources

Process Skills: Controlling variables, Developing models and theories, Interpreting data,Communication, Inferring, Hypothesizing, Predicting

New Vocabulary: Science Fair

113

Gender/EquityWorksheet

GRADE LEVEL: Second

Topic: Gender/Equity

Grade Level Standard: 2-8 Consider contributions of diverse groups.

Grade Level Benchmark: 1. Develop an awareness of contributions made to

science by people of diverse backgrounds and cultures. (II.1.E.5)


1. Explore contributions of diverse groups to science.

Organization of Living ThingsRobert Jarvik

Waves and VibrationsAlexander Graham Bell

HydrosphereEugenie Clark

Resources

Cultural and GenderPerspectives in Science

Process Skills: Research, Investigate

New Vocabulary:

114

LIFE SCIENCE: ORGANIZATION OF LIVING THINGS

Robert Jarvik (1946 - )

INVENTOR OF THE FIRST ARTIFICIAL HEART

While still in high school, Robert Jarvik felt a

strong desire to become a medical doctor. Unlike

many, it wasn’t a glorified picture of the delicate

balance between life and death that inspired

Robert. Instead, he had a strong desire to

improve medical treatment methods. Robert

found the usual method for suturing (sewing up a

patient) to be awkward. He felt that there must be

a better way and made up his mind to find it.

But when Jarvik began college, he studied

architecture at Syracuse University in New York

until his father suffered a nearly-fatal aortic

aneurysm (blood clot to the aorta of the heart). It

was then that Robert decided to pursue his

dream of becoming a doctor. The problem was,

he was rejected by most medical schools. After

he was finally accepted by the University of

Bologna in Italy, he dropped out two years later.

While still at New York University, Robert had

earned his biomechanics degree. So, he next

moved to the western U.S. and went to work in

Utah at Kolff Medical, a research and

development company founded by Dr. Willem J.

Kolff. The philosophy of Dr. Kolff was basically

that “if man could grow one, then he can build

one.” It is through Kolff’s work that we have the

artificial kidney or dialysis machine.

Robert Jarvik completed his medical studies

while working for Dr. Kolff in Utah, and it was

here that he designed the artificial heart. This

manmade machine—once surgically implanted in

a patient—substitutes for the ventricles of the

heart which pump blood to the arteries, and into

the patient’s blood circulatory system.

In 1983 at the University of Utah, the Jarvik-7, an

initial version of the artificial heart, was implanted

in Dr. Barney Clark, a retired dentist. But, it

provided cumbersome even though it was about

the same size as a human heart. It was

connected by tubes in the patient’s abdomen

which were attached to a machine about the size

of a portable television.

Carrying something this size around everywhere

made it difficult even to stand up. Nevertheless,

Dr. Clark’s life was extended by three months

and his life experiences with the machine

provided the basis for important research on the

device which continues today.

Lessons learned from Dr. Robert Jarvik’s desire

to do something to help people like his father

who suffered from heart disease, along with

Barney Clark’s experience with the first Jarvik-7,

have served to help prolong many lives since

then—lives that would otherwise have been

ended by heart disease.

References

“Honoring the heart of an invention.” Science

News. February 19, 1983. Vol 123, no. 8.

After Barney Clark: reflections on the Utah

artificial heart program. Margery W. Shaw.

University of Texas Press. Austin. 1984.

115

PHYSICAL SCIENCE: WAVES AND VIBRATIONS

Alexander Graham Bell (1847 - 1922)

INVENTOR OF THE TELEPHONE

Speech, and how it was produced, had been a

preoccupation of the Bell family for several

generations when Alexander was born on March

3, 1847, in Edinburgh, Scotland. Both Bell's

grandfather and father were elocution teachers

who studied the mechanics of sound throughout

their lives. His father also invented a system for

interpreting the sounds of letters which he called

"Visible Speech" —a written code which indicated

the position and action of the throat, tongue, and

lips in forming sounds. The Bells were

particularly interested in teaching the deaf to

speak because both Alexander's mother and wife

were deaf.

Alexander graduated from high school at the age

of 14, even though many of his teachers

considered him a lazy student. Next, Bell spent a

year in London, England, with his 71 year-old

grandfather, then returned home and attended

the University of Edinburgh. He left after a year,

and taught music and elocution for several more

years.

Bell's main interests changed from elocution to

electricity when he and his father moved to

London. There, he read about Helmholtz's

tuning-fork experiments. Fortunately, Bell

misinterpreted these findings, thinking that

Helmholtz had actually transmitted complete

vowel sounds by telegraph, rather than only

having produced them. This fundamental

misinterpretation was largely responsible for

Bell's experiments in transmitting multi-tone

sound using tuning forks and magnets.

In the 1870's, tuberculosis was widespread in

England. After two of his brothers died from the

disease, the Bell family moved to Brantford,

Ontario, Canada, to take advantage of its

healthier climate. Because of his father's

successful lecturing at Boston University in

Massachusetts, as well as his own growing

reputation, Alexander was appointed professor of

vocal physiology at the Boston School for the

Deaf, a department of Boston University.

Soon, his outstanding merit was recognized, and

he began traveling extensively to give lectures on

his methods to other teachers. He then opened

his own School for Vocal Physiology in Boston.

During 1872-1873. Bell again began

experimenting with tuning forks. His schedule

was hectic at that time. As a way to save time, he

moved into the house of Thomas Sander's

grandmother. (Sanders was one of his deaf

students who later financed many of Bell's

patents and business endeavors. ) Bell also

began consulting with the Williams shop where

Thomas Watson was developing the "multiple-

telegraph". This device was based on the

principle of sympathetic vibration -- when one

vibrating tuning fork is held near a still tuning

fork, the second will begin to mirror the vibrations

of the first.

116

Bell later noticed that reeds and tuning forks

vibrated in a similar way. As he began

experimenting with reeds, he found that, when

several sets of them were wired together, he

could transmit many different sounds at the same

time --a different tone for each reed. These

experiments brought Bell closer to his dream of

producing and transmitting complete multi-toned

sound.

During this time, he also became interested in

the Scott phonautograph. This device recorded

sound vibrations on a smoked drum by using a

membrane-covered mouthpiece to which a bristle

was attached. Sound waves made the

membrane vibrate, and those vibrations were

transmitted to the drum, making a visible record

of the sound.

With these concepts in mind, Bell spent several

months at the Harvard Medical School studying

the human ear. His interest was so intense that

he borrowed an ear from the university to study

when he returned to Brantford during the

summer of 1874. It was at this time that he

merged his understanding of transmitting sound

over the telegraph and the human ear, and

stumbled upon the idea of a speaking telephone.

But, he still hadn't thought about the need for a

method to control fluctuations of electrical current

before a range of sounds could be produced.

Bell shared his latest findings with Professor

Henry, secretary of the Smithsonian Institution,

who was very encouraging. He then had the idea

that, by passing a non-constant (intermittent)

current through a coil of wire, sound could be

transmitted. In other words, if sound wave

vibrations could be converted into

fluctuating electrical current, the process could

be reversed. and the current could be

reconverted into sound waves identical to the

original sound.

In June of 1875, Bell and Watson began

experimenting with these ideas. Watson

attempted to transmit sound to Bell on the other

end of the wire by plucking a reed. The

transmitter spring Watson was using became

welded together so that when he snapped the

spring to initiate vibration, the electrical circuit

remained unbroken -- but the strip of magnetized

steel which lay over the pole of the magnet

vibrated. This generated electrical current which

varied in intensity and allowed transmission of a

full range of sound over wire. By the end of the

night, Bell, using their findings, gave Watson

directions for making the first telephone—a

membrane-covered drum joined at the center to

a receiver spring and mouthpiece.

The next day, they strung wire from floor to floor

in the Williams' shop to test this new discovery. In

their excitement, Bell spilled battery acid on his

pants and cried out to Watson on another floor,

"Watson, please come here. I want you." This

first telephone transmission was heard by

Watson, and the development of the modem

telephone was underway.

At the same time, Elisha Gray, chief electrician at

the Western Electric factory, was also working on

a multiple telegraph. In an effort to beat Gray in

registering his patents, Bell quickly documented

his experiments, and took two patents on his

multiple-telegraph in 1875 and 1876. These

patents included the fundamental workings of the

telephone. After successfully testing his

telephone on miles of rented telegraph wires, and

after Watson improved the instrument by

replacing the old battery and electromagnetic

system with permanent magnets for better

reception, Bell finally began getting recognition

for inventing the telephone.

The first large public exhibit of the telephone was

held in conjunction with the 100th anniversary

celebration of the Declaration of Independence in

1886 at Philadelphia, Pennsylvania. His invention

was widely praised throughout the world, and Bell

117

offered to sell it to Western Union for $100,000.

That offer was refused, so he began giving

lectures and demonstrations to earn enough

money to carry on his work.

These brought Bell great financial success. He

interrupted his busy schedule long enough to get

married, and soon after moved to England to

continue his lectures and demonstrations. Shortly

after demonstrating the telephone to Queen

Victoria, he received an English patent for his

invention and formed the Electric Telephone

Company.

As scientific interest grew, so did the commercial

interests of Western Union.

The company was so interested, in fact, that they

hired Thomas Edison to invent a better telephone

transmitter. Then they formed the American

Speaking Telephone Company to compete with

Bell's telephone company. Lawsuits soon

followed, even though Bell had the advantage of

3,000 telephones in use at the time. And, he

owned almost all the patents involved. Bell and

Western Union finally called a truce and agreed

to split telephone profits—Western Union got

20% and Bell, 80%. Some 600 other lawsuits

followed, and Bell won most of those.

At the age of 33, he was awarded the 1880 Volta

Prize for inventing the telephone. With his prize

money, Bell founded the Volta Laboratory for

experimental work. Its many successes included

the disk phonograph record invented by Emile

Berliner. Bell also invented the first

photophone—words are spoken into a

mouthpiece, the sound waves then strike a mirror

which reflects light duplicating the sound waves,

and this light is then focused onto a selenium cell

wired to a telephone.

Bell was also fascinated by the idea of powered

man-flight. He invented the tetrahedral cell and

incorporated it into his 42-foot kite, which he

called an arodrome. The kite became airborne by

towing it behind a boat. After more

experimentation, another kite was built which

carried a passenger aloft for several minutes at

an altitude of several hundred feet. More

enthusiastic than ever, Bell teamed up with Glenn

H. Curtiss, a motorcycle builder from

Hammondsport, New York, to found the

Arial Experiment Association and develop a

powered glider. The first public flight of this

powered glider was in March of 1908.

Bell's many other interests included genealogy,

which prompted him to write several articles on

hereditary deafness. And, he studied genealogy

of animals, with an eye toward increasing

production by selective breeding. He raised

sheep at his Nova Scotia, Canada estate and

through his discoveries, sheep production grew

and the cost of sheep products was decreased.

With his wide interests and insatiable curiosity,

the late 1800's were a very busy time for Bell. He

continued to improve the telephone, became very

wealthy, and donated much of his profit to

scientific research. With the help of his rich

father-in-law, Bell also began publishing the

Journal of Science in 1882. At the same time, he

contributed to establishing an astrophysical

observatory at the Smithsonian Institution, and

was elected to membership in the National

Academy of Sciences. He was appointed a

regent of the Smithsonian in 1998.

After the Smithsonian, he helped organize and

finance the National Geographic Society, where

he served as president from 1898-1903. Later, in

1915, both Bell and Watson were honored by

being the first to make a transcontinental

telephone call. Bell's first words were the same

as those spoken many years before, 'Watson,

please come here. I want you."

Alexander Graham Bell continued to follow his

interests, and was one of America’s most

vigorous scientists until his death on August 2,

1922.

118

Books

A complete list of Bells publications is found in an

entry by H.S. Osborne, “Alexander Graham Bell,”

in the Biographical Memoirs of the National

Academy of Sciences, Vol. 23, 1945.

Bell’s notebooks, letters, and other documentary

materials are housed at the National Geographic

Society. Bell’s court testimony concerning the

telephone is found in The Bell Telephone,

Boston, 1908.

References

American Inventors. C.J. Hylander, The

MacMillan Company, 1934, Chapter 14, pp. 126-

139.

Biographical Encyclopedia of Science and

Technology. Isaac Asimov, Doubleday and

Company, Inc. Garden City, New York, NY, 1982,

pp. 513-514.

Dictionary of Scientific Biographies. Charles

Coulston Gillespie, Charles Scribner’s and Sons,

New York, Vol. 1, pp. 582-583.

119

EARTH SCIENCE: HYDROSPHERE

Eugenie Clark (1922 - )

“THE SHARK LADY”

Eugenie Clark is originally from New York City.

Her father died when she was only two years old,

and she was raised by her Japanese mother.

While at work on Saturdays, Mrs. Clark would

often leave Eugenie at the Aquarium. Here,

Eugenie discovered the wonders of the undersea

world. One Christmas, she persuaded her

mother to get her a 15-gallon aquarium so she

could begin her own collection of fish. That

collection broadened to eventually include an

alligator, a toad and a snake—all kept in her

family’s New York apartment.

When Eugenie entered Hunter college, her

choice of a major was obvious—zoology. She

spent summers at the University of Michigan

biological station to further her studies. After

graduation, she worked as a chemist while taking

evening classes at the graduate school of New

York University and earned her master’s degree

studying the anatomy and evolution of the puffing

mechanism of the blowfish. Next, Eugenie went

to the Scripps Institute of Oceanography in

California and began learning to dive and swim

underwater.

In the late 1940's, Clark began experiments for

the New York Zoological Society on the

reproductive behavior of platies and swordtailed

species. And, she conducted the first successful

experiments on artificial insemination of fish in

the United States.

The Office of Naval Research sent her to the

South Seas to study the identification of

poisonous fish. Here, she visited places like

Guam, Kwajalein, Saipan, and the Palaus. She

explored the waters with the assistance of native

people from whom she learned techniques of

underwater spear-fishing. Through her work, she

identified many species of poisonous fish.

The United States Navy was so interested in this

work that she was awarded a Fullbright

Scholarship which took her to Faud University in

Egypt—the first woman to work at the university’s

Ghardaqa Biological Station. Here, she collected

some 300 species of fish, three of them entirely

new, and some 40 poisonous ones. Of particular

interest to the Navy was her research on the

puffer or blowfish type of poisonous fish. Hers

was one of the first complete studies of Red Sea

fish since the 1880's.

Eugenie received her Ph.D. from New York

University in 1951. Her work has paid particular

attention to the role nature plays in providing for

the survival of a species as a whole—rather than

each individual member of a given species—and

special adaptations some animals have made to

escape their predators. Examples include the

chameleon which is capable of changing its color

to blend in with its surroundings, or the African

ground squirrel which pretends it is dead

because many animals will not eat the flesh of

prey that is motionless or already dead.

120

Eugenie Clark’s most renowned work studied the

shark, hence her nickname “The Shark Lady.”

And she has spent a lot of time speaking to

groups about how sharks live in an attempt to

lessen our fear of this creature.

References

The Lady and the Sharks. Eugenie Clark. Harper

& Row, New York, 1969.

Lady with a Spear. Eugenie Clark. Harper, New

York, 1953.

Artificial Insemination in Viviparous Fishes.

Science. December 15, 1950.