Purpose - science.dadeschools.netscience.dadeschools.net/middleSchool/documents/esse… · Web viewStudents should support their own written claims with appropriate justification

Student

Miami-Dade County Public Schools

Division of Academics

Required

ESSENTIAL

Laboratory Activities

M/J Comprehensive Science 3

STUDENT EDITION

REVISED July 2017THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Dr. Lawrence S. Feldman, Chair

Dr. Marta Prez, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Dr. Steve Gallon III

Ms. Perla Tabares Hantman

Dr. Martin Karp

Ms. Lubby Navarro

Ms. Mari Tere Rojas

Mr. Sebastian Lorenzo

Student Advisor

Mr. Alberto M. Carvalho

Superintendent of Schools

Ms. Maria L. Izquierdo

Chief Academic Officer

Office of Academics and Transformation

Ms. Lisset Alves

Assistant Superintendent


Mr. Cristian Carranza

Administrative Director


Dr. Ava D. Rosales

Executive Director

Department of Mathematics and Science

EL7_2016M-DCPS Department of Science3

Table of Contents

Next Generation Sunshine State Standards 5

Lab Roles8

Lab Safety Information and Contract9

Pre-Lab Safety Worksheet and Approval Form10

Parts of a Lab Report11

Experimental Design Diagram and Hints 14

Engineering Design Process16

Conclusion Writing (CER) 17

Project Based STEM Activity (PBSA) Rubric18

Essential Labs and STEM Activities

Scientific Method- Thermal Conductivity (STEM 2.0) (Topic 1)20

Whats the Matter? Inquiry Lab (STEM 2.0) (Topic 2)25

Crime Scene Density Lab (STEM 2.0) (Topic 2)...30

Physical and Chemical Changes in Matter (STEM 3.0) (Topic 3)38

Conservation of Mass (STEM 2.0) (Topic 3)43

Atomic Modeling (STEM 2.0) (Topic 4)48

Periodic Table of Elements (STEM 2.0) (Topic 5)52

Clay Elements, Compounds/Molecules (STEM 3.0) (Topic 6)58

Investigating the Effect of Light Intensity on Photosynthesis (STEM 3.0) (Topic 7)62

Modeling Photosynthesis and Cellular Respiration in Cells (STEM 3.0)68

Carbon Cycle Game (STEM 2.0) (Topic 8).74

Scale of the Universe Modeling Activity (STEM 4.0) (Topic 9)89

Star Bright Apparent Magnitude Lab (STEM 3.0) (Topic 10)101

Star Classification (STEM 4.0)104

The Martian Sun-Times (STEM 4.0) (Topic 11)109

Space Travel Tour Agency (STEM 3.0)115

What Causes the Seasons? (STEM 2.0) (Topic 12)118

ADDITIONAL RESOURCES

Density of Blocks (STEM 2.0) ...128

CSI: Following the Hard Evidence Density Lab (STEM 2.0) ....131

Mass, Volume, Density (STEM 2.0) ..125

Precipitating Bubbles (STEM 3.0).140

Greenhouse Gases in a Bottle (STEM 2.0)....147

Imaginary Alien Life-forms (STEM 2.0) (Adaptations and Punnett Square)...151

Planetary Exploration and Extreme Life Forms (STEM 4.0).159

Annually Assessed Benchmarks

Next Generation Sunshine State Standard (NGSSS)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.


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.


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.


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.

LABORATORY SAFETY

Rules:

Know the primary and secondary exit routes from the classroom.

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

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teachers permission.

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

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

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

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

Always make safety your first consideration in the laboratory.

Safety Contract:

I will:

Follow all instructions given by the teacher.

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

Carry out good housekeeping practices.

Know where to get help fast.

Know the location of the first aid and firefighting equipment.

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

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

Student Signature: ____________________________Date: ___________________

Parent Signature: _____________________________Date: ___________________

Pre-Lab Safety Worksheet and Approval Form

This form must be completed with the teachers 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: ____________________ Date: ________PLEASE PRINT

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.

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

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

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

Record all observations.

Include color changes, solubility changes, whether heat was released or absorbed, etc.

Results:

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

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

Conclusion and Evaluation:

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

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?

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 Name: ____________________________Date: ______________Period: ______

Experimental Design Diagram

This form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test Variable

(Independent Variable)

Number of Tests:

Subdivide this box to specify each variety.

Control Test:

# of Trials per Test:

Outcome Variable

(Dependent Variable)

Controlled Variables

1.

2.

3.

4.

5.

6.

EXPERIMENTAL DESIGN DIAGRAM HINTS

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

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

Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............, then...........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. Its also known as the dependent variable, OV. (I dont know the measurement of the OV before doing the experiment.) You may have more than one OV.

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

ENGINEERING DESIGN PROCESS

Step 1

Identify the Need or Problem

Step 3

Develop Possible Solution(s)

Step 2

Research the Need or Problem

Step 6

Test and Evaluate the Solution(s)

Step 7

Communicate the Solution(s)

Step 8

Redesign

Step 5

Construct a Prototype

Step 4

Select the Best Possible Solution(s)

1. Identify the need or problem

2. Research the need or problem

a. Examine current state of the issue and current solutions

b. Explore other options via the internet, library, interviews, etc.

c. Determine design criteria

3. Develop possible solution(s)

a. Brainstorm possible solutions

b. Draw on mathematics and science

c. Articulate the possible solutions in two and three dimensions

d. Refine the possible solutions

4. Select the best possible solution(s)

a. Determine which solution(s) best meet(s) the original requirements

5. Construct a prototype

a. Model the selected solution(s) in two and three dimensions

6. Test and evaluate the solution(s)

a. Does it work?

b. Does it meet the original design constraints?

7. Communicate the solution(s)

a. Make an engineering presentation that includes a discussion of how the solution(s) best meet(s) the needs of the initial problem, opportunity, or need

b. Discuss societal impact and tradeoffs of the solution(s)

8. Redesign

a. Overhaul the solution(s) based on information gathered during the tests and presentation

Source(s): Massachusetts Department of Elementary and Secondary Education

Student

EL8_2017M-DCPS Department of Science 3

CONCLUSION WRITING

Claim, Evidence and Reasoning

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

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

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

Appropriate

Accurate

Sufficient

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

Base Explanation Rubric

Component

Level

0

1

2

Claim

A conclusion that answers the original question.

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

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

Evidence

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

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

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

Provides appropriate and sufficient evidence to support claim.

Reasoning

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

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

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

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

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

Source(s): Massachusetts Department of Elementary and Secondary Education

Student

PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC

Score 4

Score 3

Score 2

Score 1

Score 0

Purpose

Students demonstrate outstanding understanding of the problem, criteria, and constraints.

Students demonstrate adequate understanding of the problem, criteria, and constraints.

Students demonstrate minimal understanding of the problem, criteria, and constraints.

Student understanding of the problem, criteria, and constraints in inadequate or unclear.

Student understanding of the problem, criteria, and constraints is not evident or not recorded.

Brainstorm

Student uses prior knowledge and lesson content knowledge to brainstorm a clear, focused idea(s).

Idea(s) selected from brainstorming are excellently aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge to brainstorm a clear, focused 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.

Design/Plan

Student proposes and designs a plan that excellently aligns with the criteria, constraints, and intent of the problem.

Design sketch is complete and includes exceptional, relevant details that will be referenced when building the solution to the problem.

Student proposes and designs a plan that adequately aligns with the criteria, constraints, and intent of the problem.

Design sketch is complete and includes details that will be referenced when building the solution to the problem.

Student proposes and designs a plan that minimally aligns with the criteria, constraints, and intent of the problem.

Design sketch is complete and a clear connection is not readily apparent without explanation.

Student proposes and designs a plan that does not align with the criteria, constraints, and intent of the problem.

Design sketch is impractical and/or connection to the problem is inadequate or unclear.

Design plan is not completed by the student or no plan is evident or recorded.

Create/Build a Working Model

Student builds a working model that excellently aligns with the criteria, constraints, and intent of the problem.

The working model can be tested using appropriate tools, materials and resources.

Student builds a working model that adequately aligns with the criteria, constraints, and intent of the problem.

The working model can be tested using appropriate tools, materials and resources.

Student builds a working model that minimally aligns with the criteria, constraints, and intent of the problem.

The working model can be tested using modified tools, materials and resources.

Student builds a working model that does not align with the criteria, constraints, and intent of the problem.

The working model can be tested using modified tools, materials and resources OR completed working model cannot be tested.

Working model is not built.

Test and Redesign

Student tests the working models effectiveness to solve the problem. Accurate and detailed records are collected and an analysis of data is present.

Student tests the working models effectiveness to solve the problem. Adequate records are collected and an analysis of data is present.

Student tests the working models effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present.

Student tests the working models effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present.

Testing is not performed due to an inability to test based on the quality of the working model, there is no working model to test, or no testing is evident or recorded.

PROJECT BASED STEM ACTIVITY (PBSA) RUBRIC

Score 4

Score 3

Score 2

Score 1

Score 0

Budget (if applicable)

Student record of budget is exceptionally clear and complete. Students were on or under budget.

Student record of budget is exceptionally clear and complete. Students were over budget, but less than 10% over.

Student record of budget is clear and complete. OR the student went 10% or more over budget.

Student record of budget is unclear or incomplete. OR the student went 15% or more over budget.

Student did not include a record of the budget or it is not evident.

Production

Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete.

Or no data was used to support statement.

Student does not provide reasoning for why the project is ready for production or use or this is not evident.

Discuss and Share

Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.

Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.

Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates.

Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited.

Student does not participate in project discussion with judge.

Construct viable arguments.

Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student inadequately communicates findings, or analysis of data is present, but flawed.

Student does not participate in project discussion with judge.

Project: _______________________________ Score: ______________

Name: ____________________________________Date: ___________Period: ______

Scientific Method / Thermal Conductivity

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. (Also assesses SC.8.P.8.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)

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

Purpose

Students will identify how thermal energy moves through different types of material.

Students will apply the principles of experimental design and collect data.

Problem Statement / Research Question

How does the type of material affect its thermal conductivity? (Physical property).

Materials (per group)

Large Beaker (1)

Styrofoam Cups (4)

Goggles (each student)

Density Cubes

Acrylic, Steel, Oak, Aluminum

Thermometers (4)

Tongs (or large tweezers)

Hot Plate

Water

Experiment Procedure

Fill large beaker with approx. 500 ml water place on hot plate with dial on medium heat setting.

Place density cubes inside beaker for 5 minutes.

Remove beaker from hot plate.

Label each Styrofoam cup A B C D

Pour 100ml of room temperature water in each cup.

Place cubes in cups as follows: A (Acrylic), B(steel), C(Oak), and D(Aluminum).

Wait for 5 minutes, then take cubes out with tongs.

Be careful taking the cubes out of cups.

Carefully feel the different temperatures of each cube with back side of your hand.

Take temperature of cups with cubes every 2 minutes for 6 minutes and record.

Data Collection

Materials in cup

Initial Temp water 0 C

2 min Temp water 0 C



Avg. Temp water 0 C

A Acrylic

B Steel

C Oak

D Aluminum

Data Graph

Legend:

Test/Independent Variable (IV): Type of Material

=Cup A Acrylic =Cup C Oak

=Cup B Steel =Cup D Aluminum

Outcome/Dependent Variable: Temperature of the water (0 C)

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.)

SSA CONNECTION

1. Andy wants to know if heavier carts roll down a ramp faster than lighter carts. He has some carts with big wheels, others with small wheels, and wooden blocks to vary the carts' weight. Each block weighs the same, and he'll use the same ramp for each trial. Which three carts would be best for Andy's experiment?

A. A, B, and D

B. A, C, and E

C. C, E, and F

D. B, C, and D

2. A student conducts an experiment in which she drops objects, each with a different mass, all from the same height. She uses a stopwatch and records the time it takes for each object to hit the ground. Which of the following is the independent variable in her experiment?

A. Time the object travels

B. Height at which object is dropped

C. Mass of the object

D. Stopwatch used

3. When conducting an experiment, which of the following is most important in getting valid results?

A. Technology needs to be used to determine the results.

B. An unbiased observer must witness the experiment.

C. The outcome needs to be controlled.

D. Only one variable must be changed during the experiment.

4. Mrs. Aldaco added a room-temperature copper (Cu) cube and an aluminum (Al) cube that she just removed from the freezer to a beaker of boiling water.

She left the cubes in the water for three hours. Which of the following describes a heat flow that took place during those three hours?

A. from the aluminum cube to the beaker

B. from the copper cube to the boiling water

C. from the aluminum cube to the copper cube

D. from the boiling water to the aluminum cube

5. Frank is comparing the quality of popcorn kept in the freezer to popcorn kept in a cabinet. He put one jar of popcorn in the freezer and another in a cabinet. After a month, he put 100 kernels from each jar in separate paper bags. He popped both separately in the microwave on high for 2 minutes. After counting the un-popped kernels in each bag, he repeated his experiment three times. From his results below, Frank can conclude that

A. Freezer popcorn should be cooked longer.

B. Room temperature popcorn has more popped kernels.

C. Freezer popcorn gets too dried out to pop well.

D. The humidity is higher at room temperature than in the freezer

Name: ____________________________________Date: ___________Period: ______

WHATS THE MATTER? INQUIRY LAB

(STEM 2.0)


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.

Watch the following video with instructions provided by your teacher:

Study Jams-Properties of Matter

Problem Statement / Research Question: How are physical properties used to identify and isolate a specific substance?

Separating Matter

Materials (per group):

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

Coffee Filter

Magnets

Hot Plate

Beaker

Graduated Cylinder

Triple Beam Balance

Thermometer

Purpose: You will design your own method to separate the mystery mixture based on physical properties of each substance

Observations:1. What substances do you think are in the mystery mixture? Explain your reasoning.

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

Scientific Question:

Procedures:

Separating Matter Data Table 1

Material

Physical Property used to separate from mixture

Explanation

Sugar

Sand

Wood

Iron

Analysis Questions

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

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

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

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

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

WHATS 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)


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

SSA CONNECTION

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

Name: ____________________________________Date: ___________Period: ______

CRIME SCENE DENSITY LAB


SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose

You will describe density and/or calculate and compare the densities of various materials using the materials' masses and volumes.

You will classify and/or compare substances based on their physical properties and/or explain that these properties are independent of the amount of the sample.

Problem Statement/Research Question:

How can the physical properties of a substance be used to identify the substance and does the size of a sample of a substance change the physical properties of that substance?

Materials Needed:

Triple Beam Balance/Electronic Balances

Graduated Cylinder

Small pieces of metals

Plantation Middle School Police Department

Plantation, Florida

MEMORANDUM

FROM:Det. J. Ruiz

TO:Crime Lab

DATE:October 1, 2013

RE:Break in at PLMS

----------------------------------------------------------------

Attached hereto is the file for a crime, which recently occurred at PLMS.

Also transmitted is an evidence folder containing part of a metal pipe found at the crime scene.

We are requesting that the crime lab do an analysis of the metal pipe to see if it can be connected to any of our suspects. Information about the suspects is contained in the folder.

Once you have completed your analysis, please return the folder completed Evidence Analysis Report.


Plantation, Florida

Incident Report No: 9005217

Incident Date: September 30, 2013

Case Title:Location:Apt/Unit #

State of Florida vs. Plantation Middle Room 549

Unknown6600 West Sunrise Blvd.

Date/Time Reported:Date/Time Occurred

10/01/2013 @ 07:48 A.M.Between 09/30/2013 @ 4:45 P.M.

and 10/01/2013 @ 7:45 A.M.

Incident Type/Offense:Reporting Officer:Supervising Officer:

Burglary (F.S. 810.02)Det. J. RuizCapt. B. Walker, Jr

Victim Name:Sex:Race:DOB:Address:

Mr. FischerMaleWhite03/15/1963123 Main Street

Lauderhill, FL

Defendant Name:Sex:Race:DOB:Address:

Unknown

Witnesses Sex:Race:DOB:Address:

Narrative:

On October 1, 2013 @ 7:48 A.M., a report of a break in was received at police headquarters, and I was dispatched to the scene. Upon my arrival at Plantation Middle School, a science teacher, Mr. Fischer, who reported that his classroom had been broken into, greeted me.

Mr. Fischer advised me that he had left school at approximately 4:45 P.M. on September 30th, and that he locked the classroom door and an interior closet door prior to his departure. Upon arriving to school at approximately 7:45 A.M. this morning, he discovered that his classroom door window had been broken and that somebody had pried open the door to a storage cabinet. Approximately $1,500.00 of lab equipment and supplies was stolen from the cabinet.

Upon inspection of the crime scene, it appears that the classroom window, which has a wire safety mesh, was smashed with a metal pipe. A small piece of pipe was found on the floor under the front table and has been submitted to the crime lab for analysis. A number of potential suspects have been identified. Information on each of them is included in this file.


Plantation, Florida

EVIDENCE ANALYSIS REPORT

Part 1: Density of Evidence from Crime Scene

Evidence

Mass

Volume

Density

Part 2: Density of Possible Metals in Pipe

Metal

Mass

Volume

Density

Steel

Copper

Bronze

Part 3: Analysis of Data

A. Which suspect do you believe committed the crime? _________________________

B. What evidence do you have to support this claim? ___________________________

______________________________________________________________________

______________________________________________________________________

C. Explain how the evidence supports the claim. _______________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Complete the Claim-Evidence-Reasoning (CER)

Problem Statement/Research Questions:

How can the physical properties of a substance be used to identify the substance and does the size of a sample of a substance change the physical properties of that substance?



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

SSA CONNECTION

1. 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

2. A rock was dropped into water in a graduated cylinder. What is the correct volume of the rock?

A. 25 mL

B. 40 mL

C. 65 mL

D. 105 mL

3. Sam is conducting experiments on samples of pure copper (Cu). While collecting data, he records both physical and chemical properties of the metal. Which of the following is dependent on the amount of Cu in the sample?

A. electrical conductivity

B. density

C. mass

D. melting point


Plantation, Florida

Offender Detail Information Sheet

Name: George E. Silversmith, III

DOB: November 16, 1972

Last Known Address: 3461 N.W. 103 Terr, Plantation, FL

Prior Offense:County:Sentence Date:Release Date:

1. BurglaryNassau07/24/198908/15/1992

2. Possession ofDade12/21/199703/26/2000

Stolen Property

3. Possession ofDade12/21/199703/26/2000

Burglary Tools

4. Burglary Broward05/09/200806/09/2012

Reason for Suspicion:

George E. Silversmith, III, is a career criminal who has a prior history of burglaries.

He was apprehended two blocks away from the crime scene. At the time of his apprehension, he was carrying a toolbox. Inside the toolbox were a variety of tools, including a broken steel pipe painted black.

Mr. Silversmith claims that he is innocent and that he was just walking home from a neighbors house where he was helping his neighbor fix a sink. The neighbor confirmed that Mr. Silversmith helped him fix the sink, but stated that Mr. Silversmith did not arrive until 8:00 A.M., even though he was supposed to be there at 6:30 A.M. Mr. Silversmith has no alibi for where he was prior to 8:00 A.M.


Plantation, Florida


Name: Little Lady

DOB: April 7, 1970

Last Known Address: 8953 N.W. 19th Street,

Ft. Lauderdale, FL


1. Petty Theft Duval08/29/199106/25/1995

2. Possession ofBroward03/04/199804/21/2000

Stolen Property

3. BurglaryBroward02/12/200111/16/2005

4. BurglaryBroward12/21/200709/15/2012

Reason For Suspicion:

Little Lady has a long history of thefts and burglaries dating back to 1991.

She was apprehended less than a block away from the crime scene walking down Sunrise Blvd. She claimed her car had run out of gas and she was walking to the gas station.

When the police escorted her back to her car, they saw a broken metal pipe on the back seat of her car. Analysis of the pipe material indicates that it is made of brass and painted black.

Little Lady denies that she broke into the school. She claims she is a victim of circumstances, and that she was just unlucky that she ran out of gas near the school.


Plantation, Florida


Name: Joe E. Plumber

DOB: February 13, 1973

Last Known Address: 2743 Broward Blvd.

Plantation, FL


1. RobberyDade03/02/04 04/04/05

2. Theft of ServicesDade06/26/05 06/30/06

3. BurglaryBroward08/31/06 05/03/12

4. Possession ofBroward08/31/06 05/03/12

Stolen Property

5. Possession ofBroward08/31/06 05/03/12

Burglary Tools

Reason for Suspicion:

Joe E. Plumber started his work life as an honest plumber, but things took a turn for the worse shortly after his 31st birthday. Unhappy that he didnt get any presents, he went out and committed his first robbery. Shortly after his release from jail in 2005 he was convicted of theft of services, followed by a burglary conviction in 2006.

Mr. Plumber was found a block from the school in his plumbing van. He claimed he was waiting for a homeowner who had called about repair work, but the owner of the house in question denies that he called a plumber.

As Mr. Plumber was driving a plumbing van, it was naturally filled with various size copper pipes. A few of those copper pipes were painted black.

Name: ____________________________________Date: ___________Period: ______

PHYSICAL & CHEMICAL CHANGES IN MATTER

(STEM 3.0)


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?

Materials (Per group):

Beakers (2)

Test tubes (6)

Test tube rack

Thermometer

Stirrers

Water

Milk

Vinegar

Cabbage Juice (phenol red)

Baking Soda

Calcium Chloride

(Damp Rid)

250ml Beaker

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, spoonful of calcium carbonate in test tube 4, and 5mL of milk in test tube 5.

Observation Table:

Substance

Record Observations

Physical or Chemical Change?

Temp. Before

Temp. After

1

Water

2

Vinegar

3

Baking Soda

4

Calcium Carbonate

5

Milk

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?



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:

Student

EL8_2017M-DCPS Department of Science 20

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. freezing water to make ice

B. boiling water to make steam

C. making salt water from salt and water

D. separating water into hydrogen and oxygen

3. Which of the following events involves a chemical change?

A. A cake rises in the oven.

B. Salt is dissolved in warm water.

C. A pencil is broken into two pieces.

D. Sandy water is filtered to extract the sand from the water.

4. Which of the flowing is an example of a chemical change?

A. A rock breaks into pebbles.

B. Wood burns and becomes charcoal.

C. Water boils and changes from a liquid to a gas.

D. Dry ice (solid carbon dioxide) sublimes into carbon dioxide gas

Geologists develop weapons to combat that sinkhole feeling

By Alexandra Witze April 15, 2013

https://www.sciencenews.org/article/geologists-develop-weapons-combat-sinkhole-feeling

What do five Porsches, several Kentucky thoroughbreds and a three-story building in Guatemala City have in common? Theyve all been swallowed by sinkholes.

Sadly, the sudden cave-ins sometimes claim peoples lives as well. On February 28 the earth opened up underneath the Seffner, Fla., bedroom of Jeff Bush, entombing him. The freak accident highlighted Floridas vulnerability to sinkholes, and the seemingly sheer randomness of death by earth.

But geologists are fighting back. The battle isnt just one man versus the ground; its science versus societys tendency to put structures in harms way.

Sinkholes are just one manifestation of a much larger geographic phenomenon known as karst. Youve seen karst landscapes if youve 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, dolomiteand 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 troublebecause 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 thembut 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 stateor what it calls subsidence incidents, as most have not been checked by a professional engineer.

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 planets 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 cant 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

Name: ____________________________________Date: ___________Period: ______

CONSERVATION OF MASS

(STEM 3.0)

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.)

Background information:

The Law of Conservation of Mass states that when matter goes through a physical or chemical change, the amount of matter stays the same before and after the changes occur. In other words, matter cannot be created or destroyed.

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

Student

Graduated Cylinder

Erlenmeyer Flask

Balloon

Baking Soda

Stopper

Triple Beam Balance or electronic scale

Spoon

Vinegar

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.


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 =


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 Sodium + Water + Carbon

Soda 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?

Name: ____________________________________Date: ___________Period: ______


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.

Name: ____________________________________Date: ___________Period: ______


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. The mass will stay the same.

B. The mass will increase.

C. The mass will decrease.

D. 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.

Name: ____________________________________Date: ___________Period: ______

ATOMIC MODELING

(STEM 2.0)


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)

Background Information:

Atoms are the smallest unit of an element. Atoms consist of three kinds of sub-atomic particles: protons, neutrons, and electrons. Protons are positively charged and are in the center, or nucleus of the atom. Neutrons have no charge and are also located in the nucleus. Electrons are negatively charged and orbit the nucleus in several bands, or energy levels. Protons and neutrons are about equal in mass (neutrons are slightly more massive), while electrons are about one thousandth the mass of a proton or neutron.

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.

view carbon atoms at this link Project the image Pencil Zoom.

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.

Object

Particle Motion

Element

Atomic Model

State: _______

Helium

Protons: 2

Neutrons: 2

Electrons: 2

State: _______

Lithium

Protons: 3

Neutrons: 4

Electrons: 3

State: _______

Aluminum

Protons: 13

Neutrons: 14

Electrons: 13

State: _______

Oxygen

Protons: 8

Neutrons: 8

Electrons: 8

State: _______

Carbon

Protons: 6

Neutrons: 6

Electrons: 6

State: _______

Neon

Protons: 10

Neutrons: 10

Electrons: 10

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.

ATOMIC MODELING

Research Question: How does atomic structure relate to the information on the periodic table?



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

SSA ConnectionSC.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

Student

D. As the particle energy of matter increases, the motion of atoms remains unchanged

Name: ____________________________________Date: ___________Period: ______

PERIODIC TABLE OF ELEMENTS

(STEM 2.0)

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)

Background Information:

The atomic number is the number of protons in the atom. The atomic number also determines the element. For example, all oxygen atoms have 8 protons, while all gold atoms have 79 protons. The number of protons an element has is equal to the same number of electrons. The mass number is the sum of protons and neutrons. Atoms of the same element with varying numbers of neutrons are called isotopes. Elements are grouped in the periodic table according to similarities of their properties.

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

Documents

Purpose - science.dadeschools.netscience.dadeschools.net/middleSchool/documents/esse… · Web viewStudents should support their own written claims with appropriate justification