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Miami-Dade County Public SchoolsDivision of Academics

RequiredESSENTIAL

Laboratory Activities

For the Middle SchoolM/J Comprehensive Science 2

REVISED July 2015

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-MindingallMs. Susie V. Castillo

Dr. Wilbert “Tee” HollowayDr. Martin Karp

Ms. Lubby NavarroMs. Raquel A. RegaladoDr. Marta Pérez Wurtz

Mr. Logan Schroeder-StephensStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de ArmasAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

Table of ContentsIntroduction....................................................................................................................................5

Materials List..................................................................................................................................6

Next Generation Sunshine State Standards..................................................................................9

Lab Roles and Their Descriptions................................................................................................11

Laboratory Safety and Contract...................................................................................................12

Pre-Lab Safety Worksheet and Approval Form...........................................................................13

Parts of a Lab Report...................................................................................................................14

Experimental Design Diagram.....................................................................................................16

Engineering Design Process.......................................................................................................18

Conclusion Writing.......................................................................................................................19

Project Based STEM Activity (PBSA) Rubric...............................................................................20

Essential Labs and STEM ActivitiesThe Great Tomato Race (Topic 1)..............................................................................................22

Temperature Changes Everything (Topic 2)................................................................................29

Chemical Change in a Bag (Topic 2)...........................................................................................36

Keeping Out the Heat..................................................................................................................44

Stations: Energy Transformations (Topic 3)................................................................................47

Power, Work and the Waterwheel...............................................................................................54

Solar Energy vs. Color (Topic 4)..................................................................................................59

Wave Speed & Literature Connection: Rogue Waves (Topic 5).................................................66

Laser Target – Saving the Earth..................................................................................................79

Seven Earth Layer Density Column (Topic 6)............................................................................82

Density Driven Fluid Flow (Topic 7).............................................................................................92

Standing Through an Earthquake................................................................................................98

Crayon Rock Cycle (Topic 8).....................................................................................................101

Water Filtration..........................................................................................................................109

Fossils and Law of Superposition (Topic 9)...............................................................................112

Becoming Whales: Fossil Records (Topic 10)...........................................................................123

Moth Catcher(Topic 10).............................................................................................................135

Bird Beak Adaptations(Topic 11)...............................................................................................142

Beak Design ...........................................................................................................................149

Everglades Biodiversity(Topic 12)............................................................................................154

Modeling Limiting Factors..........................................................................................................163

Cleaning Up an Oil Spill(Topic 13)............................................................................................166

GMO’s Offspring(Topic 14)........................................................................................................1733

Perfect Baby(Topic 15)..............................................................................................................181

Calculating Grandchildren.........................................................................................................186

Additional Lab ActivitiesIncomplete Dominance Lab (Advanced)....................................................................................191

Energy Pipeline..........................................................................................................................198

Water and Air Acidification ........................................................................................................202

Human Variations......................................................................................................................210

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Introduction

The purpose of this packet is to provide the M/J Comprehensive Science 2 teachers with a list of basic laboratory and hands-on activities that students should experience in class. Each activity is aligned with the M/J Comprehensive Science 2 Curriculum Guide and the Next Generation Sunshine State Standards (NGSSS). Emphasis should be placed on those activities that are aligned to the Annually Assessed benchmarks, which are consistently assessed in the Florida Comprehensive Assessment Test 2.0 (FCAT 2.0).

All hands-on activities were designed to cover most concepts found in M/J Comprehensive Science 2. In some cases, more than one lab was included to cover a specific benchmark. In most cases, the activities were designed as simple as possible without the use of advanced technological equipment to make it possible for all teachers to use these activities. All activities and supplements (i.e., Parts of a Lab Report) should be modified, if necessary, to fit the needs of an individual class and/or student ability.

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

Acknowledgement:

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

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

The Great Tomato RaceTopic I: Practice of Science & HeatPage: 20

Ketchup (3 packets or 3 bottles may be shared)

one paper plate,

one metric ruler, one stopwatch, beaker or bowl with warm water beaker or bowl with ice water beaker or bowl with room temperature

water pen or pencil

Temperature Changes EverythingTopic II: Heat EnergyPage: 27

one small party balloon one small bottle/flask hot plate/bunsen burner balance safety goggles oven mitt.

Chemical Change in a BagTopic II: Heat Energy Page: 35

4 ziploc bags 2 tbsp. sodium hydrogen carbonate 2 plastic spoons 1 test tube 1 0° - 100° C thermometer 30 mL indicator solution (phenol red

or phenolphthalein) 2 tbsp. calcium chloride safety goggles

Substitute materials 2 tbsp. Damp Rid (calcium carbonate) 2 tbsp. baking soda 1 small paper cup 30 mL red cabbage juice

Materials for teacher’s demonstration: Matches and wooden splintStations: Energy TransformationsTopic III: Conservation of Energy & Energy TransformationsPage: 44

Wire Wax Batteries Small Pan Battery Holders Rubber Ball Light bulb sockets Ruler Small light bulbs Mini Fans Solar cells Hot plate

Materials (Cont.)

Solar Energy vs. Color6

Topic IV:Electromagnetic SpectrumPage: 52

pieces of construction paper (recommended size 12cm by 16cm).

Construction paper : suggested colors- white, black, gray, brown

stop watch Celsius thermometers safety goggles tape

Wave SpeedTopic V Properties of WavesPage: 60

2-Liter clear plastic bottles with cap (remove label)

stop watch

Grease pencil/permanent marker Metric ruler Water Oil Eye protection

Seven Earth Layer Density ColumnTopic VI Layers of EarthPage: 74

Light Karo syrup Water Vegetable oil Dawn dish soap (blue) Rubbing alcohol Lamp oil Honey Graduated cylinder Food Coloring or True Color Coloring

Tablets Food baster

Density Driven Fluid FlowTopic VII Plate TectonicsPage: 84

(2) opaque, shoe-box sized plastic container

(2) large test tube

test tube rack salt plastic spoon or stirring rod (plastic

straws will work here) rubber cork (to fit the top of the test

tube; your thumb can serve as an alternate)

food coloring safety goggles

Materials (Cont.)

Crayon Rock CycleTopic VIII- Rock Cycle and Processes that Shape Earth’s SurfacePage: 91

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1 penny per student 2 crayons per student 2 paper plates per group 1 Styrofoam cup per group 2 large sheets of large/heavy text

book Newspaper sheets to cover work

area Boiling water

Fossils and the Law of SuperpositionTopic IX- Age of Earth/ Geological TimePage: 99

Pencils Handouts: Colored Pencils -Nonsense Cards Set A Drawing Paper -Fossils Cards Set B (1) Cardstock -Fossils Cards Set B (2)

Becoming Whales: Fossil RecordsTopic X- Evidence of Species ChangePage: 111

Handouts Scissors

Moth CatcherTopic X- Evidence of Species ChangePage: 124

Tape Scissors Crayons and/or markers Drawing Paper

Bird Beak AdaptationTopic XI- Natural SelectionPage: 132

Red beans Black beans Brown beans (Chick peas or

Garbanzos) Chop Sticks

Tweezers Fork Broken Fork Spoon Plastic cup Alternative Materials - large binder clip,

paper clips, toothpicks, dried macaroni

Materials (Cont.)

Everglades BiodiversityTopic: XII- Relationships in EcosystemsPage: 140

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http://www.uen.org/Lessonplan/downloadFile.cgi?file=16319-2-22434-nonsense_cards_a.pdf&filename=nonsense_cards_a.pdf

Everglades Biodiversity Reading Butcher paper or poster paper Everglades Biodiversity Organism

Pictures Colored pencils / Markers

Cleaning Up an Oil SpillTopic XIII- Human Impact on EarthPage: 149

container or 4 wide rimed containers per group that fits over 2500ml of water

4 table spoons of vegetable oil

1-3 drops of food coloring 2 sponges 2 - 4 cotton balls 2 paper towel pieces Dish soap

GMO’s OffspringTopic XIV- DNA, Chromosomes, and HeredityPage: 156

Lab Sheet Colored Pencils

Perfect Parents=Perfect BabiesTopic XV- Genetic Traits and HeredityPage: 164

Lab Sheet Colored Pencils

Additional Lab Resource Materials Not Listed. Please see individual lab resources for additional materials needed.

Incomplete Dominance (Advanced) Page 170 Energy Pipeline Page 175 Water & Air Acidification Page 182 Human Variation Page 191

Grade 7 Science Next Generation Sunshine State Standards Benchmarks included in Essential Labs

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SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation 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. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 1: Recall)

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. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. (Assessed as SC.7.N.2.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. (Assessed as SC.6.N.2.2) (Cognitive Complexity: Level 1: Recall)

SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

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. (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

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SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. (Assessed as SC.7.P.10.3) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.P.10.3 The student recognizes that light waves, sound waves and other waves move at different speeds in different materials. (AA) (Cognitive Complexity: Level 1: Recall)

SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. (Cognitive Complexity: Level 1: Recall)

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

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

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. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. (Assessed as SC.7.L.15.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

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

SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)(AA)= Annually Assessed Benchmarks

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

Project Director (PD)The project director is responsible for the group.Roles and responsibilities:

Reads directions to the group Keeps group on task Is the only group member allowed to

talk to the teacher Shares summary of group work and

results with the class

Materials Manager (MM)The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.Roles and responsibilities:

The only person allowed to be out of his/her seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the

lab to the designated area

Technical Manager (TM)The technical manager is in charge of recording all data.Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final

summaries Assists with conducting the lab

procedures Assists with the cleanup

Safety Director (SD)The safety director is responsible for enforcing all safety rules and conducting the lab.Roles and responsibilities:

Assists the PD with keeping the group on-task

Conducts lab procedures Reports any accident to the teacher Keeps track of time Assists the MM as needed.

When assigning lab groups, various factors need to be taken in consideration; Always assign the group members, preferably trying to combine in each group a

variety of skills. Evaluate the groups constantly and observe if they are on-task and if the members

of the group support each other in a positive way. Once you realize that a group is not working to expectations, re-assign the members to another group.

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Laboratory Safety

Rules:

Know the primary and secondary exit routes from the classroom.

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

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teacher’s permission.

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

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

Wear appropriate clothing, proper footwear, and eye protection.

Report to the teachers all accidents and possible hazards.

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’s Signature:____________________________ Date: ___________________

Parent’s Signature: Date: ___________________

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Pre-Lab Safety Worksheet and Approval FormThis form must be completed with the teacher’s collaboration before the lab.

Student Researcher Name: _______________________________________Period # ______Title of Experiment: ___________________________________________________________

Place a check mark in front of each true statement below: 1. I have reviewed the safety rules and guidelines.2. This lab activity involves one or more of the following: Human subjects (Permission from participants required. Subjects must indicate

willingness to participate by signing this form below.) Vertebrate Animals (requires an additional form) Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA, tissues, including blood or blood products, all require an additional form.) Hazardous chemicals (such as: strong acids or bases) Hazardous devices (such as: sharp objects or electrical equipment) Potentially Hazardous Activities (such as: heating liquids or using flames)3. I understand the possible risks and ethical considerations/concerns involved in this experiment.4. I have completed an Experimental/Engineering Design Diagram.

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

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

B. What are the safety concerns with this lab that were explained by your teacher? How will you address them?

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

D. What ethical concerns related to this lab do you have? How will you address them?

Student Researcher’s Signature/Date: Teacher Approval Signature:

____________________________________ ______________________________

Human Subjects’ Agreement to Participate:

_______________________________ ____________________________Printed Name/Signature/Date Printed Name/Signature/Date

__________________________________ ________________________________Printed Name/Signature/Date Printed Name/Signature/Date

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Parts of a Lab ReportA 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 while conducting the experiment.

Problem Statement:Identify the research question/problem and state it clearly in the form of a question.

Potential Hypothesis (es): State the hypothesis carefully. Do not just guess, but also 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. o If (state the test variable (independent variable) is (choose an action), then (state the

outcome variable (dependent variable) will (choose an action).Materials:

Record precise details of all equipment used.o For example: a balance that measures with an accuracy of +/- 0.001 g.

Record precise formulas and amounts of any chemicals usedo For example: 5 g of CuSO4

or 5 mL H2O Procedure:

1 Do not copy the procedures from the lab manual or handout.2 Summarize the procedures in sequential order; be sure to include critical steps.3 Give accurate and concise details about the apparatus and materials used.

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): the factor that can be changed by the

investigator (the cause).2. Outcome variable (dependent variable): the observable factor of an investigation that

is the result or what happened when the test variable (independent variable) was changed.

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

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

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.

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If using a graph, make sure that the graph has a title, each axis is labeled clearly, and the correct scale is chosen to utilize most of the graph space.Record qualitative observations. Also list the environmental conditions.

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

Results:1 Ensure that you have recorded your data correctly to produce accurate results.2 Include any errors or uncertainties that 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 or state the purpose of the experiment.

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 discuss the major findings of the experiment using data.4. How did your findings compare with other researchers?

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

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

iii) 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: Conclusion5. What possible explanations can you offer for your findings?

a) Evaluate your method.b) State any procedural or measurement errors that were made.

6. What recommendations do you have for further study and for improving the experiment?a) Comment on the limitations of the method chosen.b) Suggest how the method chosen could be improved to obtain more accurate and

reliable results.7. What are some possible applications of the experiment?

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

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Name: _____________________________________ Date: _____________________________Period: _____

Experimental Design DiagramThis form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test variable (TV) or (Independent variable) (IV)Number of Tests:Subdivide this box to specify each variety.Control Test:

# of Trials per Test:Outcome Variable (OV)or Dependent Variable (DV)Controlled Variables or VariablesHeldConstant

1.

2.

3.

4.

5.

6.

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Experimental Design Diagram Hints:

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

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

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

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

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

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

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

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

Outcome Variable(s) (OV): This is the result that you observe, measure and record during the experiment. It’s also known as the dependent variable, DV. (I don’t know the measurement of the OV before doing the experiment.) You may have more than one OV.

Controlled Variables or Variables Held Constant: 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

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differences in the results. Examples of Controlled Variables: Same experimenter, same place, time, environmental conditions, same measuring tools, and same techniques.

ENGINEERING DESIGN PROCESS

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

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Step 4Select the Best

Possible Solution(s)Step 5

Construct a Prototype

Step 8Redesign

Step 7Communicate the Solution(s)

Step 6Test and Evaluate

the Solution(s)

Step 2Research the

Need or Problem

Step 3Develop Possible

Solution(s)

Step 1Identify the

Need or Problem

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

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

Claim, Evidence and ReasoningStudents 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. 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’ views 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 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 RubricComponent Level

0 1 2Claim - 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.

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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.

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Project: _______________________________ Score: _________________Project Based STEM Activity (PBSA) Rubric

Score 4 Score 3 Score 2 Score 1 Score 0

Purp

ose 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.

Bra

inst

orm

Student uses prior knowledge and lesson content knowledge to brainstorm a clear, focused idea(s). Idea(s) selected from brainstorming are excellently

aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge

to brainstorm a clear, focused idea(s Idea(s) selected from

brainstorming are adequately aligned to the intent of the

problem.

Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are minimally aligned to the intent of

the problem and a clear connection is not readily

apparent without explanation.

Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are impractical for the intent of the

problem and/or connection to the problem is inadequate or

unclear.

Brainstorming idea(s) are not aligned with the intent of the

problem, no idea(s) were given by the student, or no brainstorming is evident or

recorded.

Des

ign/

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.

Cre

ate/

Bui

ld a

W

orki

ng M

odel 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


The working model can be tested using modified tools, materials

and resources.

Student builds a working model that does not align with the


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

R

edes

ign

Student tests the working model’s effectiveness to solve

the problem. Accurate and detailed records are collected

and an analysis of data is present.

Student tests the working model’s effectiveness to solve

the problem. Adequate records are collected and an analysis of

data is present.

Student tests the working model’s effectiveness to solve the problem. Minimal records

are collected. Analysis of data is not present.

Student tests the working model’s effectiveness to solve the problem. Minimal records

are collected. Analysis of data is not present.

Testing is not performed due to an inability to test based on

the quality of the working model, there is no working

model to test, or no testing is evident or recorded.

Bud

get(i

f ap

plic

able

)

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.

22

Project: _______________________________ Score: _________________Pr

oduc

tion 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.

Dis

cuss

and

Sha

re

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.

Con

stru

ct v

iabl

e ar

gum

ents

.

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.

23

TeacherThe Great Tomato Race

Benchmarks: SC.7.N.1.4: Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment (Assessed as SC.8.N.1.1). SC.7.N.1.2: Differentiate replication (by others) from repetition (multiple trials). SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.

Purpose: To learn the components of experimental design and apply them to an experiment concerned with an “everyday phenomenon.”

Background Information: All things (known as matter) are made up of particles of atoms. These particles are not sitting still, but are actually moving, bouncing, bumping into one another and moving inside matter due to temperature. Temperature is the measure of the average kinetic energy of the movement of those particles. That movement of particles in matter is also what turns some substances into solids, liquids or gasses. In this lab, you are going to investigate a simple experiment wherein you will observe how temperature affects this particle movement in “The Great Tomato Race”.

Problem Statement: How does temperature affect movement of a material?

Prerequisites: None

Materials: Ketchup packets beaker with warm water paper plate beaker with ice water metric ruler beaker with room temperature water stopwatches pen or pencil

Procedures:Before Activity

What the teacher will do:Engage

a. Make copies of lab sheetb. Get 3 small packets of ketchup for each group OR get 3 big containers of

ketchup and have 1 chilled in ice water, 1 submerged in warm water and 1 in room temperature water.

c. Activate prior knowledge. Ask student: Have you ever had ketchup squirt out of your burger and onto your clothes? Do you have any tips on how to prevent that from happening? Could temperature play a role in allowing that ketchup to “run” more?

d. Introduce activity by telling students they will be witnessing “The Great Tomato Race”.

During Activity:

What the teacher will do:Explore

a. Read Background/ Introduction with students.b. Monitor students to make sure they are on task.

24

Teacherc. Review experimental design with students.

Lab Procedures:1. Obtain a paper plate and a ruler.2. Draw a straight line at the top of the plate (about 5-7 cm from the

top).3. Label above the line: “C” on the left, “R” in the center, and “H” on

the right. The “C” stands for cold, “R” stands for room temperature and “H” stands for hot. See the image to the right in case you are confused.

4. Complete the next procedures VERY QUICKLY.5. Obtain Ketchup (1 cold, 1 room temperature, and 1 hot).6. Quickly and carefully put 3 drops of ketchup on their respective letter.7. Quickly tilt the plate at a 45º angle for 60 seconds.8. After 60 seconds, lay the plate flat on the table and measure the distance the

ketchup traveled from the line (in centimeters).9. Record your results in column 1 and gather data from the other lab groups. Write

the information in the data table.

After Activity:

What the teacher will do:Explain and Elaborate3. Review Data Analysis and Conclusion Questions.4. Use activity to build on the next Topic: Heat and Temperature.

EvaluateStudents will write a Claim-Evidence-Reasoning paper explaining the components of experimental design and how to apply them to an experiment concerned with an “everyday phenomenon.”

Prompt to develop claim: How does temperature affect movement of a material?Make sure to talk about the evidence collected during the experiment.

FCAT Connection1. The following statements were taken from the procedures of four different

investigations.Investigation Statement

1 Pour 50 milliliters (mL) of water down four inclined surfaces.

2 Roll a marble down the ramp from a height of 10 centimeters (cm), 20 cm, and 30 cm.

3 Take the mass of five rocks separately and then determine the average mass in grams (g).

25

Teacher4 Conduct four trials of

counting the bubbles produced by a water plant for 1 minute (min) each.

The statement from which investigation is an example of repetition?A. Investigation 1B. Investigation 2C. Investigation 3D. Investigation 4

2. Why should a scientist repeat the same experiment several times before reporting the results?

A. to formulate a reliable hypothesisB. to prevent other scientists from duplicating his workC. to ensure the results are valid and did not happen by accident D. to verify that the notes taken during the experiment are accurate

3. If a scientist does an experiment but no one else can get the same results when they replicate the scientist's experiment, what does that mean?

A. We should assume everyone else did the experiment incorrectly.B. We should conclude he is a better scientist than the others.C. We should not trust the results of the original experiment. D. We should assume the notes he kept on his experiment were incomplete.

4. A group of students is designing an experiment to determine whether plants grow better with newspaper mulch or bark mulch. Each of the four students has a different idea about how to set up the experiment. Which setup is the best example of repetition?

Matt: Plant three tomato plants in pots. Use newspaper on one, bark on another, and nothing on the third.Pat: Plant 30 bean seedlings in separate pots. Use newspaper on 10, bark on 10, and nothing on 10.Ann: Put newspaper around all of the trees in Matt's yard, and bark around all of the trees in Pat's yard.Javon: Get 50 plants of different kinds, each in a separate pot. Put newspaper around 25 of them and bark around 25 of them.

A. MattB. Pat C. AnnD. Javon

ExtendA. Explore Diffusion at different temperatures (the concentration of the particles

in liquid) by dropping 3-4 drops of food coloring into a glass beaker with the 26

Teacherwarm, cold, and room temperature water. Ask the students to describe make qualitative observations on what is happening to the food coloring over a few minutes. Relate it to the movement of particles at different temperature. Use it to introduce or scaffold for Topic II- Heat & Energy.

B. Have students design an experiment testing how temperature affects other fluids.

C. Gizmo: Phase Changes & Exploration Guide

27

StudentName: ___________________________ Date: _________________ Period: ______

The Great Tomato Race

Background: All things (known as matter) are made up of particles of atoms. These particles are not sitting still, but are actually moving, bouncing, bumping into one another and moving inside matter due to temperature. Temperature is the measure of the average kinetic energy of the movement of those particles. That movement of particles in matter is also what turns some substances into solids, liquids or gasses. In this lab, you are going to investigate a simple experiment wherein you will observe how temperature affects this particle movement in “The Great Tomato Race”.

Hypothesis: Write a statement wherein you predict what will happen in a race between hot ketchup, room temperature ketchup, and cold ketchup. ____________________________________________________________________________________________________________

Problem Statement: How does temperature affect movement of a material?

Procedures:1. Obtain a paper plate and a ruler.2. Draw a straight line at the top of the plate (about 5-7 cm from the top).3. Label above the line: “C” on the left, “R” in the center, and “H” on the right. The

“C” stands for cold, “R” stands for room temperature and “H” stands for hot. See the image to the right in case you are confused.

4. Complete the next procedures VERY QUICKLY.5. Obtain Ketchup (1 cold, 1 room temperature, and 1 hot). 6. Quickly and carefully put 3 drops of ketchup on their respective letter. 7. Quickly tilt the plate at a 45º angle for 60 seconds.8. After 60 seconds, lay the plate flat on the table and measure the distance the ketchup

traveled from the line (in centimeters).9. Record your results in column 1 and gather data from the other lab groups. Write the

information in the data table.

Observations/Data:Temperature Distance Traveled (cm)

TrialsAverage Distance Traveled

(cm)1 2 3 4 5 6

ColdRoom TemperatureHot

1. To prevent ketchup from dripping out of your hamburger, what would be the best temperature to keep the ketchup? ___________________________________________________________2. In this experiment, what was the test (independent) variable? (What was purposefully changed?) ___________________________________________________________________3. In this experiment, what was the outcome (dependent) variable? (What measured change?)

28

Student____________________________________________________________________________4. What were constants (remained the same) throughout the experiment? _____________________________________________________________________________________________5. What would be the control? (What is the basis for comparison? What is “normal” temperature of ketchup?) _____________________________________________________________________________________________________________________________________________6. Why did you gather information from other groups? _____________________________________________________________________________________________________________7. Describe how this experiment can be Replicated. ______________________________________________________________________________________________________________8. Describe how this experiment is subject to Repetition. ______________________________ ____________________________________________________________________________9. How could you improve this experiment? ____________________________________________________________________________________________________________________10. According to the Law of Thermodynamics, particles in matter move depending on

temperature. Discuss how you think the particles moved in the cold ketchup, warm ketchup, and room temperature ketchup. Justify your response based on your data. ____________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: “How does temperature affect movement of a material?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

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

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

FCAT Connection1. The following statements were taken from the procedures of four different investigations.

Investigation Statement1 Pour 50 milliliters (mL)

of water down four inclined surfaces.

2 Roll a marble down the ramp from a height of 10 centimeters (cm), 20 cm, and 30 cm.

29

Student3 Take the mass of five

rocks separately and then determine the average mass in grams (g).

4 Conduct four trials of counting the bubbles produced by a water plant for 1 minute (min) each.

The statement from which investigation is an example of repetition?A. Investigation 1 B. Investigation 2 C. Investigation 3 D. Investigation 4

2. Why should a scientist repeat the same experiment several times before reporting the results?

A. to formulate a reliable hypothesisB. to prevent other scientists from duplicating his workC. to ensure the results are valid and did not happen by accident D. to verify that the notes taken during the experiment are accurate



4. A group of students is designing an experiment to determine whether plants grow better with newspaper mulch or bark mulch. Each of the four students has a different idea about how to set up the experiment. Which setup is the best example of repetition?

Matt: Plant three tomato plants in pots. Use newspaper on one, bark on another, and nothing on the third.Pat: Plant 30 bean seedlings in separate pots. Use newspaper on 10, bark on 10, and nothing on 10.Ann: Put newspaper around all of the trees in Matt's yard, and bark around all of the trees in Pat's yard.Javon: Get 50 plants of different kinds, each in a separate pot. Put newspaper around 25 of them and bark around 25 of them.

A. MattB. Pat C. AnnD. Javon

30

TeacherTEMPERATURE CHANGES EVERYTHING

Adapted from Science NetLinks Activity Sheet - Temperature Changes EverythingBenchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.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. (AA)

Purpose of the Lab/ Activity: Explain how adding or removing heat from a system may result in a change

in temperature or a change of state. Predict how heat will flow in a system i.e., from warmer to cooler until they

reach the same temperature.

Background Information:One of the most important concepts for students to understand is that temperature affects the motion of molecules. As air is warmed, the energy from the heat causes the molecules of air to move faster and farther apart. Some students may have difficulty with this concept because they lack an appreciation of the very small size of particles or may attribute macroscopic properties to particles. Students might also believe that there must be something in the space between particles. Finally, students may have difficulty in appreciating the intrinsic motion of particles in solids, liquids, and gases; and have problems in conceptualizing forces between particles. In order to clarify student thinking about molecules and their relationship to temperature, instruction has to make the molecular world understandable to students.

Problem Statement: How can adding or removing heat from a system result in a change of state?

Prerequisites: Temperature affects the motion of molecules. As air is warmed, the energy from the heat causes the molecules of air to move faster

and farther apart.

Materials: one small party balloon balance one small bottle/flask oven mitt hot plate/Bunsen burner water

Procedures: Day of Activity:Before activity:


a. Activate student’s prior knowledge by the following video.b. Play the “Behavior of Matter” interactive video for students to see how the

molecules in solids, liquids, and gas behave as heat is added or removed (http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/behaviour_of_matter/activity.shtml ).

During activity:


31

http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/behaviour_of_matter/activity.shtml



Teacher1. Form groups of 3-4 students.2. Facilitate the collection of materials by students.3. Walk about the groups as they conduct their labs. Ask higher order thinking

questions.4. Facilitate the observations and completion of data writing for the activities by

asking questions.Lab Procedures-1. Pour about 15 ml. of water into an empty glass bottle/flask.2. Calculate the mass of the bottle, water, and balloon using the balance. Record the

mass on the data table.3. Partially blow up the balloon, and then let the air out of it. Do this several times as

this helps to stretch the balloon.4. Stretch the open balloon over the top of the bottle.5. Heat the bottle until the water boils vigorously. Write down your observations of the

water and the balloon on the data table.6. Using an oven mitt, place the bottle with balloon on the balance; record the mass on

the data table.7. Allow the bottle to cool. Write down observations of the balloon and the bottle.8. Place the bottle with balloon on the balance. Record information on the data table.

AfterActivity:

What the teacher will do:Explain and ElaborateStudents can research how a hot air balloon works. They can draw a diagram of how the gas particles move and why.

a. Develop a problem statement based on the concept of heat being added or being removed from a system (think carefully of the impact of those changes on the system.)

b. State your hypothesis.c. Design an experiment to test your hypothesis.d. Carry out the experiment you designed.e. Direct the students to submit a completed lab report to your teacher.

Evaluatea. Use the “Claim, Evidence & Reasoning” rubric to defend your claims in the

conclusion.

FCAT Connection

1. Beth takes a sip of very hot soup and decides to put an ice cube in her bowl. Which best describes what happens next?

A. The cold from the ice evaporates in the air.B. Heat is destroyed as the ice melts.C. Heat from the soup flows into the ice cube.D. Cold from the ice cube flows into the soup.

2. Federico removes a metal spoon from a freezer and places it into a beaker of water that is at room temperature. Which of the following will occur?

32

TeacherA. Heat will flow from the water to the spoon.B. Heat will flow from the spoon to the water.C. The temperature of the spoon will decrease.D. The water and the spoon will exchange heat at the same rate.

3. Car engines generate a lot of heat. In a water-cooled engine, a water pump prevents the engine from burning up by circulating liquid coolant through the engine. That liquid is then pumped to the radiator. A fan then causes air to flow through the radiator. Which best describes the flow of heat through this system?

A. The fan blows cool air through the engine, and heat leaves the engine in one continuous movement.B. The coolness from the water pump's liquid coolant flows into the hot radiator, cooling the system.C. Heat from the engine is transferred to the liquid coolant, which transfers to the radiator and then to the air.D. Heat is transferred to the air flowing through the radiator. It is then dissipated into the atmosphere.

4. When a liquid substance, such as water, gains heat energy, which of the following will happen?

A. The water will always change state and become a gas.B. The water may become a solid.C. The water will remain in the liquid state regardless of the amount of heat gained.D. The water may change states depending on the amount of heat gained.

33

StudentStudent Name: ___________________________ Date: _________________ Period: ______

TEMPERATURE CHANGES EVERYTHINGAdapted from Science NetLinks Activity Sheet - Temperature Changes Everything

NGSSS:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.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. (AA)

Background:One of the most important concepts for students to understand is that temperature affects the motion of molecules. As air is warmed, the energy from the heat causes the molecules of air to move faster and farther apart. Some students may have difficulty with this concept because they lack an appreciation of the very small size of particles or may attribute macroscopic properties to particles. Students might also believe that there must be something in the space between particles. Finally, students may have difficulty in appreciating the intrinsic motion of particles in solids, liquids, and gases; and have problems in conceptualizing forces between particles. In order to clarify student thinking about molecules and their relationship to temperature, instruction has to make the molecular world understandable to students.

Problem Statement: How can adding or removing heat from a system result in a change of state?

Vocabulary: heat, temperature, liquid, solid, gas, state of mater, evaporation, melting point, boiling point, condensation, molecular motion, Celsius, Fahrenheit, kinetic energy

Materials: (one per group) one small party balloon balance one small bottle/flask oven mitt hot plate/Bunsen burner water

Procedures:1. Pour about 15 ml. of water into an empty glass bottle/flask.2. Calculate the mass of the bottle, water, and balloon using the balance. Record the mass on

the data table.3. Partially blow up the balloon, and then let the air out of it. Do this several times as this helps

to stretch the balloon.4. Stretch the open balloon over the top of the bottle.5. Heat the bottle until the water boils vigorously. Write down your observations of the water and

the balloon on the data table.6. Using an oven mitt, place the bottle with balloon on the balance; record the mass on the data

table.7. Allow the bottle to cool. Write down observations of the balloon and the bottle.8. Place the bottle with balloon on the balance. Record information on the data table.

34

Student

Observations/ Data Table:Table 1- Mass and Observations of Bottle, Balloon and Water Set-up

Temperature of Bottle, Balloon, and Water

Mass (grams) Observations

Room Temperature

Hot

Cool

Observations/ Data Analysis:1. What do you think caused the balloon to expand?_______________________________________________________________________________________________________________

2. What is happening inside the balloon that is causing this to happen? ___________________

3. How does adding heat affect the liquid water?__________________________________________________________________________________________________________________4. Why do you think the balloon was pulled into the bottle? What is happening outside the balloon that is causing this to happen?__________________________________________________________________________________________________________________________5. What did you observe inside the bottle as it cooled?_________________________________ 6. What is happening to particles inside the balloon? Are they moving? How are they moving? ________________________________________________________________________________________________________________________________________________________

Results/ Conclusion

1. How did this experiment demonstrate water changing from liquid to gas?____________________________________________________________________________________________2. What would have happened if the bottle were placed in the freezer? ____________________

__________________________________________________________________________3. Sketch a model of the water molecules in liquid state in the flask and in gas state in the flask

and balloon.

35

Student

Research Question: How can adding or removing heat from a system result in a change of state?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. Beth takes a sip of very hot soup and decides to put an ice cube in her bowl. Which best describes what happens next?

A. The cold from the ice evaporates in the air.B. Heat is destroyed as the ice melts.C. Heat from the soup flows into the ice cube. D. Cold from the ice cube flows into the soup.

2. Federico removes a metal spoon from a freezer and places it into a beaker of water that is at room temperature. Which of the following will occur?

A. Heat will flow from the water to the spoon. B. Heat will flow from the spoon to the water.C. The temperature of the spoon will decrease.D. The water and the spoon will exchange heat at the same rate.

3. Car engines generate a lot of heat. In a water-cooled engine, a water pump prevents the engine from burning up by circulating liquid coolant through the engine. That liquid is then pumped to the radiator. A fan then causes air to flow through the radiator. Which best describes the flow of heat through this system?

A. The fan blows cool air through the engine, and heat leaves the engine in one continuous movement.

B. The coolness from the water pump's liquid coolant flows into the hot radiator, cooling the system.C. Heat from the engine is transferred to the liquid coolant, which transfers to the radiator and then to the air. D. Heat is transferred to the air flowing through the radiator. It is then dissipated into the atmosphere.

36

Student4. When a liquid substance, such as water, gains heat energy, which of the following will

happen?

A. The water will always change state and become a gas.B. The water may become a solid.C. The water will remain in the liquid state regardless of the amount of heat gained.D. The water may change states depending on the amount of heat gained.

37

Teacher

CHEMICAL CHANGE IN A BAGAdapted from: Chemistry in a Bag Demonstration (http://www.middleschoolscience.com/bag.htm) and Ziptop Bag Chemistry (http://www.science-house.org/learn/CountertopChem/exp5.html)

Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possible a change in state.SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (AA)SC.7.N.1.4 Identify test variable (independent variable) and outcome variables (dependent variables) in an experiment.

Purpose of the Lab/Activity: Describe physical changes. Identify when a chemical change has taken place. Compare/contrast physical and chemical changes. Measure changes in temperature. Compare endothermic and exothermic reactions.

Background Information: Chemistry is the study of the composition of and the changes that occur in matter. A chemist must be able to identify the changes that occur in a chemical reaction. When a chemical reaction occurs, the particles that make up matter reorganize in some way. This reorganization of particles leads to modifications such as color changes, release or absorption of heat, and gas release or “fizzing,” among others. If a chemical reaction occurs, a new substance with different properties always forms.

Prerequisites: Adding heat or removing heat from a system may result in a temperature change. Adding heat or removing heat may result in a change of state. Physical changes are reversible. Chemical changes are not reversible and yield new

substances. Some chemical reactions release heat, while others absorb heat.

Problem Statement:How does heat move during a chemical reaction? How can a substance change during the chemical reaction?

Materials: Materials per lab group 4 Ziploc bags 2 plastic spoons 1 0o-100o C thermometer 2 tbsp. calcium chloride 2 tbsp. sodium hydrogen

carbonate 1 test tube

Materials for Teacher’s Matches and wooden

splint

38

http://www.middleschoolscience.com/bag.htm

Teacher 30 mL indicator solution (phenol red/

phenolphthalein)Substitute Materials

2 tbsp. Damp Rid (calcium chloride) 2 tbsp. baking soda (sodium hydrogen carbonate) 1 small paper cup 30 mL red cabbage juice

Before activity

What the teacher will do:EngageChemical reactions happen all around us. Can you name some chemical reactions that we observe in our everyday lives?

During activity

What the teacher will do:ExploreLab procedures- (use Student Handout for full procedures)

1. Form groups of 3-4 students.2. For part 1 of the activity, place 2 tsp. of sodium hydrogen carbonate

(NaHCO3) to a Ziploc bag for each group.3. For part 2 of the activity, place 2 tsp. of calcium chloride (CaCl2) to a

second Ziploc bag.4. For part 3, place 2 tsp. of sodium hydrogen carbonate (NaHCO3) into a

third Ziploc bag. After, place 2 tsp. of calcium chloride (CaCl2) into the third Ziploc bag.

5. Observe students as the phenol red is added to the Ziploc bags.6. Facilitate the observations and completion of data writing for the activities

by asking questions.After activity

What the teacher will do:Explain

1. After a class discussion about the changes in the three bags, light a match.

2. Light the splint with the match.3. Hold the third bag, open it, and quickly place the burning splint into the

bag.4. Ask students to describe what happened during this demonstration.

NOTE:You might want to double the bags. Small tears in the bag might occur. The third bag may burst; it gets pretty full and tight. The flame will go out (even though the kids hope for a huge explosion) and you can have them guess why it went out.The phenolphthalein turns pink in a base and clear for an acid or neutral substance.Cabbage juice will turn greenish blue for a base, purplish for neutral, and pink for acid.Some students are afraid of matches or have never used them before. Advise them regarding the safety procedures pertaining to the use of matches.

Cautions! Do not do a flame test for bags 1 and 2. It will ignite. 39

TeacherPhenolphthalein is flammable.

Elaborate Develop a problem statement based on the concept of heat being added or

being removed from a system using the materials provided (think carefully about the impact of those changes on the system.)

State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.

Evaluate Use the “Claim, Evidence & Reasoning” rubric to defend your claims when

writing your conclusion.

FCAT Connection

1. In 1859, The French Academy of Sciences sponsored a contest for the best experiment either proving or disproving spontaneous generation. In winning the contest, what do you think Louis Pasteur did to change the widely accepted "spontaneous generation" theory?

A. Pasteur was very well respected, and people believed him because of this.B. Pasteur was highly educated at a time when few people were.C. Pasteur had already made several important discoveries, so no one questioned his findingsD. Pasteur did many experiments, which could be duplicated, to show life came from life.


A. We should assume everyone else did the experiment incorrectly.B. We should conclude he is a better scientist than the others.C. We should not trust the results of the original experiment.D. We should assume the notes he kept on his experiment were incomplete.

3. If a scientist conducts an experiment on plants and uses 1,000 plants in the control group and 1,000 plants in the test group, why is it still important that someone else be able to replicate the experiment and get similar results?

A. to help the experiment get publishedB. to study the original methods and design new experimentsC. to confirm the original data and methodsD. to allow beginning scientists to practice designing experiments

4. Cassandra notices that when she breathes on a cool window, the water vapor in her breath forms liquid water. What happens to turn the water vapor in her breath into liquid water?

40

Teacher

A. Heat is added to the water vapor from the surrounding air.B. The temperature of the water vapor increases as it leaves her body.C. The water molecules become more spread apart as they touch the window.D. Heat leaves the water vapor as it touches the cool window.

41


CHEMICAL CHANGE IN A BAGAdapted from: Chemistry in a Bag Demonstration (http://www.middleschoolscience.com/bag.htm) and Ziptop

Bag Chemistry (http://www.science-house.org/learn/CountertopChem/exp5.html)

Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possible a change in state.SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (AA)SC.7.N.1.4 Identify test variable (independent variable) and outcome variables (dependent variables) in an experiment.

Background Information: Chemistry is the study of the composition of and the changes that occur in matter. A chemist must be able to identify the changes that occur in a chemical reaction. When a chemical reaction occurs, the particles that make up matter reorganize in some way. This reorganization of particles leads to modifications such as color changes, release or absorption of heat, and gas release or “fizzing,” among others. If a chemical reaction occurs, a new substance with different properties always forms.

Problem Statement(s): How does heat move during a chemical reaction? How can a substance change during the chemical reaction?

Vocabulary: heat, temperature, liquid, solid, gas, state of matter, molecular motion, Celsius, Fahrenheit, kinetic energy, endothermic reaction, exothermic reaction

Materials per lab group: 4 Ziploc bags, 2 plastic spoons, 1- 00o-100o C thermometer, 2 tbsp. – Calcium chloride or (Damp-Rid) , 2 tbsp. sodium hydrogen-carbonate (Baking Soda), 1 test tube, 30 mL indicator solution (phenol red/- phenolphthalein or red cabbage juice)

Procedures: Part 1:1. Add 2 tsp. of sodium hydrogen carbonate (NaHCO3) to a Ziploc bag.2. Record temperature with a 100o Celsius thermometer.3. Gently place a test tube with approximately 30 mL of phenol red inside the bag in the

upright position. 4. Squeeze out any excess air and seal the bag. 5. Do not open the bag, but pour the phenol red from the test tube into the bag by gently

tilting the bag.6. Gently massage the bag to mix the contents. 7. Look, listen, feel, and record the temperature again. 8. Record your observations in the data log below.

Part 2:

42

http://www.middleschoolscience.com/bag.htm

Student1. Add 2 tsp. of calcium chloride (CaCl2) to a second Ziploc bag.2. Record temperature with a 100o Celsius thermometer. 3. Gently place a test tube with approximately 30 mL of phenol red inside the bag in the

upright position.4. Squeeze out any excess air and seal the bag. 5. Do not open the bag, but pour the phenol red from the test tube into the bag by gently

tilting the bag.6. Gently massage the bag to mix the contents. 7. Look, listen, feel, and record the temperature again.8. Record your observations in the data log below.

Part 3: 1. Place 2 tsp. of sodium hydrogen carbonate (NaHCO3) into a third Ziploc bag.2. Place 2 tsp. of calcium chloride (CaCl2) into the third Ziploc bag.3. Add 30 mL of Phenolphthalein into the third Ziploc bag. 4. Seal the bag and then gently massage the bag to mix the contents.5. Very carefully lower the test tube containing 30 mL of phenol red upright into the bag.

This can be done using 50 mL of cabbage juice as a substitute. Do not let any spill out.6. Have a student help you by holding the test tube gently from the outside of the bag while

you squeeze the excess air out and seal the bag. 7. Hold the test tube and sealed bag up and then slowly pour the phenol red out of the test

tube into the bag (while the bag is still sealed). 8. Look, listen, feel, and record the temperature again. 9. Record your observations in the data table.

Observations/ DataTable 1: Chemical Change in a Bag

Trials Temperature(℃) of liquid

before reaction

Temperature(℃)

After reaction

Foam or BubblesPresent?

yes/no

Color Change?

Gas Emitted?

(Yes or No)

Bag 1

Bag 2

Bag 3

Observations: Describe in a complete sentence the changes that happened in each bag when you combined: 1. sodium hydrogen carbonate (NaHCO3) plus phenol red: ___________________________

_________________________________________________________________________2. calcium chloride (CaCl2) plus phenol red:________________________________________

_________________________________________________________________________3. sodium hydrogen carbonate (NaHCO3) plus calcium chloride (CaCl2) plus phenol red:_____

_________________________________________________________________________

Analysis and Results:43

Student

1. What happened to the contents of the bags? ______________________________________________________________________________________________________________

2. Without opening the bags, how can you tell if a gas was produced? ____________________3. The equation below tells us what chemical reaction happened in bag #3. Identify and count

the elements on each side of the “yield” sign:______________________________________

2NaHCO3 + CaCl2 CaCO3 + 2NaCl + H2O + CO2

4. Place a circle around the calcium chloride. Place a square around the salt. Place a triangle around the water.

5. Study the chemical equation list the name of the gas that was produced in this reaction.___________________________________________________________________

6. Was there a change in temperature? How can you tell? ______________________________________________________________________________________________________

Conclusion: Classify each of these changes as chemical or physical. Use your observations to help you make your decisions.

1. In the third bag, what did the indicator tell you about the observed reaction? ______________ ____________________________________________________________________________2. Which was an endothermic reaction? Which was endothermic? Explain your answers.Endothermic: _________________________________________________________________Exothermic: ______________________________________________________________________________________________________________________________________________

Research Question: How does heat move during a chemical reaction? How can a substance change during the chemical reaction?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



44

Student

FCAT Connection

1. In 1859, The French Academy of Sciences sponsored a contest for the best experiment either proving or disproving spontaneous generation. In winning the contest, what do you think Louis Pasteur did to change the widely accepted "spontaneous generation" theory?

A. Pasteur was very well respected, and people believed him because of this.B. Pasteur was highly educated at a time when few people were.C. Pasteur had already made several important discoveries, so no one questioned his findingsD. Pasteur did many experiments, which could be duplicated, to show life came from life.

2. If a scientist does an experiment but no one else can get the same results when they

replicate the scientist's experiment, what does that mean?


3. If a scientist conducts an experiment on plants and uses 1,000 plants in the control group and 1,000 plants in the test group, why is it still important that someone else be able to replicate the experiment and get similar results?

A. to help the experiment get publishedB. to study the original methods and design new experimentsC. to confirm the original data and methods D. to allow beginning scientists to practice designing experiments

4. Cassandra notices that when she breathes on a cool window, the water vapor in her breath forms liquid water. What happens to turn the water vapor in her breath into liquid water?

A. Heat is added to the water vapor from the surrounding air.B. The temperature of the water vapor increases as it leaves her body.C. The water molecules become more spread apart as they touch the window.D. Heat leaves the water vapor as it touches the cool window.

45

Teacher

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

Keeping Out the Heat

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Engagement or Introduction:

Examine Household Energy Use in Florida and determine areas or energy conservation.

Standard Alignment:

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.SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.SC.7.P.10.1: Illustrate that the Sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.

Suggested Student Timeframe:

2 weeks

Cross-Curricular Standards:

LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

MAFS.7.SP.2.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

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Define Problem/Scenario:

In order to save money while reducing the carbon footprints based on electrical consumption, you have applied to design a residential home that will limit the entry of heat from the outside for a community developer.

Expected Task: Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings) demonstrating effects of their insulation efforts. Present model to as a sales pitch to a community developer

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Research and Citations:

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

Vocabulary: Conduction, convection, radiation, heat, thermal energy, temperature, insolation, infrared

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Criteria: The House must have at least two scale windows per side and 2 doors (1 front door and 1 back door).

The initial test for the house should be done without any insulation to determine the effects of insulation.

To mimic different times of the day, the heat lamp should

Constraints: Base area maximum of 645cm2 (100in2), maximum height of 40cm (15.75in). File folder must only be one layer thick.

Materials: Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging

46

http://www.eia.gov/consumption/residential/reports/2009/state_briefs/pdf/fl.pdf

Teacher

app such as Thermal Camera FREE by Fingersoft (App Store and Andriod) or Seek Heat (multiple platforms).

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

Based on research and brainstorming of solutions, the students are to build a prototype of their house without any cotton ball insulation first. This will allow students to develop a method of insulating the house that is specific to the heat inefficiencies of their model.

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

Students test the models to determine the amount heat entering the house and identify hot spots where large amounts of heat enter the model. This should be done using a thermal imaging app and measuring the actual temperature of the interior of the house after 4 minutes of heating against walls, joints, windows, doors, etc.

Peer-Review Questions:

Describe how your team collected thermal energy data during testing.What adjustments did you make to limit the amount of heat entering the house?Which data (thermal imagining or temperature recordings) were most helpful in the development of your model?

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Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include reference to their thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design.

Presentation of Final Solution:

Students should present their project as a sales pitch for a community developer including the highlights from their project summary

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Re-designing of the Prototype

Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.

Teacher Notes: You will need to have a method of taking pictures/temperature readings from the interior of the house. A suggested method is to test the models on a platform such as a piece of cardboard with a hole cutout held between two desks. The model should be placed over the hole to allow for access from a thermometer and imaging device.

If class devices are not available to install a thermal camera app ahead of time, students should be informed of the need for an app to have at least one team member to use a personal device to access the app prior to the day of testing using thermal images.

This activity has been adopted from Teaching Channel's Stem Lesson Ideas: Heat Loss Project to invert the cold weather problem of heat loss to better match our climate and desire to keep heat our of South Florida homes.

47

https://www.teachingchannel.org/videos/stem-lesson-ideas-heat-loss-project

https://www.teachingchannel.org/videos/stem-lesson-ideas-heat-loss-project

Teacher

48

Ste

p 1

Iden

tify

the

Nee

d or

P

robl

emDefine Problem/Scenario:

In order to save money while reducing the carbon footprint from electricity costs, you have been applied to design a residential home that will limit the entry of heat from the outside for a community developer.

Expected Task: Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings), as a sales pitch to the developer, demonstrating effects of their insulation efforts.

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p 2

Res

earc

h th

e N

eed

or

Pro

blem


Vocabulary: Conduction, convection, radiation, heat, thermal energy, temperature, insolation, infrared

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s)

Criteria: The House must have at least two scale windows per side per story and 2 doors (1 front door and 1 back door).

The initial test for the house should be done without any insulation to determine the effects of insulation.

To mimic different times of the day, the heat lamp should relocated to simulate light during the morning, mid-day and afternoon.

Constraints: Base area maximum of 645cm2 (100in2), maximum height of 40cm (15.75in).

File folders must only be one layer thick on the model.

Materials: Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Andriod) or Seek Heat (multiple platforms).

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/S

tep

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onst

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Product (Prototype, model or Artifact):

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Testing of the Product (Prototype, model or Artifact):Peer-Review Questions:

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Project Summary:


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Teacher

49

TeacherStations: Energy Transformations

Benchmarks:SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

Purpose of the Lab/ Activity:Investigate and describe the transformation of energy from one form to another.

Background Information: The laws of thermodynamics are very important not just to scientists but also in our everyday lives. The first law of thermodynamics explains that the amount of energy that is present before and after work is the same. Energy is conserved. For example, if you drop a ball, scientists are able to measure the energy before, during, and after the fall. The amount of energy remains constant throughout the procedure. Similarly, when a ball is thrown or a spring released or a match is burned, the energy can be measured. This is the reason behind the first law of thermodynamics: “Energy can neither be created nor destroyed; it can only be converted from one form to another.” Scientists have found that the amount of energy in a closed system remains constant.

Problem Statement: How does energy transfer during different types of movement?

Prerequisites: The amount of energy that is present before and after work is the same. Energy is conserved. Energy can neither be created nor destroyed; it can only be converted from one form to

another. The amount of energy in a closed system remains constant.

Materials (per group)

Wire Mini Fans Batteries Hot plate Battery Holders Wax Light bulb sockets Small Pan Small light bulbs Rubber Ball Solar cells Ruler

Before activity

What the teacher will do:Engage1. Ask students to explain energy transformation. Have students identify

examples of energy transformations in their daily lives.2. Prepare each station with necessary materials.3. Explain the directions for each lab station to the students.

Directions: Complete each activity at each lab station and answer all the questions before moving on to the next part. Identify the energy transformation that is occurring in each activity.

50

TeacherDuring activity

What the teacher will do:Explore and Explain

1. Form groups of 3-4 students.2. Prepare each station with the materials for students3. Allow groups to remain at each station for 15-20 minutes4. Conduct a rotation of the lab stations.5. Walk about the groups as they perform the activities. Ask higher order

thinking questions.6. Facilitate the observations and completion of data writing for the

activities by asking questions.After activity

What the teacher will do:Elaborate and Extend

1. Direct students to identify and explain energy transformations that occur in the real world.

2. Develop a problem statement based on the concept that different forms of energy may change but nothing is created or destroyed.

3. State your hypothesis.4. Design an experiment to test your hypothesis.5. Carry out the experiment you designed.6. Submit a completed lab report to your teacher.

EvaluateUse the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your conclusion.

FCAT Connection

1. When Charlie came home from school, he turned on a garden hose that had been sitting in the sun all day. The water that came out of the hose was so hot, he could hardly touch it. What happened to the water molecules that made the water feel so hot?

A. The solar energy hitting the hose made the water molecules move faster.B. The individual water molecules got larger as they absorbed the solar energy.C. The warmth of the soil around the hose made the water molecules move slower.D. The heat energy from the Sun was stored as chemical energy in the water molecules.

2. Which of the following is the best example of chemical energy being transformed into light energy and heat energy?

A. boiling water on an electric stoveB. turning on a battery-powered flashlightC. watching a movie on televisionD. using a solar panel to charge batteries

3. Thomas goes into his room to do his homework. He turns on his desk lamp,

51

Teacherwhich uses a 60-watt (60 W) light bulb. After an hour he finishes his homework and reaches to turn off the lamp. When he touches the top of the lamp, he notices that it feels warm. Why does the top of the lamp feel warm?

A. Some of the electrical energy was changed to heat.B. Some of the electrical energy was destroyed.C. The light bulb used more watts than it needed to.D. The light bulb was faulty and did not work correctly.

4. An empty paper cup is the same temperature as the air in the room. A student fills the cup with cold water. Which of the following describes how thermal energy is transferred?

A. Thermal energy is transferred from the cold water to the cup until they are at the same temperature.B. Thermal energy is transferred from the cup to the cold water until they are at the same temperature.C. Thermal energy is transferred from the cup to the cold water until the cup has no more thermal energy.D. Thermal energy is not transferred between the cup and the cold water.

52


Stations: Energy Transformations Benchmarks:SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

Background Information: The laws of thermodynamics are very important not just to scientists but also in our everyday lives. The first law of thermodynamics explains that the amount of energy that is present before and after work is the same. Energy is conserved. For example, if you drop a ball, scientists are able to measure the energy before, during, and after the fall. The amount of energy remains constant throughout the procedure. Similarly, when a ball is thrown or a spring released or a match is burned, the energy can be measured. This is the reason behind the first law of thermodynamics: “Energy can neither be created nor destroyed; it can only be converted from one form to another.” Scientists have found that the amount of energy in a closed system remains constant.

Problem Statement: How does energy transfer during different types of movement?

Vocabulary: energy, heat, scientific law, kinetic energy, potential energy, conservation, temperature, conduction, convection, radiation, thermal, radiant, chemical, mechanical, transformation

Materials: Wire Mini Fans Batteries Hot plate Battery Holders Wax Light bulb sockets Small Pan Small light bulbs Rubber Ball Solar cells Ruler

Procedures:

Lab 1:

Directions: 1) Rub your hands together, gradually picking up the speed.

HOT Questions:1) Identify the types of energies that you used to rub your hands together.2) Identify the type of energy that was given off from your hands.3) If you rub your hands faster or slower, how does this affect the result?4) Complete an energy transformation flow chart for this activity

Lab 2:

Directions:53

Student1) Connect one wire to one of the battery springs.2) Connect the second wire to the second battery spring3) Put one wire at the bottom of the light bulb4) Put the second wire on the side of the light bulb

HOT Questions:1) Describe what happened when you connected the battery, wires and light bulb.

____________________________________________________________________2) Identify the type of energy in the battery.____________________________________3) How was the energy converted to light and heat? _____________________________

____________________________________________________________________4) Complete an energy transformation flow chart for this activity____________________

____________________________________________________________________Lab 3:

Directions1) Connect one wire to a solar cell.2) Connect that wire to the mini-fan3) Connect the second wire attached to the fan to the solar cell.4) Take materials outside to expose the solar cell to the sun.5) Keep your hands out of the way of the fan blades!

HOT Questions:1) What happened when you connected the solar cell, wires and fan? _______________2) What type of energy do you start with in the solar cell? ________________________3) How does the energy transform from the wires to the fan? ______________________

____________________________________________________________________4) Complete an energy transformation flow chart for this activity.

____________________________________________________________________Lab 4:

Directions1) Do three jumping jacks.

HOT Questions:1) Identify the type of energy within the food you have eaten today._________________

____________________________________________________________________2) Explain the type of energy that it converts to when you do the jumping jacks._______

____________________________________________________________________3) If you ate more crackers, how would this affect the amount of jumping jacks you could

do? Explain your answer and how it relates to the Law of Conservation of Energy.____________________________________________________________________ ____________________________________________________________________

4) Complete an energy transformation flow chart for this activity.____________________________________________________________________

Lab 5:

Directions:1) Plug in the hot plate.

54

Student2) Turn the dial to hot.3) Place the scented wax in a pot and place on the hot plate.4) Watch for one minute.

HOT Questions:1) Identify the type of energy from the outlet.__________________________________2) Describe how the energy changed the state of the wax.________________________3) Complete and energy transformation flow chart for this activity._______________________________________________________________________

Lab 6:

Directions: 1) Have one group member hold the bouncy ball at his or her waist.2) Measure the height of his or her waist from the floor with the ruler. 3) Drop the ball and have another group member measure the height it bounces back up

to.

HOT Questions:1) What is the height of your team members’ waist/the original drop height? __________2) What was the final bounce back height? ____________________________________3) Complete an energy transformation flow chart for this activity.

____________________________________________________________________

Conclusion: Explain how the Law of Conservation of Energy applies to each of these activities.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: How does energy transfer during different types of movement?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



55

Student

1.W

hen Charlie came home from school, he turned on a garden hose that had been sitting in the sun all day. The water that came out of the hose was so hot, he could hardly touch it. What happened to the water molecules that made the water feel so hot?

A. The solar energy hitting the hose made the water molecules move faster. B. The individual water molecules got larger as they absorbed the solar energy.C. The warmth of the soil around the hose made the water molecules move slower.D. The heat energy from the Sun was stored as chemical energy in the water molecules.

2. Which of the following is the best example of chemical energy being transformed into light energy and heat energy?

A. boiling water on an electric stoveB. turning on a battery-powered flashlight C. watching a movie on televisionD. using a solar panel to charge batteries

3. Thomas goes into his room to do his homework. He turns on his desk lamp, which uses a 60-watt (60 W) light bulb. After an hour he finishes his homework and reaches to turn off the lamp. When he touches the top of the lamp, he notices that it feels warm. Why does

the top of the lamp feel warm?

A. Some of the electrical energy was changed to heat. B. Some of the electrical energy was destroyed.C. The light bulb used more watts than it needed to.D. The light bulb was faulty and did not work correctly.

4. An empty paper cup is the same temperature as the air in the room. A student fills the cup with cold water. Which of the following describes how thermal energy is transferred?

A. Thermal energy is transferred from the cold water to the cup until they are at the same temperature.

B. Thermal energy is transferred from the cup to the cold water until they are at the same temperature.C. Thermal energy is transferred from the cup to the cold water until the cup has no more thermal energy.D. Thermal energy is not transferred between the cup and the cold water.

56

FCAT Connection

Teacher


Power, Work and Waterwheel

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What is an energy transformation? At the top of a hill a roller coaster car has potential energy, what happens to that potential energy as the car travels down the hill? Think about electricity, where does it come from. We don’t “make” electricity but transform energy, for example in a coal burning power plant the chemical energy in coal is transformed into electricity. How do you think we get electricity out of moving water? Let’s discuss hydroelectric power (view video). A hydroelectric power plant involves moving water but if you look back in history, you will find that people used water wheels to create energy to perform specific tasks, such as grinding grain or sawing wood. Today’s modern hydroelectric power plants use the same waterwheel concept to spin turbines in a dam to produce electricity.

https://app.discoveryeducation.com/player/view/assetGuid/D45652B1-53DB-4608-9FA4-F9A4BC864678

Standard Alignment:

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.


2 sessions of class (block schedule)4 sessions of class (regular schedule)


LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MAFS.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.

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In this activity, you are working for an engineering design firm that works mostly with waterwheels and water energy. Your city wants to use hydropower instead of coal to make energy because they are worried about air pollution. The city has hired you to design an efficient watermill. The firm (our class) has been organized into several engineering teams (student groups).Activity from: Hands-on Activity: Power, Work and the WaterwheelContributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulderhttps://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml

Expected Task:

Using the available materials, each team will research, brainstorm and design a model of a water wheel which must be able to pull up a specific weight when water is poured over the wheel. Each team must create a technical diagram of their model and calculate power and work by measuring force, distance and time for their model of the waterwheel.

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https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml




Teachera r c h Vocabulary: Energy, Work, Force, Joule, Watts

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s)Criteria: Each team must design and test their original design

Must only use materials provided by the teacher Teams can’t have extra materials such as index cards Teams must tie the string to the cap end and during testing the other end of the string

they will tie the weight. As the waterwheel rotates the string must wrap around the neck of the bottle, pulling up

the weight. During testing, teams must time how long the waterwheel takes to lift the weight a

distance of 1 meter (distance). During testing, teams must record the mass of the object in kilograms (kg) and multiply

the mass by gravity (~10) to calculate force. You will calculate power and work by measuring force, distance and time for your team-

built waterwheel.Constraints: Each team will use the same weight when testing

Each team must use the same size and type of funnel and it must be the same distance above the waterwheel for each test.

Each team must use the same amount of water (one full jug or pitcher) During testing, two students from each team must hold the ends of the dowel rod while

another student pours the water over the waterwheel.Materials: 2-liter bottle with caps

¼-inch dowel rod (must be longer than the 2-liter bottle) 15 index cards 1.2 meters of string scissors tape 100-200 gram weight (about 1/3 pound) stopwatch electronic balance pitcher or water jug funnel

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the Product (Prototype, model or Artifact):

Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a model of a waterwheel. Each group must create a technical diagram of their waterwheel.

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The team should record their predictions on how they think their waterwheel will perform during testing. Before testing teams should place the dowel through the bottle, tie the string to the cap end of the bottle and tie the weight to the other end of the string. Two students from the team should hold the ends of the dowel as another student pours the water over the waterwheel. Another team member should time how long it takes the motion of the waterwheel to pull up the weight a distance of 1 meter. Students will record data and calculate the work and power of their waterwheel.


Why did you choose this design for your waterwheel? Will your waterwheel do more work or have more power than the models from other

groups? Does your model perform the way you expected? Why do you think your waterwheel model is efficient? What are the strengths and weaknesses of your model? What are the energy transformations taking place in the working waterwheel? Explain how you can relate the water wheel to a hydroelectric power plant.

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Project Summary:

Students should include a description and explanation of their model and summarize how the model performed during testing, including their calculations for work and power. Students must also include their technical diagram.


Students will explain the results of how their waterwheel performed during testing and refer to the model and the technical diagram during the presentation. Students should present like they talking to the board of the engineering design firm and explain why their design is an efficient waterwheel.

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TeacherS

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8R

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ign


Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design.

Teacher Notes:

Before the Activity: Review force, work and power. Drill 3/8-inch holes into the end of the two-liter bottle and the cap. This allows the bottles

to spin symmetrically and freely about the dowel rod. (If you do not have the hole in the cap, the dowel rod will not spin symmetrically.)

Ideas: Can test waterwheels over a sink or container to capture the water Testing waterwheels outside is a good idea to prevent water from covering the floor Students can rebuild and change the distance from which they pour the water or use a

different amount of weight.

The website below is where this activity came from:https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml

59



Project: _____________________________________ Score: ____________

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In this activity, you are working for an engineering design firm that works mostly with waterwheels and water energy. Your city wants to use hydropower instead of coal to make energy because they are worried about air pollution. The city has hired you to design an efficient watermill. The firm (our class) has been organized into several engineering teams (student groups).Activity from: Hands-on Activity: Power, Work and the WaterwheelContributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulderhttps://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml

Expected Task: Using the available materials, each team will research, brainstorm and design a model of a water wheel which must be able to pull up a specific weight when water is poured over the wheel. Each team must create a technical diagram of their model and calculate power and work by measuring force, distance and time for their model of the waterwheel

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Vocabulary: Energy, Power, Work, Force, Joule, Watts

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Criteria: Each team must design and test their original design Must only use materials provided by the teacher Teams can’t have extra materials such as index cards Teams must tie the string to the cap end and during testing the

other end of the string they will tie the weight. As the waterwheel rotates the string must wrap around the

neck of the bottle, pulling up the weight. During testing, teams must time how long the waterwheel

takes to lift the weight a distance of 1 meter (distance). During testing, teams must record the mass of the object in

kilograms (kg) and multiply the mass by gravity (~10) to calculate force.

You will calculate power and work by measuring force, distance and time for your team-built waterwheel.

Constraints: Each team will use the same weight when testing Each team must use the same size and type of funnel and it

must be the same distance above the waterwheel for each test.

Each team must use the same amount of water (one full jug or pitcher)

During testing, two students from each team must hold the ends of the dowel rod while another student pours the water over the waterwheel

Materials: 2-liter bottle with caps ¼-inch dowel rod (must be longer than the 2-liter bottle) 15 index cards 1.2 meters of string scissors tape 100-200 gram weight (about 1/3 pound) stopwatch electronic balance pitcher or water jug funnel

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p 4

Sel

ect

the

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Project: _____________________________________ Score: ____________

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61

TeacherSolar Energy vs. Color

Adapted from Sharon Goldblatt Greco Middle School Project CLASS

Benchmarks:SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. 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. (AA)SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Purpose of the Lab/ Activity: The student will demonstrate the efficiency of a solar collector is based on its design and

color selection. The student will explain the different temperatures obtained in various solar collectors. The students will demonstrate that certain materials absorb solar energy better than

others while certain colors reflect more energy than others. The students will identify variables in a solar energy-collection investigation.

Background: In order to utilize solar energy, a solar collector is necessary. A solar collector is a device which absorbs the sun’s energy. The color of the collector has drastic impact on the amount of sunlight that it collects. Darker solar collectors are more effective in absorbing sunlight than lighter solar collectors. For this reason, solar collectors are commonly black, dark blue and dark red.

Prerequisites: Light behaves in three ways- reflection, refraction, and absorption. Light moves directly through translucent materials. Light bends as it moves through materials of different states. Light is absorbed within opaque materials.

Problem Statement: How does color affect how much solar energy is absorbed within a solar collector?

Materials (per group):62

Teacher pieces of construction paper (recommended size 12cm by 16cm)

Colors - white, black, gray, brown Celsius thermometers tape stop watch

Procedures: Day of ActivityBefore activity

What the teacher will do:EngageGive your students the scenario below as employees of DOE or home owners and have them brain storm how to create a lab and collect data to help resolve the following situation:

To Whom it may concern at the Department of Energy,I am putting a new roof on my house and want to make it energy efficient. I live in southern Florida and have tried to find out about what roof colors will absorb the least amount of heat. I believe that white is best, but white doesn't go with our house color. Also, the builders in this region of the country are not at all concerned with energy conservation. They have been of no help. What color choice would be best a brown roof or medium grey or can you suggest another color?

During activity


1. Form groups of 3-4 students.2. Demonstrate for students to make a hamburger style pocket using

construction paper.3. Facilitate the collection of materials and set up of materials by students.

This activity may be performed indoors using a window sill or outdoors.4. Walk about the groups as students conduct their labs and ask students

higher order thinking questions.5. Facilitate the observations and completion of data writing for the

activities by asking questions.

Procedures:1. Fold each sheet of construction paper hamburger style and tape on 2 sides

to make a pocket2. Place one thermometer in the center of each paper pocket.3. Place the four paper pockets in a row on cement (what most homes in

South Florida are constructed)4. Place one thermometer on the cement surface without any construction

paper.5. Make sure all of the thermometers are exposed to the light equally and can

be read easily.6. Take the temperature then every 5 minutes for 25 minutes.

After activity

What the teacher will do:ElaborationAsk students the following question: Explain why dark colored clothing is worn in the winter and light colored clothing is worn in the summer.

63

TeacherExtensionFacilitate open inquiry based on the concept that certain colors absorb more solar energy than others using the materials provided. Develop a problem statement based on the concept that certain colors absorb

more solar energy than others using the materials provided. State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.



FCAT Connection

1. Why does it get so hot inside a car parked in the Sun?

A. Sunlight heats the roof which then heats the interior.B. The air around the car is heated which heats up the car.C. Energy from light waves is trapped inside the car as heat energy.D. The light waves attract heat from the surrounding ground or pavement.

2. Anna turned on a light in her room. What types of energy are produced by the light bulb as it burns?

A. light energy and heat energyB. electrical energy and light energyC. heat energy and electrical energyD. light energy and mechanical energy

3. Andrea held her hand up in front of a light and a shadow in the shape of her hand appeared on the opposite wall. What property of light explains why the shadow appeared?

A. Light passes through all objects.B. Light travels in a straight line.C. Light bends around objects in its path.D. Light waves are refracted by solid objects.

4. A large amount of energy is emitted from the Sun. This energy then travels millions of miles from the Sun to the Earth. The energy that comes from the Sun is best categorized as what type of energy?

A. potential energyB. kinetic energyC. mechanical energyD. radiant energy

64

Teacher

65


Solar Energy vs. ColorHow does color affect how much solar energy is absorbed?

Benchmarks:SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. 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. (AA)SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Background: In order to utilize solar energy, a solar collector is necessary. A solar collector is a device which absorbs the sun’s energy. The color of the collector has drastic impact on the amount of sunlight that it collects. Darker solar collectors are more effective in absorbing sunlight than lighter solar collectors. For this reason, solar collectors are commonly black, dark blue and dark red.

Problem Statement: How does color affect how much solar energy is absorbed within a solar collector?

Vocabulary: wave, thermal energy, temperature, radiation, medium/media, wave speed, reflection, refraction, absorption, experiment, investigation, model, observation, replication, variable

Hypothesis: ______________ color will absorb the most thermal energy.

Materials per group: pieces of construction paper (recommended size 12cm by 16cm) suggested colors-

white, black, gray, brown, Celsius thermometers, tape, stop watch

Procedures: 1. Fold each sheet of construction paper hamburger style and tape on 2

sides to make a pocket2. Place one thermometer in the center of each paper pocket.3. Place the four paper pockets in a row on cement (what most homes in

South Florida are constructed) 4. Place one thermometer on the cement surface without any construction paper.5. Make sure all of the thermometers are exposed to the light equally and can be read

easily.6. Take the temperature then every 5 minutes for 25 minutes.

Observations/ Data 66

Student1. On a separate sheet of paper, create a data table and graph your results.

Observations/ Data Analysis:2. Discuss why there was a thermometer without construction paper.__________________

_______________________________________________________________________3. What color construction paper did you select as your hypothesis and why?____________

_______________________________________________________________________4. Discuss the findings of your experiment._______________________________________

_______________________________________________________________________5. List the colors in order of most to least absorption._______________________________

_______________________________________________________________________6. List the colors in order of most to least reflection. ________________________________

_______________________________________________________________________

Conclusion7. Would you want your roof to absorb a high or low amount of thermal energy? _________

______________________________________________________________________8. Would you want your roof to reflect a high or low amount of thermal energy? __________

______________________________________________________________________9. Follow the energy transformations from the Sun to your thermometer._______________

______________________________________________________________________10.Discuss the benefits to the homeowner be of having a roof that is low absorption and high

reflection? Which colors would this be in our experiment? ______________________________________________________________________________________________

11.Discuss the drawbacks to the homeowner having a roof that would be high in absorption and low in reflection? Which colors would this be in our experiment? ______________________________________________________________________________________

12.Based on this investigation, what observations support the statement: heat flows from warmer objects to cooler objects? _________________________________________________________________________________________________________________

Research Question: “How does color affect how much solar energy is absorbed within a solar collector?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



67

Student

1.W

hy does it get so hot inside a car parked in the Sun?

A. Sunlight heats the roof which then heats the interior.B. The air around the car is heated which heats up the car.C. Energy from light waves is trapped inside the car as heat energy. D. The light waves attract heat from the surrounding ground or pavement.

2. Anna turned on a light in her room. What types of energy are produced by the light bulb as it burns?

A. light energy and heat energy B. electrical energy and light energyC. heat energy and electrical energyD. light energy and mechanical energy

3. Andrea held her hand up in front of a light and a shadow in the shape of her hand appeared on the opposite wall. What property of light explains why the shadow appeared?

A. Light passes through all objects.B. Light travels in a straight line. C. Light bends around objects in its path.D. Light waves are refracted by solid objects.

4. A large amount of energy is emitted from the Sun. This energy then travels millions of miles from the Sun to the Earth. The energy that comes from the Sun is best categorized as what type of energy?

A. potential energyB. kinetic energyC. mechanical energyD. radiant energy

68

FCAT Connection

TeacherWAVE SPEED

Benchmarks:SC.7.P.10.3 The student recognizes that light waves, sound waves, and other waves move at different speeds in different materials. (AA)SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.8.N.1.1)SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1)

Purpose of the Lab/ Activity: The student will be able to compare the speeds of two

different waves. The student will determine that wave speed does affect the

speed of ships.

Background Knowledge: Waves are regular patterns of motion which can be made in water by disturbing the surface. As waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. Different types of waves can differ in amplitude (height of the wave) and wavelength (the space between wave peaks). Simple waves have a repeating pattern with a specific wavelength, frequency, and amplitude.

Prerequisites: Light waves and sound waves travel at different speeds in different material. Light travels fastest through gas, travels slower through liquids, and slowest through

solids. Sound travels fastest through solids, travels slower through liquids, and slowest through

gas.

Problem Statements: How does the material/medium affect the speed (frequency) of waves? What is the relationship between depth of water and wave speed?

Materials: (per group) 2-Liter clear plastic bottles with caps

(remove label) Grease pencil/permanent marker

metric ruler water stop watch oil

Procedures: Day of Activity:Before activity


Start class with clip from deadliest catch http://science.howstuffworks.com/rogue-wave.htm

69

Teacher Discuss waves. What are some examples of waves? What travels in waves? What are the different mediums that waves travel in? Discuss and define with students the terms frequency, wavelength,

trough, and crest. Have students draw a diagram labeling the crest, wavelength and trough.

During activity


1. Form groups of 3-4 students.2. Facilitate the collection of materials by students.3. Walk about the groups as students conduct their labs. Ask higher

order thinking questions.4. Facilitate the observations and completion of data writing for the

activities by asking questions.

Procedures- Part 1:1. Label two plastic bottles, Bottle 1 and Bottle 2.2. Fill bottle 1 with water to a depth of 5 cm. Fill Bottle 2 with oil to the same

depth. Replace the top on each bottle. Close the bottles tightly. (This can be done ahead of time to save class time or an opportunity to allow more time for discussion of constants and variables).

3. Lay each bottle on its side on a flat table. Allow the bottles to sit undisturbed until the water stops moving.

4. Measure the height of your water/oil in each bottle from the surface of each table. Record your observations.

5. Lift both bottles 3cm from the surface of the table at the same time. Count the number of waves you see in 20 seconds.

6. Repeat step number five for a total of five (5) trials.7. Record the data in the table below.

Procedures- Part 21. Label two 2-liter plastic bottles, Bottle 1 and Bottle 2.2. Fill bottle 1 with water to a depth of 10 cm. Fill Bottle 2 with water to a

depth of 30 cm. Replace the top on each bottle. Close the bottles tightly.3. Lay each bottle on its side on a flat table. Allow the bottles to sit

undisturbed until the water stops moving.4. Measure the height of your water in each bottle from the surface of each

table. Record your observations.5. Lift both bottles 3cm from the surface of the table at the same time. Count

the number of waves you see in 20 seconds.6. Repeat step number five for three trials.

After activity

What the teacher will do:ElaborateThe faster the waves move, the faster a ship traveling in the same direction as the waves, will reach its destination.

1. Read the article at (science.howstuffworks.com/rogue-wave2.htm).2. Allow students in groups to discuss their findings.

70

Teacher3. Real world application: In a thunder storm, do you hear the thunder before, after, or at the same

times as you see the lightening? In air, does light travel faster than sound. Some of the same material/medium have different waves.

When you are in a room and there is a noise, do you know where it is coming from?

If you are in the ocean/pool swimming under water and you hear a noise, do you know where it is coming from? Why or why not? Discussion: Sound travels faster in water than in air!

ExtensionFacilitate the following extension activity. Develop a problem statement based on the concept that different forms of

energy may change but nothing is created or destroyed. State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.



FCAT Connection

1. Sound waves need to travel through something made of atoms or molecules in order to keep moving. They travel at different speeds through different materials. Through which of the following would they be likely to travel fastest?

A. airB. waterC. juiceD. wood

2. Jacob went down to the lake on a very still day. The water's surface was completely smooth and he could see a tree reflected perfectly in the water. A breeze came up and disturbed the surface of the water and the reflection of the tree disappeared. Why could he see the tree's reflection when the water was still, but not when it was disturbed?

A. The disturbed surface made the light waves reflect in many directions, breaking up the image.B. The disturbed surface allowed some of the light waves to penetrate into the water, making gaps in the image.C. The disturbed surface kept the light waves from reflecting, making it impossible to see an image.D. The disturbed surface changed the light waves' wavelengths, changing the reflected image.

71

Teacher

72


WAVE SPEED

NGSSS:SC.7.P.10.3 The student recognizes that light waves, sound waves, and other waves move at different speeds in different materials. (AA)SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Purpose of the Lab/ Activity: The student will be able to compare the speeds of two different

waves. The student will determine that wave speed does affect the speed

of ships.

Background Knowledge: Waves are regular patterns of motion which can be made in water by disturbing the surface. As waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. Different types of waves can differ in amplitude (height of the wave) and wavelength (the space between wave peaks). Simple waves have a repeating pattern with a specific wavelength, frequency, and amplitude.

Problem Statements: How does the material/medium affect the speed (frequency) of waves? What is the relationship between depth of water and wave speed?

Vocabulary: wave, energy, medium/media, wave speed, experiment, investigation, model, observation, replication, variable

Materials: (per group)

2-Liter clear plastic bottles with caps (remove label)

Grease pencil/permanent marker

metric ruler water stop watch oil

Procedures- Part 1:1. Label two plastic bottles, Bottle 1 and Bottle 2.2. Fill bottle 1 with water to a depth of 5 cm. Fill Bottle 2 with oil to the same depth. Replace

the top on each bottle. Close the bottles tightly. (This can be done ahead of time to save class time or an opportunity to allow more time for discussion of constants and variables).

3. Lay each bottle on its side on a flat table. Allow the bottles to sit undisturbed until the water stops moving.

73

Student4. Measure the height of your water/oil in each bottle from the surface of each table. Record

your observations.5. Lift both bottles 3cm from the surface of the table at the same time. Count the number of

waves you see in 20 seconds.6. Repeat step number five for a total of five (5) trials.7. Record the data in the table below.

Observations and Data:Height Number of Waves

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5OilWater

Procedures- Part 2

1. Label two 2-liter plastic bottles, Bottle 1 and Bottle 2.2. Fill bottle 1 with water to a depth of 10 cm. Fill Bottle 2 with water to a depth of 30 cm.

Replace the top on each bottle. Close the bottles tightly.3. Lay each bottle on its side on a flat table. Allow the bottles to sit undisturbed until the

water stops moving.4. Measure the height of your water in each bottle from the surface of each table. Record

your observations.5. Lift both bottles 3cm from the surface of the table at the same time. Count the number of

waves you see in 20 seconds.6. Repeat step number five for three trials.

Observations and Data:Height Number of Waves

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5Bottle 1Bottle 2

Result/ Conclusion:

1. What are the different materials/mediums in each bottle? _________________________2. How can you calculate the speed (frequency) of the waves________________________

_______________________________________________________________________3. What can you conclude from analyzing your data? ______________________________

_______________________________________________________________________4. Compare the speed of the waves produced inside Bottle 1 with the speed of the waves in

Bottle 2. _______________________________________________________________5. Identify the relationship of the material/medium to that of speed of waves. ___________

______________________________________________________________________6. Relate how the speed of waves moves in different material/medium to a real world

application.___________________________________________________________________________________________________________________________________

74

Student______________________________________________________________________

Research Question: “How does the material/medium affect the speed (frequency) of waves? What is the relationship between depth of water and wave speed?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. Sound waves need to travel through something made of atoms or molecules in order to keep moving. They travel at different speeds through different materials. Through which of the following would they be likely to travel fastest?

A. airB. waterC. juiceD. wood

2. Jacob went down to the lake on a very still day. The water's surface was completely smooth and he could see a tree reflected perfectly in the water. A breeze came up and disturbed the surface of the water and the reflection of the tree disappeared. Why could he see the tree's reflection when the water was still, but not when it was disturbed?

A. The disturbed surface made the light waves reflect in many directions, breaking up the image.

B. The disturbed surface allowed some of the light waves to penetrate into the water, making gaps in the image.C. The disturbed surface kept the light waves from reflecting, making it impossible to see an image.D. The disturbed surface changed the light waves' wavelengths, changing the reflected image.

75

StudentLiterature Connection: How Rogue Waves Work

By: Ed GrabianowskiBrowse the article How Rogue Waves WorkIntroduction to How Rogue Waves Work

During the second season of "Deadliest Catch," a documentary television series about crab fishing in Alaska's Bering Sea, cameras recorded footage of a giant wave striking the ship "Aleutian Ballad." The 60-foot (18-meter) wave rolled the boat onto its side and caused significant damage, though fortunately none of the crew was seriously hurt. The Ballad limped back to port for repairs. The footage captures the suddenness of the massive wave, and just before the impact sends the camera operator tumbling, the "wall of water" breaking over the boat can be seen with frightening clarity.

Waves Image Gallery

Photo courtesy National Weather ServiceA 60-foot rogue wave moves away after hitting a

tanker off Charleston, S.C. See more pictures of waves.

What was this colossal wave that appeared seemingly out of nowhere? It was a rogue wave. Rogue waves sound like something straight out of a sailor's tall tale: ominous, mysterious, solitary waves of enormous height crashing down on ships at sea in seemingly calm waters. But as improbable as they might seem, recent studies suggest these rogues are more common than anyone previously guessed.

Imagine having an 80-foot wall of water barreling toward you. Actually, that might be too tall an order. It's easy to throw around heights like 50 feet or 90 feet without really grasping how huge a wave of such height would be. Here are some handy comparisons:

The average room in your house is probably about 8 feet high. A typical two-story house is between 20 and 30 feet high. The Statue of Liberty is 111 feet tall from her toes to the top of her head, not counting the

pedestal or her arm and torch.76

StudentUnderstanding these giant waves is more than just a scientific curiosity -- being able to predict and avoid them could save dozens of lives and hundreds of millions of dollars in cargo every year.

In this article, you'll find out what separates rogue waves (also called freak waves) from other large waves and what causes them, and you'll learn about some of the better-known rogue wave incidents.

Video Gallery: WavesUC Davis and NASA are working together with high-tech wireless sensors and networked buoys to measure readings from Lake Tahoe to track water clarity, wind speed and wave height.

Watch this video about an exhibit that gives an interactive look at how waves affect beach erosion, as well as the larger impact of hurricanes on beachfronts.

In April 2007, an earthquake and tsunami devastated the coastal regions of the Solomon Islands. See how tsunami and earthquake recovery works in this video from Reuters.

A Rogue by Definition

There are many kinds of ocean waves, and some of them are definitely huge. However, not all large waves are rogue waves. Strong storms, such as hurricanes, can cause large waves, but these waves tend to be relatively regular and predictable, though certainly capable of causing serious harm to ships and coastal areas. Undersea earthquakes, coastal landslides and glacial calving (when a large chunk of a glacier breaks off and falls into the ocean) can also create enormous and catastrophic waves. Undersea earthquakes can produce tsunamis, and coastal landslides can produce tidal waves. These could be considered rogues, but, to a certain extent, they are predictable -- as long as someone noticed the event that caused them. So, that pretty much rules them out of rogue status.

A true rogue wave arises seemingly out of nowhere and is significantly higher than the other waves occurring in the area at the time. Exactly how much higher is open to interpretation -- some sources suggest anything twice as large as the current significant wave height is a rogue, while others think anything 33 percent larger counts. It is probably sufficient to say that any wave so large that it is unexpected based on current conditions can be counted as a rogue. A craft navigating 3-foot waves could encounter an 8-foot rogue wave -- while not a record-breaker, it would certainly cause problems for a small boat.

Rogue waves also tend to be steeper than most waves. The average ocean waves may take the form of massive swells, allowing vessels to maneuver up and down them even if they are many feet high. By contrast, consider this report of the Queen Elizabeth II's encounter with a freak wave:

77

© Photographer: Ironrodart | Agency: Dreamstime

Glacial calving can cause enormous waves, but they're

not considered rogue waves.

StudentAt 0410 the rogue wave was sighted right ahead, looming out of the darkness from 220°, it looked as though the ship was heading straight for the white cliffs of Dover. The wave seemed to take ages to arrive but it was probably less than a minute before it broke with tremendous force over the bow [source: Science Frontiers].

The phrase "wall of water" is very common in rogue wave reports -- they are usually much steeper than other waves, and therefore slam into ships with tremendous force, often breaking over them.

The ExplorerIn January 2005, the Explorer, a 591-foot research vessel, was struck by a 50-foot rogue wave in the Pacific Ocean. The wave disabled much of the ship’s equipment, including three of four engines . Those on board suffered only minor injuries and the ship made it to Hawaii for repairs. Had the wave been larger, almost 1,000 people could have died [source: The Denver Channel].

While scientists have gained a greater understanding of rogue waves in the last decade, they are still quite enigmatic. No one has ever filmed the formation of a rogue wave in the ocean or followed one through its entire life cycle. There are very few photographs of rogue waves. For centuries, the best evidence for their existence was anecdotal -- the countless stories told by sailors who had survived one.

Gallimore and another crewman were in the wheelhouse. The wind had been blowing fiercely at 100 knots for more than a day, and "Lady Alice" was struggling in rough seas with waves 16 to 23 feet high … At 8:00 A.M. Gallimore looked up and saw a huge wall of water bearing down on "Lady Alice." From his view in the wheelhouse, he could not see the top of the wave …The wave crashed down on top of the wheelhouse, driving the vessel underwater …The crewman in the wheelhouse with him was thrown down with such force that he suffered two fractured vertebrae. To top the radar antennas with enough force to rip them from the steel mast where they are bolted … the wave had to be 40 feet or higher [source: Smith, 195].

What Causes Rogue Waves?To understand what causes a rogue wave, first you must learn a little about regular waves. Think about waves you're familiar with -- such as the waves you body surf in at the beach or at the local water park's wave pools . A wave has several characteristics that can be used to define it.

The crest is the highest portion of the wave. The trough is the lowest portion of the wave (the "dip" in between waves). The distance from the trough to the crest represents a wave's height. The distance between crests represents a wave's length. The amount of time that passes between one crest and the next is the wave period or

wave speed. The amount of kinetic and potential energy carried by the wave is known as wave

energy [source: Bryant, 156].

A huge number of variables influence these factors, including the depth of the water, tidal forces, wind blowing across the water, physical objects such as islands that reflect waves, and interaction with other waves and ocean currents. At any given moment, thousands of waves are passing and interacting through a specific area of ocean. The faster the wind is and the longer it blows, the stronger and larger the waves. Fetch is the unobstructed distance of ocean over

78

Studentwhich the wind can blow on the water – it is how much ocean the wind is blowing on. More fetch means bigger waves.

Weather reports list the significant wave height, which is the height of the highest one-third of the waves. Why do rogue waves exceed the significant wave height by so much? Scientists aren't completely sure, but they have some good theories.

One possibility is that ocean currents cause waves to "pile up" when waves run into currents head on. Powerful storms can cause significant wave heights of 40 to 50 feet (12 to 15 meters). When such waves run into a strong current, the current can increase wave heights and cause the waves to break. This would explain monster waves 98 feet (30 meters) high or more, and account for the "wall of water" effect. Rogue waves frequently occur in areas known for strong ocean currents. For example, he Agulhas Current runs southward along the east coast of Africa. Storm waves moving up from the south crash into the current -- mathematical predictions suggest rogue waves there could reach 190 feet in height, and 20 ships have reported rogue wave strikes in that area since 1990 [source: Smith, 188]. The Gulf Stream, which runs up the east coast of the United States, is another potential rogue wave source. Rogues originating in the Gulf Stream could be responsible for much of the legend of the Bermuda Triangle.

Not all rogue waves occur in strong ocean currents, however. Scientists think some waves may be caused by randomly occurring wave reinforcement. Whenever two waves interact, their wave height is added together. If a 5-meter wave passes over a 10-meter wave, the result is a briefly occurring 15-meter wave. This can happen in the opposite manner as well. A 15-meter wave moving across a 10-meter trough results in a 5-meter wave. Dozens of waves could be interacting and reinforcing each other. Once in a while, several waves may come together at just the right moment and create one huge wave in relatively calm seas. If 10 waves that are only 5 feet high come together, they will result in a 50-foot wave. This fits descriptions of rogue waves that seem to appear out of nowhere and disappear after just a few minutes.

The Queen ElizabethDuring World War II, British cruise liners were converted to carry troops from the United States to Europe. One such vessel was the "RMS Queen Elizabeth." A rogue wave struck the ship near Greenland in 1942, shattering windows 90 feet above the waterline and nearly rolling the ship. It recovered and narrowly averted an unprecedented maritime disaster -- the ship was carrying more than 10,000 troops at the time [source: Sverre Haver].

Common Rogues - Most reports of rogue waves rely on size estimates by witnesses. These estimates are based on the height of the ship above the waterline and how far up the ship the wave reached when it hit. It was commonly assumed that tales of waves 100 feet tall or taller were exaggerations (and some of them certainly were). At best, such waves were incredibly rare.

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Student

Photo courtesy Sverre HaverA recording of the rogue wave off the Draupner

Platform in the North Sea on New Year's Day 1995Beginning in the 1990s, sailors and scientists began to suspect that rogue waves were responsible for many more losses at sea than they had previously guessed. The Queen Elizabeth II, Caledonian Star and Bremen cruise ships were all hit by monstrous waves in a span of six years. Previously, data collected by weather ships suggested that such waves would occur only every 50 years or more [source: Smith, 210]. In 2004, the European Space Agency (ESA) used data from two radar-equipped satellites to see how frequent rogue waves actually are. After analyzing radar images of worldwide oceans taken over a period of three weeks, the ESA's MaxWave Project found 10 waves 82 feet (25 meters) or higher. That was an astonishingly high number for such a relatively short time span; it forced scientists to seriously rethink their ideas on rogue waves [source: ESA]. The ESA is undertaking another project, WaveAtlas, to survey the oceans over a much longer period and develop the most accurate estimate possible for the frequency of rogue waves.

Other hard evidence of monster waves comes from instruments designed to measure wave heights. One such instrument was mounted on an offshore oil rig known as the Draupner Platform. On New Year's Day 1995, the platform was measuring waves no more than 16 to 23 feet (5 to 7 meters) high. Then it suddenly registered a single wave almost 66 feet (20 meters) high [source: Smith, 208]. Canadian weather buoys near Vancouver recorded waves 100 feet high and higher throughout the 1990s [source: Smith, 211].

The Wreck of the Edmund FitzgeraldRogue waves may not be restricted to the world's oceans. Extremely large inland waters (such as North America's Great Lakes) may also develop rogue waves, although little scientific data exists to confirm this. Anecdotal evidence abounds, however. One of the most infamous sinkings in Great Lakes history, the "Edmund Fitzgerald," may have been caused by one or more rogue waves. In November 1975, the 729-foot bulk cargo vessel was struggling through a horrendous storm along with the "Arthur Anderson." Blinded by the storm, the Anderson was hit by two 35-foot waves (truly massive even for Lake Superior) and then lost sight of the Fitzgerald on radar [source: Cush, 111]. The Edmund Fitzgerald was eventually found at the lake's bottom, broken in two. Though there are many theories, some suggest that a combination of factors, including the rogue waves that hit the Anderson and drove the Fitzgerald violently under the water, never to resurface.

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StudentWave Defense - If the MaxWave study is correct, and rogue waves are much more common than previously thought, does that mean oceangoing vessels are far riskier than we thought? It might. Ships and offshore structures, such as oil rigs, are built to withstand a certain significant wave height, whatever is determined that the ship is likely to encounter in its lifetime. Few are built to handle 100-foot waves. Furthermore, a ship's ability to withstand a strike by a rogue wave depends in large part on the ballast, or stability. If a ship has the right amount of ballast and is floating at the proper level, it will be more likely to right itself after being pushed over by a wave [source: Smith, 233]. Today's international shipping laws don't necessarily take frequent rogue waves into account where ship construction and maintenance are concerned. But that's not to say all ships are unsafe -- perhaps it would be impossible to build a ship that could withstand any wave.

And it's not just ships and offshore structures that need to worry about rogue waves. These walls of water may pose a serious threat even to people who aren't on the water. The U.S. Navy has expressed concern that some Coast Guard rescue helicopters lost at sea may have been struck by rogue waves [source: U.S. Naval Institute]. And shorelines where there is a steep drop-off to deep ocean close to shore can be dangerous for those exploring the rocks. Unexpected waves have been known to sweep people off the rocks, where the undertow drags them down and away.

Currently, it is impossible to predict a rogue wave. However, MaxWave and WaveAtlas could give scientists and sailors a good look at the conditions that cause rogue waves, as well as indicate areas where they happen most often. This could allow shipping routes to take into account particularly dangerous areas when the weather conditions could lead to rogues. Avoiding these areas could save hundreds of lives every year.

Rogue versus TsunamiWhen you think of giant, frightening, destructive waves, tsunamis definitely come to mind. But don't confuse these giant waves with rogues -- while both can be catastrophic, they are quite different. The easiest way to remember the difference is by what causes the "wall of water" and where the destruction from it occurs.

Tsunamis are most often caused by undersea earthquakes, which send tons of rock shooting upward with tremendous force. The energy of that force is transferred to the water. So, unlike normal waves that are caused by wind forces, the driving energy of a tsunami moves through the water, not on top of it. Therefore, as the tsunami travels through deep water -- at up to 500 or 600 miles per hour -- it's barely evident above water. A tsunami is typically no more than 3 feet (1 meter) high. Of course, all that changes as the tsunami nears the coastline. It is then that it attains frightening height and achieves its more recognizable and disastrous form.

Rogue waves, as we've discussed in this article, arise seemingly out of nowhere, and they can attain their massive heights in deep water, not just along the shoreline.

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Three SistersRogue waves do not always come alone. A phenomenon well known to sailors is the "Three Sisters." After one huge wave has passed, it may be followed by two more. These trios of monster waves can be especially devastating -- the first can disable a ship and leave it unable to maneuver itself to avoid or ride out the subsequent waves.

Teacher


Laser Target - Saving Planet Earth

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Without lasers it would be impossible to listen to your favorite CDs. Lasers also make it possible to view our favorite DVDs. New uses for lasers are being invented all the time.

Standard Alignment:

SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.


3 traditional class periods


LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

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There is an asteroid hurtling towards Earth which needs to be destroyed quickly by a laser target device. Once the target explodes, new targets will appear and will also need to be destroyed by the laser.

Expected Task: Your mission is to produce a model which will position the laser and use mirrors, a prism and lenses to hit the intended targets in the least amount of time and save planet Earth.

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Vocabulary: Light, reflection, refraction, prism, laser, concave, convex,

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Criteria: It must hit all the targets in the shortest amount of time. Mirrors must be 1-4 feet away from each other and the laser Each group should consist of 3-4 students

Constraints: Laser cannot be moved. Maximum of 4 mirrors used Maximum of 2 lenses used Maximum of one prism used Laser cannot be turned on until the course is ready to be tested and there is

an instructor presentMaterials: 4 mirrors (3”x3”) mounted in plastic holders, prism, 2 lenses, 1 laser, 2 plastic

protractors, masking tape, copy of paper target, 1 yardstick, stop watch

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Brainstorm ways in which to set up the course that will hit the target and additional targets. Create a drawing which includes the angles in which the light will travel through the course. Then build the model to replicate the drawing using the materials provided.

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Test the model and record the amount of time it takes to hit additional targets.Students test the success of their prototype/ artifact/ model

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Did the light travel in the direction you predicted? What adjustments or modifications does your team need to make to hit the

original target? Should your team use more or less mirrors/lenses? Does the distance between the lenses and laser make a difference?

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Students will present their drawings and demonstrate their model to the class.

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

Teacher Notes: Adjust the number of mirrors or lenses according to materials available

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Project: ______________________________________ Score: ___________

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There is an asteroid hurtling towards Earth which needs to be destroyed quickly by a laser target device. Once the target explodes, new targets will appear and will also need to be destroyed by the laser.

Expected Task: Your mission is to produce a model which will position the laser and use mirrors, a prism and lenses to hit the intended targets in the least amount of time and save planet Earth.

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Criteria: It must hit all the targets in the shortest amount of time. Mirrors must be 1-4 feet away from each other and the

laser Each group should consist of 3-4 students

Constraints: Laser cannot be moved. Maximum of 4 mirrors used Maximum of 2 lenses used Maximum of one prism used Laser cannot be turned on until the course is ready to be

tested and there is an instructor presentMaterials: 4 mirrors (3”x3”) mounted in plastic holders, prism, 2 lenses, 1

laser, 2 plastic protractors, masking tape, copy of paper target, 1 yardstick, stop watch

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84

TeacherSEVEN EARTH LAYER DENSITY COLUMN

Benchmarks:SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models MACC.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MACC.6.SP.2.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

Purpose of the Lab/ Activity: To visualize that the liquids that weigh more (have a higher density) will sink below the

liquids that weigh less (have a lower density).

BACKGROUND:

The same amount of two different liquids will have different weights because they have different masses. The liquids that weigh more (have a higher density) will sink below the liquids that weigh less (have a lower density).

To test this, you might want to set up a scale and measure each of the liquids that you poured into your column. Make sure that you measure the weights of equal portions of each liquid. You should find that the weights of the liquids correspond to each different layer of liquid. For example, the honey will weigh more than the Karo syrup. By weighing these liquids, you will find that density and weight are closely related.

NOTE: The numbers in the table are based on data from manufacturers for each item. Since each manufacturer has its secret formula, the densities may vary from brand to brand. The table shows the densities of the liquids used in the column as well as other common liquids (measured in g/cm3 or g/mL).

Density is basically how much "stuff" is smashed into a particular area or a comparison between an object's mass and volume. Remember the all-important equation: Density = Mass divided by Volume. Based on this equation, if the weight (or mass) of something increases but the volume stays the same, the density has to go up. Likewise, if the mass decreases but the volume stays the same, the density has to go down. Lighter liquids (like water or rubbing alcohol) are less dense than heavy liquids (like honey or Karo syrup) and so float on top of the more dense layers.

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Material Density

Rubbing Alcohol .79Lamp Oil .80Baby Oil .83Vegetable Oil .92Ice Cube .92Water 1.00Milk 1.03Dawn Dish Soap 1.06Light Corn Syrup 1.33Maple Syrup 1.37Honey 1.42

TeacherPrerequisites:

Density is basically how much "stuff" is smashed into a particular area or a comparison between an object's mass and volume.

Density = Mass divided by Volume. Based on this equation, if the weight (or mass) of something increases but the volume stays the same, the density has to go up. Likewise, if the mass decreases but the volume stays the same, the density has to go down.

Lighter liquids (like water or rubbing alcohol) are less dense than heavy liquids (like honey or Karo syrup) and so float on top of the more dense layers.

Problem Statement: How do liquids with different densities behave when they are all poured into one container?

Materials (per group): Light Karo syrup Honey

Water Graduated cylinder Vegetable oil 9 oz. portion cups

Dawn dish soap Food baster

Rubbing alcohol Lamp oil Food coloring or True Color Coloring

Tablets

Procedures: Day of ActivityBefore Activity

What the teacher will do:EngageAsk students: In thinking about a cup of hot chocolate with marshmallows, why do the marshmallows float on top?

During activity


1. Measure 8 ounces of each type of liquid into the 9 ounce portion cups.2. Direct students to color each of the liquids to make a more dramatic

effect in your column. Light Karo syrup is easier to color than dark syrup. The only liquids that you may not be able to color are the vegetable oil and the honey.

3. Direct students to start their column by pouring the honey into the cylinder.

4. Next, students should pour each liquid SLOWLY into the container, one at a time. It is very important to pour the liquids slowly and into the center of the cylinder. Make sure that the liquids do not touch the sides of the cylinder while you are pouring. It’s okay if the liquids mix a little as you are pouring.

5. Explain to students that the layers will always even themselves out because of the varying densities.

6. Make sure that students pour the liquids in the following order:o Honeyo Karo syrup

86

Teachero Dish soapo Watero Vegetable oilo Rubbing alcoholo Lamp oil

7. As students pour, the liquids will layer on top of one another. After students pour in the liquids there will be a seven-layer science experiment - a science burrito!

After activity

What the teacher will do:Elaborate Develop a problem statement based on the concept that substances with

higher densities sink to the bottom and those with less densities float on top. State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.


FCAT Connection

1. The Earth is made up of several large, slow-moving tectonic plates that sometimes cause earthquakes. Which layer of the Earth contains these large plates?

A. lithosphereB. mantleC. molten coreD. solid core

2. In some places on Earth, large tectonic plates are moving toward each other and collide with great force. One such place is where the Indian plate and the Eurasian plate meet. What type of formation might occur where two tectonic plates collide?

A. a canyonB. a rift valleyC. a mountain rangeD. an earthquake

3. What is the order of layers of the Earth from the outermost to innermost?

A. lithosphere, mantle, molten core, solid coreB. mantle, lithosphere, molten core, solid coreC. molten core, solid core, lithosphere, mantleD. solid core, molten core, mantle, lithosphere

87

Teacher

4. As the tectonic plates that make up the surface of the Earth move, they can cause rapid changes or slow changes to the Earth's surface. A rapid change to the Earth's surface due to the movement of tectonic plates results in the formation of which of the following?

A. earthquakesB. volcanoesC. mountain rangesD. oceanic trenches

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Student

Student Name: ___________________________ Date: _________________ Period: ______

SEVEN LAYER DENSITY COLUMN

NGSSS:SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models Assessed as SC.7.N.1.5

BACKGROUND:

The same amount of two different liquids will have different weights because they have different masses. The liquids that weigh more (have a higher density) will sink below the liquids that weigh less (have a lower density).

To test this, you might want to set up a scale and measure each of the liquids that you poured into your column. Make sure that you measure the weights of equal portions of each liquid. You should find that the weights of the liquids correspond to each different layer of liquid. For example, the honey will weigh more than the Karo syrup. By weighing these liquids, you will find that density and weight are closely related.

NOTE: The numbers in the table are based on data from manufacturers for each item. Since each manufacturer has its secret formula, the densities may vary from brand to brand. The table shows the densities of the liquids used in the column as well as other common liquids (measured in g/cm3 or g/mL).

Density is basically how much "stuff" is smashed into a particular area or a comparison between an object's mass and volume. Remember the all-important equation: Density = Mass divided by Volume. Based on this equation, if the weight (or mass) of something increases but the volume stays the same, the density has to go up. Likewise, if the mass decreases but the volume stays the same, the density has to go down. Lighter liquids (like water or rubbing alcohol) are less dense than heavy liquids (like honey or Karo syrup) and so float on top of the more dense layers.

Problem Statement: How do liquids with different densities behave when they are all poured into one container?

89

Material Density

Rubbing Alcohol .79Lamp Oil .80Baby Oil .83Vegetable Oil .92Ice Cube .92Water 1.00Milk 1.03Dawn Dish Soap 1.06Light Corn Syrup 1.33Maple Syrup 1.37Honey 1.42

StudentVocabulary: Density, solid, liquid, lithosphere, heat, model, crust, mantle, inner core, outer core, oceanic crust, continental crust, convection, model (scientific model), theory (scientific theory)

Materials (per group): Light Karo syrup Honey

Water Graduated cylinder Vegetable oil 9 oz. portion cups

Dawn dish soap Food baster

Rubbing alcohol Lamp oil Food coloring or True Color Coloring

Tablets

Procedures

1. Measure 8 ounces of each type of liquid into the 9 ounce portion cups. 2. You may want to color each of the liquids to make a more dramatic effect in your column.

Light Karo syrup is easier to color than dark syrup. The only liquids that you may not be able to color are the vegetable oil and the honey.

3. Start your column by pouring the honey into the cylinder. 4. Now, you will pour each liquid SLOWLY into the container, one at a time. It is very important

to pour the liquids slowly and into the center of the cylinder. Make sure that the liquids do not touch the sides of the cylinder while you are pouring. It’s okay if the liquids mix a little as you are pouring.

5. The layers will always even themselves out because of the varying densities.6. Make sure you pour the liquids in the following order:

o Honeyo Karo syrupo Dish soapo Watero Vegetable oilo Rubbing alcoholo Lamp oil

7. As you pour, the liquids will layer on top of one another. After you pour in the liquids you will have a seven-layer science experiment - a science burrito!

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StudentOBSERVATION AND DATABased on your observations, draw and label a diagram of the liquids as they appear from most dense to least dense.

Results/ Conclusion

1. Which liquid is most dense, least dense?______________________________________ _________________________________________________________________________

2. How does the table of densities compare with the way in which the liquids stacked up? _______________________________________________________________________

3. What surprised you about the way the liquids stacked? ___________________________ _______________________________________________________________________

4. How does the concept of density apply to the layers of the Earth? __________________ _______________________________________________________________________

Research Question: How do liquids with different densities behave when they are all poured into one container?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



91FCAT Connection

Student

1. The Earth is made up of several large, slow-moving tectonic plates that sometimes cause earthquakes. Which layer of the Earth contains these large plates?

A. lithosphere B. mantleC. molten coreD. solid core

2. In some places on Earth, large tectonic plates are moving toward each other and collide with great force. One such place is where the Indian plate and the Eurasian plate meet. What type of formation might occur where two tectonic plates collide?

A. a canyonB. a rift valleyC. a mountain range D. an earthquake

3. What is the order of layers of the Earth from the outermost to innermost?

A. lithosphere, mantle, molten core, solid core B. mantle, lithosphere, molten core, solid coreC. molten core, solid core, lithosphere, mantleD. solid core, molten core, mantle, lithosphere

4. As the tectonic plates that make up the surface of the Earth move, they can cause rapid changes or slow changes to the Earth's surface. A rapid change to the Earth's surface due to the movement of tectonic plates results in the formation of which of the following?

A. earthquakes B. volcanoesC. mountain rangesD. oceanic trenches

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Student

Literature Connection:

“Archimedes and the King’s Crown”

An ancient story tells about a Greek king, a gold crown and an amazing scientist named Archimedes. The king had ordered a solid golden crown made. When the court goldsmiths presented it to him, he asked Archimedes to test it to make sure it was pure gold. Archimedes knew that pure gold was very soft. He could bite a piece of it, and his teeth would leave a dent in it. (But he also knew that the king would be mad if he returned a dented crown. He couldn't use THAT test.) Archimedes also knew that if he took equal volumes of gold and water, the gold would weigh 23 times more than the water. He COULD

use this test. (The problem was measuring the volume of the crown, an irregular object.).

One night, while filling his tub, for a bath, Archimedes accidentally filled it to the very top. As he stepped into it, water spilled out over the top. The idea struck him, that if he collected the water, and measured it, he would know the volume of his body. HE COULD USE THIS TO MEASURE THE CROWN! In other words, the amount of displaced water in the bathtub was the same amount as the volume of his body.Archimedes was so excited that he jumped out of the tub. He ran outside and down the street yelling "Eureka! Eureka! (One of the few Greek words I know!) I found the answer!"

www.sciencenet.org.uk/.../Chemistry/StructBond/c00195b.html

All this was fine except in his excitement, Archimedes had forgotten to put on his clothes.

He was running down the street naked! Archimedes was able to get the volume of the crown and an equal volume of pure gold obtained, no doubt, from the King’s treasury. When he placed the two items into separate pans on a two-pan balance, well, I guess you

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Studentcan figure out the answer if I tell you that the goldsmith was put into jail!

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Teacher

DENSITY DRIVEN FLUID FLOWModified & adapted from NASA's "A Teacher's Guide with Activities",

Microgravity Science and Applications Division, Office of Space Science and Applications, and NASA's Education Division

http://science.nasa.gov/msl1/ground_lab/ground_lab.htm Bryan Walls

Benchmarks:SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)

Purpose of the Lab/ Activity: Observe that fluid flow is caused by differences in solution density. Model the convection flow occurring in the mantle

Background:All matter takes up space and has mass. The ratio of an object’s mass to its volume is an important physical property called density. This important property is commonly measured in grams per milliliter if the substance is a liquid or grams per centimeter cubed if it is a solid. Density is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume. The Earth is composed of materials of different densities.

Recall that the rock cycle is, in part, a result of the exchange of materials between the layers of the Earth. The layer below the crust of the Earth is the viscous, hot mantle that drives the movement of the plates as a result of convection currents occurring in the mantle.

Problem Statement: How does a dense substance move within a less dense substance?

Prerequisites: All matter takes up space and has mass. The ratio of an object’s mass to its volume is its physical property called density. Density is measured in grams per milliliter if the substance is a liquid or grams per

centimeter cubed if it is a solid. Each element and compound has a unique density associated with it.

Materials (per group): (2) opaque, shoe-box sized plastic container (2) large test tube (1) test tube rack (2) rubber cork (to fit the top of the test tube; your thumb can serve as an

alternate) food coloring

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http://science.nasa.gov/msl1/ground_lab/ground_lab.htm

Teacher salt plastic spoon or stirring rod (plastic straws will work here)

Extensions: Additional Materials Needed:

(1) Hot Plate (2) 250 mL beaker

Procedures: Day of the Activity:

Before activity

What the teacher will do:EngageDiscuss the following question with your class: “Why do huge cruise ships float and small rocks sink?”

During activity


a. Form groups of 3-4 students.b. Facilitate the collection of materials by students.c. Walk about the groups as they conduct their lab. Ask higher order thinking questions.d. Facilitate the observations and completion of data writing for the activities by asking questions.

Procedures:Part A:1. Fill the plastic container ¾ full with water (H2O). Then mix in enough salt

(NaCl) so the water becomes cloudy. Use the stirring rod to mix in the salt. You are making a salt water solution.

2. Fill the test tube with unsalted water and add two or three drops of food coloring to make it a dark color. Swirl the test tube to mix in the food coloring.

3. Place the rubber cork (or your thumb) over the opening of the test tube and cover completely.

4. Lower the test tube carefully into the salt water in the large container. Remove the cork (thumb), let the test tube sit on the bottom undisturbed and observe the direction the colored water flows.

5. Draw, color and label: Diagram A (Include: container, salt water, test tube, unsalted water, the motion of the colored water)

6. Repeat the steps (#1 - #3). Now, lower the test tube just below the surface of the water. Remove the cork (thumb) while holding the test tube and observe the direction the colored water flows.

7. Draw, color and label: Diagram B (Include: container, salt water, test tube, unsalted water, the motion of the colored water)

8. Remove the test tube from the plastic container. Rinse both with water and dry.

Procedures:Part A:9. Fill the plastic container ¾ full with water (H2O). Then mix in enough salt

(NaCl) so the water becomes cloudy. Use the stirring rod to mix in the salt. 96

TeacherYou are making a salt water solution.

10.Fill the test tube with unsalted water and add two or three drops of food coloring to make it a dark color. Swirl the test tube to mix in the food coloring.

11.Place the rubber cork (or your thumb) over the opening of the test tube and cover completely.

12.Lower the test tube carefully into the salt water in the large container. Remove the cork (thumb), let the test tube sit on the bottom undisturbed and observe the direction the colored water flows.

13.Draw, color and label: Diagram A (Include: container, salt water, test tube, unsalted water, the motion of the colored water)

14.Repeat the steps (#1 - #3). Now, lower the test tube just below the surface of the water. Remove the cork (thumb) while holding the test tube and observe the direction the colored water flows.

15.Draw, color and label: Diagram B (Include: container, salt water, test tube, unsalted water, the motion of the colored water)

16.Remove the test tube from the plastic container. Rinse both with water and dry.

After activity

What the teacher will do:ElaborateHave students clarify their answers to “Why do huge cruise ships float and small rocks sink?”

ExtensionFacilitate the extension through open inquiry using the alternate procedures below.Additional Materials Needed:

(1) Hot Plate (2) 250 mL beaker

Alternative proceduresA. Repeat the experiment, but replace the water in the test tube with hot,

unsalted water.B. Replace the salt water in the large container with cold, unsalted water.C. Repeat the experiment with different amounts of salt.D. Try replacing the salt in the experiment with sugar and/or baking soda.


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Student Name: ___________________________ Date: _________________ Period: ______

DENSITY DRIVEN FLUID FLOWBenchmarks:SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)

Background:All matter takes up space and has mass. The ratio of an object’s mass to its volume is an important physical property called density. This important property is commonly measured in grams per milliliter if the substance is a liquid or grams per centimeter cubed if it is a solid. Density is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume. The Earth is composed of materials of different densities.

Recall that the rock cycle is, in part, a result of the exchange of materials between the layers of the Earth. The layer below the crust of the Earth is the viscous, hot mantle that drives the movement of the plates as a result of convection currents occurring in the mantle.

Problem Statement: How does a dense substance move within a less dense substance?

Vocabulary: heat, temperature, kinetic energy, density, model, rock cycle, igneous rock, sedimentary rock, metamorphic rock,

Materials (per group): (2) opaque, shoe-box sized plastic container, (2) large test tube, (1) test tube rack, (2) rubber cork (to fit the top of the test tube; your thumb can serve as an alternate), food coloring, salt, plastic spoon or stirring rod (plastic straws will work too)

Procedures:Part A:1. Fill the plastic container ¾ full with water (H2O). Then mix in enough salt (NaCl) so the

water becomes cloudy. Use the stirring rod to mix in the salt. You are making a salt water solution.

2. Fill the test tube with unsalted water and add two or three drops of food coloring to make it a dark color. Swirl the test tube to mix in the food coloring.

3. Place the rubber cork (or your thumb) over the opening of the test tube and cover completely.

4. Lower the test tube carefully into the salt water in the large container. Remove the cork (thumb), let the test tube sit on the bottom undisturbed and observe the direction the colored water flows.

5. Draw, color and label: Diagram A (Include: container, salt water, test tube, unsalted water, the motion of the colored water)

6. Repeat the steps (#1 - #3). Now, lower the test tube just below the surface of the water. Remove the cork (thumb) while holding the test tube and observe the direction the

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Studentcolored water flows.

7. Draw, color and label: Diagram B (Include: container, salt water, test tube, unsalted water, the motion of the colored water)


Observations/ Data:(Part A)

Diagram A Diagram B

ProceduresPART B:1. Fill the plastic container ¾ full with water (H2O). 2. Fill the test tube ½ full with water. Then mix in 3-5 spoonfuls of salt (NaCl) so the water

becomes cloudy. 3. Add two or three drops of food coloring to make it a dark color. Swirl the test tube to mix in the food coloring and salt.4. Place the rubber cork (or your thumb) over the opening of the test tube and cover

completely.5. Lower the test tube carefully into the unsalted water in the large container. Remove the

cork (thumb), let the test tube sit on the bottom undisturbed and observe the direction the colored water flows.

6. Draw, color and label: Diagram C (Include: container, salt water, test tube, unsalted water, the motion of the colored water)

7. Repeat the steps (#1 - #4). Now, lower the test tube just below the surface of the water. Remove the cork (thumb) while holding the test tube and observe the direction the colored water flows.

8. Draw, color and label: Diagram D (Include: container, salt water, test tube, unsalted water, the motion of the colored water)


Observations/ Data:(Part B)

Diagram C Diagram D

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StudentResults/ Conclusions:1. Based on your observations, which solution is denser: salt water or un-salted, dyed water?

______________________________________________________________________ ______________________________________________________________________

2. What do you think would happen if salt water were in both the test tube and the container?_________________________________________________________________________

3. What do you think would happen if unsalted water were in both the test tube and the container? _________________________________________________________________________________________________________________________________________

4. What was the test (independent) variable in Part A? _________________________________________________________________________________________________________

5. What was a controlled variable in Part A? _________________________________________________________________________________________________________________

6. How does this model the convection currents occurring in the mantle? _________________ _________________________________________________________________________ __________________________________________________________________________

Research Question: How does a dense substance move within a less dense substance?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



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Teacher


Standing through an Earthquake

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What happens when two tectonic plates slide past each other? Students should know earthquakes) When the plates slide, energy is released and travels through the Earth as seismic waves. The seismic waves travel through the Earth and can damage roads, buildings and other man-made structures as well as change the structure of the Earth’s surface. Show a video clip https://app.discoveryeducation.com/player/view/assetGuid/AB404F3A-2E09-49B7-A562-AC5E0689A875Engineers design buildings that must be able to withstand the forces generated by earthquakes. Should buildings be strong and stiff or flexible and able to sway? Does the make-up of the soil (ground) have an effect on how much it will shake? Does the height and shape of the building effect how much the building will shake?

Standard Alignment:

SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins.




LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

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An engineering firm has recently hired you. Your first task is to design and create a building that can withstand the forces of an earthquake.

Expected Task:

Develop a model of a building that will withstand the forces of an earthquake or result in minimal amount of damage. You must present your research and explain why you made this particular design. The group with the best design and explanation will get a bonus.

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

Vocabulary: Earthquake, Transform Boundary, Seismic Waves, Tectonic Plates, Tension, Compression,

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Criteria: - The building must fit on the base. Attach your building to the base using pins, paper clips, or string.

- Your building must be at least 36 cm tall.- Your building has 2 stories that are each at least 18 cm tall (approximately the height of 1

straw).- Each story must support the weight of at least 1 sand bag (250 grams) without collapsing.- A construction drawing with measurements and analysis must be submitted before

earthquake testing.- To survive an earthquake test, the building must not collapse for 10 seconds after the

earthquake begins. The weights must stay on the building. You have 1 minute to repair any damage to your building before the next earthquake test.

Constraints: The building must fit on the testing table.

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https://app.discoveryeducation.com/player/view/assetGuid/AB404F3A-2E09-49B7-A562-AC5E0689A875

https://app.discoveryeducation.com/player/view/assetGuid/AB404F3A-2E09-49B7-A562-AC5E0689A875

TeacherYou cannot touch your structure during testing.

Materials: - 1 cardboard base (approximately 25 cm by 25 cm)- 30 straws- 100 paper clips (one box)- 20 straight pins- 2 meters of string

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the Product (Prototype, model or Artifact):

Each group of students is to do research, brainstorm with ideas, come to a consensus and build a prototype of their building. Each group must complete a technical drawing with measurements and analysis of their design.

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Test the models and record observations of what happened to the model during the test.


- During construction, how did you test the strength and stability of your structure?- During construction, what strategies did you use to strengthen the weaker areas? Why?- What are the strongest parts of your building? Why?- What are the weakest parts of your building? Why?- Where did you use string in your structure? Why?- Where did you use pins in your structure? Why?- If you had 5 more straws, where would you add them? Why?

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Project Summary:

Written description of completed task and proposed solution to presented problem or scenario. Students should include a description and explanation of their design and summarize how the model performed during testing.


Students will present their technical drawing and the results of how their model performed during testing. Students should present their project like they would to the a group of engineers at the firm (new job).

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Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.

Teacher Notes:

This activity has been adopted from http://teachers.egfi-k12.org/activity-earthquake-proof-structure/, Activity: Build an Earthquake-proof Structure

You will need to build an earthquake testing table before doing the activity.Prepare sandbags before the activity.The website has further suggestions for completing this activity.

Another version of testing structures with earthquakes can be found at this site:https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_natdis/cub_natdis_lesson03_activity1.xml

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You have been recently hired by an engineering firm and your first task is to design and create a building that can withstand the forces of an earthquake.

Expected Task: Develop a model of a building that will withstand the forces of an earthquake or result in minimal amount of damage. You must present your research and explain why you made this particular design. The group with the best design and explanation will get a bonus

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Vocabulary: Earthquake, Transform Boundary, Seismic Waves, Tectonic Plates, Tension, Compression,

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Criteria: - The building must fit on the base. Attach your building to the base using pins, paper clips, or string.

- Your building must be at least 36 cm tall.- Your building has 2 stories that are each at least 18 cm tall

(approximately the height of 1 straw).- Each story must support the weight of at least 1 sand bag

(250 grams) without collapsing.- A construction drawing with measurements and analysis

must be submitted before earthquake testing.- To survive an earthquake test, the building must not

collapse for 10 seconds after the earthquake begins. The weights must stay on the building. You have 1 minute to repair any damage to your building before the next earthquake test

Constraints: The building must fit on the testing table.You cannot touch your structure during testing.

Materials: - 1 cardboard base (approximately 25 cm by 25 cm)- 30 straws- 100 paper clips (one box)- 20 straight pins- 2 meters of string

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https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_natdis/cub_natdis_lesson03_activity1.xml

http://teachers.egfi-k12.org/activity-earthquake-proof-structure/

TeacherCRAYON ROCK CYCLE LAB

Benchmarks:SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Purpose of the Lab/ Activity:

Describe the processes that allow rocks to change from one type to another in a continuous cycle.

Background:The rock cycle describes the continuous processes that break down and form the three main rocks- igneous, sedimentary and metamorphic. Igneous rock is formed by the cooling and hardening of magma. Sedimentary rock is formed through weathering and erosion, deposition, compaction, and cementation of rock fragments. Metamorphic rock is formed by great heat and pressure on a rock that causes it to change form into a metamorphic rock.

Prerequisites: Students should know the basics of the rock cycle and know how each rock can change

into any of the other types of rocks depending on the process it undergoes either under Earth’s crust or at Earth’s surface.

Student should have an understanding of weathering and erosion. Students should have an understanding of plate tectonics and mountain building.

Problem Statement: How can crayons be used to model the rock cycle?

Materials

1 penny per student 2 large sheets of tin foil per group 1-2 crayons per student 1 large/heavy textbook 2 paper plates per group Newspaper to cover work area 1 Styrofoam cup per group Boiling hot water

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TeacherProcedures:

Before activity


1. Have students first cover their work spaces with newspaper.During activity


1. Form groups of 3-4 students.2. Facilitate the collection of materials by students.3. Have students use their penny to shave the crayon down into small pieces

onto the paper plate. Set a time limit to this so that all shaving of crayons is finished in 5 minutes max (make sure they peel the paper off the crayons).

4. Have students stop and reflect in their group about what process in the rock cycle they are completing. This should be answered in their notebooks.

5. Ask students, “What remains when a rock is weathered or broken down into pieces?”

6. Have students transfer or erode the sediment onto the sheet of tin foil so that the entire pile is at the center of the foil (at this point as much sediment as possible from all group members, should be on the foil).

7. Have students fold the piece of foil on top of the pile, place the text book on top, and gently push twice on the text book. Students should unfold the foil and look at the rock.

8. Ask students: What type of rock has now been created? Sedimentary rock. What process occurred? Cementation and compaction. What characteristics do you notice about the rock? It breaks apart easily back into the sediments.

9. Bring water to boiling in a tea kettle or on a hot plate and pour some into each of the students’ cups. Have them place their rock back inside the folded tin foil and hold it above the boiling water for about 15 seconds, and then to push the textbook on top again, but harder this time.

10. Have students unfold the foil and look at the rock. Ask students: Now what type of rock has been created? Metamorphic rock. What process did it undergo in order to be changed? Heat and pressure. What characteristics do you notice about the rock? It is smoother and the colors have blended together more.

11.Have students shape their second piece of foil (a new one) into a sort of boat such that there is a space in the middle for the rock and the foil is high on the sides. Have them place their rock in the center of the boat (again as much sediment as possible). Now have them float their tin foil boat on the boiling water for about 30 seconds. This is the coolest part because the crayons completely melt back into wax and all of the colors blend together. Have students carefully pull their boat out of the water and let it cool. Then, they can pop their rock out of the foil. Ask students: What type of rock has now been created? Igneous rock. What process occurred? Melting and cooling. What characteristics do you notice about the rock? It is

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Teachervery smooth and all of the original sediments are now completely molded together.

12.Walk about the groups as they conduct their lab. Ask higher order thinking questions.

13.Facilitate the observations and completion of data writing for the activities by asking questions.

After activity

What the teacher will do:Elaborate

Repeat some of these steps to demonstrate that the igneous rock can now be weathered back into sediment after it was melted and then that it is possible to be forced back under Earth’s crust and melted again into an Igneous rock when it meets lava. This should help solidify the point of this being a continuous cycle. This lab is simply meant to model what is occurring over millions of years continuously as new rocks are created for decades and centuries. It is important to also emphasize this length of time so that students realize this process is long and never ending.


FCAT Connection

1. What must happen in order for a metamorphic rock to be transformed into an igneous rock?

A. It must be compressed by high temperatures and pressure within Earth's crust.B. It must be soaked in water until it dissolves and reforms in a different shape.C. It must be pulled under Earth's crust, melted, and forced out above the crust to cool.D. It must be weathered into sand grains and compressed into multiple layers.

2. The processes involved in the rock cycle take place over millions of years. Which of the following describes a phase of the rock cycle that takes longer to produce results?

A. Rocks are eroded by wind and rain.B. Eroded rocks travel by wind or moving water.C. Rocks form layers of sediment and solidify into new rocks.D. Rocks are pushed to Earth's surface by tectonic forces.

3. Both Ocala, Florida, and Lexington, Kentucky, are good places to raise racehorses, in part because of the limestone near the surface in both places. Calcium from the limestone helps make a horse's leg bones stronger and better able to withstand the pounding stress of running. Knowing that the Bluegrass Region around Lexington also sits on top of limestone, what other land features are also likely to be found there?

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TeacherA. sand dunes, lakes, and springsB. prairies, swamps, and marshesC. sinkholes, caves, and aquifersD. shallow rivers, flat land, and quartz sand

4. The oldest rocks on Earth are found in Canada near the center of the North American Plate. Where would be the most likely place to find very young rocks?

A. in Northern India, where the plates are collidingB. in the Hawaiian Islands, where a plate passes over a hot spotC. in Southern California, where two plates are sliding past each otherD. in the middle of the South American Plate, where there is no plate boundary

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CRAYON ROCK CYCLE LAB

NGSSS:SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Background:The rock cycle describes the continuous processes that break down and form the three main rocks- igneous, sedimentary and metamorphic. Igneous rock is formed by the cooling and hardening of magma. Sedimentary rock is formed through weathering and erosion, deposition, compaction, and cementation of rock fragments. Metamorphic rock is formed by great heat and pressure on a rock that causes it to change form into a metamorphic rock.

Problem Statement: How can crayons be used to model the rock cycle?

Vocabulary: heat, temperature, kinetic energy, density, model, rock cycle, igneous rock, sedimentary rock, metamorphic rock, solid, liquid, lithosphere, heat, crust, mantle, inner core, outer core, oceanic crust, continental crust, convection,

Materials: 1 penny per student, 2 crayons per student, 2 paper plates per group, 1 Styrofoam cup per group, 2 large sheets of tin foil per group, 1 large/heavy textbook, Newspaper to cover work area, Boiling hot water

Procedures:

1. Collect all materials2. Using the penny, shave the crayon down into small

pieces onto the paper plate. All shaving of crayons should be finished in 5 minutes max (make sure to peel the paper off the crayons).

3. Stop and reflect in your group about what process in the rock cycle is being completed.

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Student

4. Transfer the sediment onto the sheet of tin foil so that the entire pile is at the center of the foil (at this point as much sediment as possible from all group members should be on the foil).

5. Fold the piece of foil on top of the pile and place the text book on top. Gently push twice on the text book. Unfold the foil and look at the rock. What type of rock has now been created? What process occurred? What characteristics do you notice about the rock? _____________________________________________________________________ _____________________________________________________________________

6. Bring water to boiling on a hot plate and pour some into the cups. Place the rock back inside the folded tin foil and hold it above the boiling water for about 15 seconds, and then to push the textbook on top again, but harder this time.

7. Unfold the foil and look at the rock. Now what type of rock has been created? What process did it undergo in order to be changed? What characteristics do you notice about the rock? _____________________________________________________________ _____________________________________________________________________

8. Shape the second piece of foil (a new one) into a sort of boat such that there is a space in the middle for the rock and the foil is high on the sides. Place your rock in the center of the boat (again as much sediment as possible). Float your tin foil boat on the boiling water for about 30 seconds. This is the coolest part because the crayons completely melt back into wax and all of the colors blend together. Carefully pull your boat out of the water and let it cool.

9. Then, pop your rock out of the foil. What type of rock has now been created? What process occurred? What characteristics do you notice about the rock? _________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Observations/ Data:Process of the lab activity Process of the rock cycleShaving down of crayonsTransferring of the sediment onto the sheet of tin foilPushing on the pile of crayon with the textbookHolding the rock in the tin foil above the boiling water and then pressing the textbook on the rock afterFloating the tin foil boat on the boiling water for about 30 seconds with the rock in the center of the boatCooling of the melted crayons

Results/ Conclusions:1. What type of rock does each of the processes of the rock cycle form? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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http://www.uen.org/Lessonplan/preview.cgi?LPid=16319

Student

Research Question: How can crayons be used to model the rock cycle?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. What must happen in order for a metamorphic rock to be transformed into an igneous rock?

A. It must be compressed by high temperatures and pressure within Earth's crust.B. It must be soaked in water until it dissolves and reforms in a different shape.C. It must be pulled under Earth's crust, melted, and forced out above the crust to cool. D. It must be weathered into sand grains and compressed into multiple layers.

2. The processes involved in the rock cycle take place over millions of years. Which of the following describes a phase of the rock cycle that takes longer to produce results?

A. Rocks are eroded by wind and rain.B. Eroded rocks travel by wind or moving water.C. Rocks form layers of sediment and solidify into new rocks.D. Rocks are pushed to Earth's surface by tectonic forces.

3. Both Ocala, Florida, and Lexington, Kentucky, are good places to raise racehorses, in part because of the limestone near the surface in both places. Calcium from the limestone helps make a horse's leg bones stronger and better able to withstand the pounding stress of running. Knowing that the Bluegrass Region around Lexington also sits on top of limestone, what other land features are also likely to be found there?

A. sand dunes, lakes, and springsB. prairies, swamps, and marshesC. sinkholes, caves, and aquifers D. shallow rivers, flat land, and quartz sand

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Student4. The oldest rocks on Earth are found in Canada near the center of the North American Plate.

Where would be the most likely place to find very young rocks?

A. in Northern India, where the plates are collidingB. in the Hawaiian Islands, where a plate passes over a hot spot C. in Southern California, where two plates are sliding past each otherD. in the middle of the South American Plate, where there is no plate boundary

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TeacherProject Based STEM Activities for Middle Grades Science

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

Water Filtration

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Water is one of Earth’s most valuable resources but due to human actions, many areas of the world don’t have clean water. Before water is sent to your homes, the water must go through a series of processes to ensure that it is clean enough for human use and consumption. How is polluted water turned into clean water?

Standard Alignment:

SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water




LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MAFS.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.

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The main mall in your neighborhood is having a problem with cloudy water in their stream that runs through their scenic garden area. The owner of the mall contacts the We Filter the Water Company about the problem with the stream and they ask a group of their employees to come up with a way to filter the water so that it is crystal clear. The water does not have to be clean enough to drink since it is only used in the stream.

Expected Task:

Using the available materials, students will brainstorm and devise a filtration process that will result in the cloudy water being clearer. Students will be given a $50 budget to purchase materials for their filtration process. Students must provide a written explanation of their process and a technical diagram of their design.

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

Vocabulary: Pollutant, Filtration, Sediments

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Criteria: Your team has a $50 budget to buy materials for your water filter. All filter materials must be put into the cup with a hole at the bottom. You must use at least 4 of the materials provided.

Constraints: 30 Minutes to purchase materials and construct the filter Must fit into the filter cup with hole at the bottom Must use 4 or more of the materials Effectiveness of the filter will be based on water quality - how clean it looks Your filter will have 10 minutes to get ½ cup of cleaned water You can put water through the filter more than once in the 10 minutes

Materials: - Gravel $10 per ½ cup

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Teacher- Sand $10 per ½ cup- Cotton Ball $1 each- Coffee Filter $10 each- Cheese Cloth $5 each- Screen $5 each- Plastic cup with hole in bottom for each group- “Polluted” Water prepared by the teacher

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Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a prototype of the water filtration system. Each group must draw a diagram of their water filter and calculate the cost of their filter.

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Test the water filters and record observations of how clean (clear) the water becomes.Students will compare their filtered water to three samples prepared by the teacher.


What is the goal of the design challenge? What are the limits (constraints) that you need to consider when designing your water

filter? How can you determine how successful your design is? Will the filter work quickly? Did you use a lot of material in your filter? Is your filter “expensive”? What are your strengths and weaknesses in your water filter design?

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Project Summary:

Students should include a description and explanation of their design and summarize how the model performed during testing.


Students will present their diagram of their water filter and explain the cost of their design and explain the results of how their design performed during testing. Students should present like they talking to the owner of the water company, to “sell” their water filter the best idea to clean the water in the mall’s stream.

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Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design..

Teacher Notes:

This activity was adapted from activities found on the website provided below.Each website provides lessons plans and handouts that will assist in your students completing this engineering challenge. A rubric is also provided on the Teach Engineering Site that will assist in determining the effectiveness of the water filters.Teachers need to prepare a “polluted” sample of water prepared in advance with soil and sand in it until it is thin but relatively opaque, which represents the water from the stream. They also need to prepare three samples of water of varying levels of clearness. Example: 3 test tubes prepared with the water standards "A," "B" and "C" (C is filtered through some grass, B is filtered through a coffee filter, and A is filtered through 2 coffee filters with a paper towel in the middle). The information for preparation of water samples comes from the Teach Engineering Site.

http://www.stem.neu.edu/programs/k-12-school-field-trips/water-filtration/

https://www.teachengineering.org/view_activity.php?url=collection/wpi_/activities/wpi_water_filtration/water_filtration.xml

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http://www.stem.neu.edu/programs/k-12-school-field-trips/water-filtration/

Student

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The main mall in your neighborhood is having a problem with cloudy water in their stream that runs through their scenic garden area. The owner of the mall contacts the We Filter the Water Company about the problem with the stream and they hire you to come up with a way to filter the water so that it is crystal clear. The water does not have to be clean enough to drink since it is only used in the stream.

Expected Task: Using the available materials, students will brainstorm and devise a filtration process that will result in the cloudy water being clearer. Students will be given a $50 budget to purchase materials for their filtration process. Students must provide a written explanation of their process and a technical diagram of their design.

Ste

p 2

Res

earc

h th

e N

eed

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Pro

blem


Vocabulary: Pollutant, Filtration, Sediments

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s)

Criteria: •Your team has a $50 budget to buy materials for your water filter.•All filter materials must be put into the cup with a hole at the bottom.•You must use at least 4 of the materials provided.

Constraints: •30 Minutes to purchase materials and construct the filter•Must fit into the filter cup with hole at the bottom•Must use 4 or more of the materials•Effectiveness of the filter will be based on water quality - how clean it looks•Your filter will have 10 minutes to get ½ cup of cleaned water•You can put water through the filter more than once in the 10 minutes

Materials: - Gravel $10 per ½ cup- Sand $10 per ½ cup- Cotton Ball $1 each- Coffee Filter $10 each- Cheese Cloth $5 each- Screen $5 each- Plastic cup with hole in bottom for each group- “Polluted” Water prepared by the teacher

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Teacher

FOSSILS AND THE LAW OF SUPERPOSITION

Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=16319

Benchmarks:SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4)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. (AA)

Objective/Purpose: Students will use their knowledge about fossils to arrange fossil pictures in sequence

from oldest to youngest. Explain how fossils can be used to make inferences about past life, climate, geology, and

environments.

Materials: Pencils, Colored Pencils, Drawing Paper, Cardstock, Handouts:

Nonsense Cards Set A Fossils Cards Set B (1) , Fossils Cards Set B (2) , Stratigraphic Section for Set B ,

Additional Web Sites The Relative Time Scale

Background: Scientists have good evidence that Earth is very old, approximately four and one-half billion years old. Scientific measurements such as radiometric dating use the natural radioactivity of certain elements found in rocks to help determine their age. Scientists also use direct evidence from observations of the rock layers themselves to find the relative age of rock layers. Specific rock formations indicate a particular type of environment existing when the rock was being formed. For example, most limestone represents marine environments, whereas, sandstones with ripple marks might indicate a shoreline habitat or riverbed.

The study and comparison of exposed rock layers or strata in different areas of Earth led scientists in the early 19th century to propose that the rock layers could be correlated from place to place. Locally, physical characteristics of rocks can be compared and correlated. On a larger scale, even between continents, fossil evidence can help in matching rock layers. The Law of Superposition, which states that in an undisturbed horizontal sequence of rocks, the oldest rock layers will be on the bottom, with successively younger rocks on top. The Law of Superposition allows geologists to correlate rock layers around the world. This also means that fossils found in the lowest levels in a sequence of layered rocks represent the oldest record of life there. By matching partial sequences, the truly oldest layers with fossils can be identified.

By correlating fossils from various parts of the world, scientists are able to give relative ages to particular strata (layers). This is called relative dating. Relative dating tells scientists if a rock

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Teacherlayer is “older” or “younger” than another, based on the fact that older rocks are pushed down and newer rocks are found above. If certain fossils are typically found only in a certain rock unit and are found in many places worldwide, they may be useful as index or guide fossils in finding the age of undated strata. By using this information from rock formations in various parts of the world and correlating the studies, scientists have been able to construct the Geologic Time Scale. This relative time scale divides the vast amount of Earth history into various sections based on geological events (sea encroachments, mountain-building, and depositional events), and notable biological events (appearance, relative abundance, or extinction of certain life forms). In this activity, you will use the Law of Superposition to fossils in the correct order in which they formed.

Problem Statement: How do paleontologists/scientists use fossils to give relative dates to rock strata?


What the teacher will do:Engage - Part 1:Have the students define and identify the Law of Superposition, Radiometric Dating vs. Relative Dating. You may want to have the students compare Radiometric Dating vs. Relative Dating.Read and discuss “Background” reading passage with the students.Hand out Nonsense Cards, Set A in random order. Students place on the table and work in small groups to sequence the eight cards by comparing letters that are common to individual cards, and therefore, overlap. There should be lots of discussion. The first card in the sequence has “TC” on it. If the letters “T” and “C” represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers.Optional: PowerPoint of this activity (http://middleschoolscience.com/superposition-fossils.ppt) & student handout (http://middleschoolscience.com/superposition-ppt-worksheet.pdf).

During Activity

What the teacher will do:Explore and ExplainRead Procedures for Activity 1 with the students.Verify that the cards are stacked in the correct column order with the oldest rocks at the bottom.Have students complete Activity 2 with other students.Ask students to let you know when the fossil layer is correct & completedVerify responses or help them correct as needed.

After Activity

What the teacher will do:Review and discuss Analysis & Conclusion questions with the students.Reiterate that although you are reproducing Relative Dating, Radiometric Dating shows actual numbers.

Evaluate Checking individual stacks of cards. Verbal answers to the discussion questions. Students write a short paragraph explaining the Law of Superposition.

Sequence information using items which overlap specific sets; students will relate sequencing to the Law of Superposition and then show how fossils can

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http://middleschoolscience.com/superposition-ppt-worksheet.pdf



http://middleschoolscience.com/superposition-fossils.ppt

http://middleschoolscience.com/superposition-fossils.ppt

Teacherbe used to give relative dates to rock layers

Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your conclusion.

Extensions Students research different fossils to see where they are on the geologic time

scale. Research the internet for fossil trivia, then write a question and answer game

for the class. Students write a story telling the life of an animal that is facing extinction. Draw a fossil Pop-up book. Write a short definition below each picture. Students may take family field trips to a nearby fossil bed. Visit virtual dinosaur quarries Take home card sets A and B and teach a family member about the Law of

Superposition

FCAT Connection

1. Why is it most likely that fossils will be found in sedimentary rock rather than igneous or metamorphic rock?

A. Molten sedimentary rock burns up living organisms and fossilizes them as it cools.B. Animals can dig into sedimentary rock, and some are trapped inside and fossilize.C. Sedimentary rock breaks apart most easily, so fossils inside are seen more often.D. Organisms can get trapped and fossilize as the layers of sedimentary rock form.

2. When archaeologists were looking for remains of the first British settlement in America at Jamestown, Virginia, they had to dig more than a meter into the ground before they began finding things the settlers had left, such as pottery, buttons, glass bottles, and wooden posts. Why did they have to dig so deep to find these things?

A. The settlers must have buried their trash in deep pits for these things to be so far down.B. Over time, soil layers built up over the remains of the settlement and buried it.C. When the settlers had to leave, they hid their valuables underground.D. The weight of the houses they built made the items sink into the ground.

3. Jason lives on a ranch in Wyoming. There is a large sedimentary rock outcrop on the ranch. He found one fossil embedded in the rock near the top of the outcrop and another embedded in the rock almost at the bottom of the outcrop. What do their positions tell him about the two fossils?

A. The lower fossil is older than the upper fossil.

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TeacherB. The upper fossil is older than the lower fossil.C. The upper fossil must be that of a climbing animal.D. The lower fossil must have washed down from the top.

4. Sometimes the layers in a rock face look as if they have been bent or broken. What is the most likely cause of this?

A. uneven deposition of sediment as the rock formedB. folding and faulting in an earthquakeC. weathering and erosion of some rock layersD. lava flows in a volcanic eruption

Adapted from Utah Lesson Plans

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TeacherStudent Name: _______________________________ Date:_________________ Period:____

FOSSILS AND THE LAW OF SUPERPOSITION

Benchmarks:SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4)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. (AA)

Background: Scientists have good evidence that Earth is very old, approximately four and one-half billion years old. Scientific measurements such as radiometric dating use the natural radioactivity of certain elements found in rocks to help determine their age. Scientists also use direct evidence from observations of the rock layers themselves to find the relative age of rock layers. Specific rock formations indicate a particular type of environment existing when the rock was being formed. For example, most limestone represents marine environments, whereas, sandstones with ripple marks might indicate a shoreline habitat or riverbed.

The study and comparison of exposed rock layers or strata in different areas of Earth led scientists in the early 19th century to propose that the rock layers could be correlated from place to place. Locally, physical characteristics of rocks can be compared and correlated. On a larger scale, even between continents, fossil evidence can help in matching rock layers. The Law of Superposition, which states that in an undisturbed horizontal sequence of rocks, the oldest rock layers will be on the bottom, with successively younger rocks on top. The Law of Superposition allows geologists to correlate rock layers around the world. This also means that fossils found in the lowest levels in a sequence of layered rocks represent the oldest record of life there. By matching partial sequences, the truly oldest layers with fossils can be identified.

By correlating fossils from various parts of the world, scientists are able to give relative ages to particular strata (layers). This is called relative dating. Relative dating tells scientists if a rock layer is “older” or “younger” than another, based on the fact that older rocks are pushed down and newer rocks are found above. If certain fossils are typically found only in a certain rock unit and are found in many places worldwide, they may be useful as index or guide fossils in finding the age of undated strata. By using this information from rock formations in various parts of the world and correlating the studies, scientists have been able to construct the Geologic Time Scale. This relative time scale divides the vast amount of Earth history into various sections based on geological events (sea encroachments, mountain-building, and depositional events), and notable biological events (appearance, relative abundance, or extinction of certain life forms). In this activity, you will use the Law of Superposition to fossils in the correct order in which they formed.

Problem Statement:How do paleontologists/scientists use fossils to give relative dates to rock strata?

Vocabulary: Law of Superposition, Radiometric Dating, Geologic Time Scale, strata

Materials: Nonsense Cards for Activity 1, Fossil Set Cards (8 total) for Activity 2

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TeacherProcedures: Explore Activity 1-1. On your desk, you have 8 large colored index cards with nonsense letters placed on them.2. Your task is to determine what the correct sequence of the letters. 3. Clues:

The card with the letters “C” and “T” is on the bottom, or the oldest layer Look for a card that has either a “T” or “C” written on it for the second layer Each layer must have a letter from the layer below.

Analysis of Activity 1:1. After putting the cards in order, write down the sequence of letters for easy checking. Start at the bottom going oldest to youngest. ____________________________________________2. How do you know “X” is older than “M”? Explain. ____________________________________________________________________________________________________________3. Explain why “D” in the rock layer represented by DM is the same age as “M.” ____________ ____________________________________________________________________________4. Explain why “D” in the rock layer represented by the OXD is older than “D” in the rock layer represented by DM. ___________________________________________________________ ___________________________________________________________________________

Explore Activity 2:1. Look carefully at the second set of cards with sketches of fossils on them. Each card represents a particular rock layer with a collection of fossils that are found in that particular rock stratum. All of the fossils represented would be found in sedimentary rocks of marine origin. 2. The oldest rock layer is marked with the letter “M” in the lower left-hand corner. Find a rock layer that has at least one of the fossils you found in the oldest rock layer. This rock layer would be younger as indicated by the appearance of new fossils in the rock stratum. Remember that extinction is forever. If an organism disappears, it cannot reappear later. Use this information to sequence the cards in a vertical sequence of fossils in rock strata from oldest to youngest.

Analysis of Activity 2 : 1. List the order of the cards from “Oldest” to “Youngest”. ______________________________2. How does this activity relate to how geologist identify the ages of rocks? ____________________________________________________________________________________________3. Give examples from this lab on how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Content Analysis: (Hint! Use Background information if you need help.)1. According to most scientists, how old is the Earth? _________________How do they know? ___________________________________________________________________________2. Give an example of how specific rock formations indicate a particular type of environment existing when the rock was being formed. _____________________________________________________________________________________________________________________3. How do scientists measure the absolute or exact age of Fossils or rocks? __________________________________________________________________________________________4. What are index or guide fossils? _______________________________________________5. What was used to create the Geologic Time Scale? ________________________________

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Teacher6. Scientists use several methods to identify the age of the Earth, its layers, and fossils. Which method do you think is the most reliable for determining age? Explain your reasoning. _______

Research Question: How do paleontologists/scientists use fossils to give relative dates to rock strata?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. Why is it most likely that fossils will be found in sedimentary rock rather than igneous or metamorphic rock?

A. Molten sedimentary rock burns up living organisms and fossilizes them as it cools.B. Animals can dig into sedimentary rock, and some are trapped inside and fossilize.C. Sedimentary rock breaks apart most easily, so fossils inside are seen more often.D. Organisms can get trapped and fossilize as the layers of sedimentary rock form.

2. When archaeologists were looking for remains of the first British settlement in America at Jamestown, Virginia, they had to dig more than a meter into the ground before they began finding things the settlers had left, such as pottery, buttons, glass bottles, and wooden posts. Why did they have to dig so deep to find these things?

A. The settlers must have buried their trash in deep pits for these things to be so far down.

B. Over time, soil layers built up over the remains of the settlement and buried it. C. When the settlers had to leave, they hid their valuables underground.D. The weight of the houses they built made the items sink into the ground.

3. Jason lives on a ranch in Wyoming. There is a large sedimentary rock outcrop on the ranch. He found one fossil embedded in the rock near the top of the outcrop and another embedded in the rock almost at the bottom of the outcrop. What do their positions tell him about the two

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Teacherfossils?

A. The lower fossil is older than the upper fossil. B. The upper fossil is older than the lower fossil.C. The upper fossil must be that of a climbing animal.D. The lower fossil must have washed down from the top.

4. Sometimes the layers in a rock face look as if they have been bent or broken. What is the most likely cause of this?

A. uneven deposition of sediment as the rock formedB. folding and faulting in an earthquake C. weathering and erosion of some rock layersD. lava flows in a volcanic eruption

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Teacher

BECOMING WHALES: FOSSIL RECORDSSource: http://www2.edc.org/weblabs/ExploringEvolution/evolution.swf\

Adapted from Becoming Whales: Experiencing Discoveries of Whale Evolution by Larry Flammer, 8 October 1997 [revised Nov. 2002]

http://www.indiana.edu/~ensiweb/lessons/whale.ev.html

Benchmarks:SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. (Assessed as SC.7.L.15.2) SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.7.N.1.1)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. (AA)SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. (Assessed as SC.7.N.2.2)

Objectives/Purpose: 1. Examine evidence of evolutionary history of modern whales by investigating the fossil record (paleontological evidence) of several whale “cousins” from the Eocene Epoch (~58-35 mya).2. Construct the evolution of modern whales along a timeline of the history of the Earth and discuss the age of the Earth. 3. Identify the evidence to the understanding evolution of whales to the scientific theory of evolution.

Materials: Whales in the Making Pictures, Handout with Background, Lab Data sheet.

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http://www2.edc.org/weblabs/ExploringEvolution/evolution.swf/

TeacherProcedures: Before Activity

What the teacher will do:EngageHas anyone seen a real whale? Where? What kind? See smaller whales and larger whales (Examine “Some Modern Whales”. Compare the baleen and toothed)What kind of animal is a whale? What are some of their mammalian featuresHow big are these whales? As big as a room? Bigger? Smaller?Examine the size of whales from smallest to largest-about 1.4 m to 21 m) use a meter tape/stick or rope to visualize the size humpback or gray whale which is half that of a blue whale or use an Interactive white board if available to view the actual size of a blue whaleMath connection: Whale length-table for overhead projector, so students can make full size strips of adding machine tape to match actual whale lengths (modern and extinct) to get a realistic sense of relative sizes (optional).Discuss “What Kind of Creature is a Whale”[a Mammal]..... Some of their features? Big, swim in oceans, nurse their young, hair,Hind limb buds on whale embryo, Hip bones in adult whalesHow long have whales been on Earth? Where did they come from? Display time line-Cenozoic Time LineHave students individually hypothesize where they believe whales came from and illustrate what whales may have looked like long ago.Assign groups of 2-4 if needed.

During Activity

What the teacher will do:Explore and ExplainModel the completion of the Data Table as needed per class.

After Activity

What the teacher will do:Discuss and Review Data Table and Extension questions.Review and discuss how the arrangement of the whale fossils differed from that suggested by the handouts.

Elaborate/ExtensionIf you have access, view the short (5 minute) PBS video online at: http://www.pbs.org/wgbh/evolution/library/03/4/l_034_05.html

Using History of Earth timeline, situate the Eocene Epoch and Cenozoic in its proper location along the timeline tape. Discuss the relative length of the history of the Earth compared to the length of the evolutionary history of whales. If it doesn’t arise in the discussion, point out that the evolutionary process is an extremely lengthy process; the common misconception is the confusion of macroevolution with microevolution.Prepare a Timeline to scale – 3 cm = 1 million years Also available is the timeline for the 4.5 billion year history of our Solar System and other models.Evolution of Whales and Virtual Lab

EvaluateReturn to the explanation of how whales may have evolved from a land-dwelling ancestor. Reflect on what you have learned about the origins of whales and revise your response to this prompt.

FCAT Connection

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http://www2.edc.org/weblabs/ExploringEvolution/evolution.swf

http://whyfiles.org/296evolution/index.php?g=3.txt

http://www.indiana.edu/~ensiweb/class.models.html

http://www.indiana.edu/~ensiweb/lessons/time.mac.html


http://www.indiana.edu/~ensiweb/lessons/wh.cen.c.pdf

http://www.indiana.edu/~ensiweb/lessons/wh.eo.c.pdf

http://www.pbs.org/wgbh/evolution/library/03/4/l_034_05.html

http://www.indiana.edu/~ensiweb/lessons/wh.mamm.pdf

http://www.indiana.edu/~ensiweb/lessons/wh.len.pdf

http://www.wdcs.co.uk/media/flash/whalebanner/content_pub_en.html

http://www.wdcs.co.uk/media/flash/whalebanner/content_pub_en.html

http://www.solcomhouse.com/whales.htm

http://animal.discovery.com/tv/whale-wars/meet-the-whales/

http://www.bing.com/images/search?q=whales&FORM=IGRE&qpvt=whales&adlt=strict#focal=ac63a6de158232e9d13d31f428b4ac4f&furl=http%3A%2F%2Fwww.acsonline.org%2Ffactpack%2Fimages%2Fmontage-whales-sm.jpg



Teacher1. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed

over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes.C. The animal ate too much food.D. The Glyptodon had genetic variation.

2. When paleontologists study fossils, which is true of the fossil record that they find?

A. The fossil record shows that organisms have changed very little over time.B. The fossil record is inconsistent with the scientific theory of evolution.C. The fossil record is very limited and offers little knowledge about the history of life.D. The fossil record shows how different groups of organisms have changed over time.

3. Scientists believe that the modern horse developed from a short, horse-like mammal about the size of a dog. Over millions of years, the horse increased in size and developed much longer legs. Horses with longer legs had a better chance of surviving than the shorter-legged members of the herd. How did longer legs help horses survive?

A. They allowed the horses to reach nuts in trees.B. They allowed the horses to outrun predators.C. They allowed the horses to carry more body weight.D. They allowed the horses to capture prey.

Extension Whales may be related to deer-like creature : ; http://www.indiana.edu/~ensiweb/lessons/wh.ph.os.html ; The organsystems of ancient whales that we study: http://www.indiana.edu/~ensiweb/lessons/whalekiosk.html

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http://www.indiana.edu/~ensiweb/lessons/whalekiosk.html

http://www.neoucom.edu/DEPTS/ANAT/Thewissen/whale_origins/index.html

http://www.neoucom.edu/DEPTS/ANAT/Thewissen/whale_origins/index.html

http://www.indiana.edu/~ensiweb/lessons/wh.ph.os.html

http://www.indiana.edu/~ensiweb/lessons/wh.indohyus.pdf

Teacher

Whales in the Making

1. Archaelcetes(primitive whales)

Dorudon

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2. Mesonychids(extinct land mammals with whale- like teeth)

Pachyaena

3. Pakicetus inactus

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4.Basilosaurus isis

5.Rodhocetus kasrani

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6.Ambulacetus natans

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TeacherWHALE HUNT: BACKGROUND SEARCHING FOR WHALE FOSSILS

1. We have NO fossils of modern whales earlier than about 25 million years ago (mya). However, for many years, we have been finding a number of fossils of various primitive whales (archaeocetes) between 25 and 45 million years old, and somewhat different from modern whales, e.g. with very distinctive teeth. An example of these early whales would be Dorudon. Place the fossil picture strip of Dorudon at about 36 mya on your timeline (actual range about 39-36 mya); (“mya”=millions of years ago). Dorudon lived in the shallow warm seas around the world. This is supported by their fossils usually found in deposits indicative of fully marine environments, lacking any freshwater influx. They were probably distributed throughout the tropical and subtropical seas of the world.

2. As more fossils have been discovered from the early Eocene (55 to 34 mya), we searched for a land mammal from which whales most likely evolved. The group of animals that had features like those distinctive teeth that are also found in the earliest primitive whales are called the Mesonychids. A typical example of these animals was Pachyaena. The legs were presumably functional both on land and in the sea. It could easily support its own weight while on land; the tibia differs little from that of the fully terrestrial mesonychid. The Pachyaena live near the coastal areas, typically foraging in shallow water, wetlands and nearby shore vegetation. Mesonychids also had hooves, suggesting that whales may be related to other animals with hooves, like cows, horses, deer and pigs. Place the Pachyaena strip at about the 55 mya level on your timeline. Mesonychids lived from 58-34 mya.

3. In 1983, all we had were these primitive whales and mesonychids, with a big gap in between. This year, paleontologist Philip Gingerich was searching in Eocene deposits in Pakistan, and found the skull of an amazing fossil. It had teeth like the Dorudon whale, with whale-like ear bones and other features, but it was much older (50 mya), and there were indications that it had four legs. But the skull also had characteristics in common with the Archaeocetes, the oldest known whales. The new bones, dubbed Pakicetus, proved to have key features that were transitional between terrestrial mammals and the earliest true whales. One of the most interesting was the ear region of the skull. In whales, it is extensively modified for directional hearing underwater. In Pakicetus, the ear region is intermediate between that of terrestrial and fully aquatic animals. Possible semi-aquatic nature. However, in 2009 Thewissen et al. argued that "the orbits ... of these cetaceans were located close together on top of the skull, as is common in aquatic animals that live in water but look at emerged objects. Just like Indohyus, limb bones of pakicetids suggestive of aquatic habitat” (since heavy bones provide ballast).Somewhat more complete skeletal remains were discovered in 2001, prompting the view that Pakicetus was primarily a land animal about the size of a wolf. He called this Pakicetus, so place your Pakicetus strip on your timeline at 50 mya. Later, more complete fossils confirmed that it had 4 walking legs, with tiny hooves!

4. In 1990, in Egypt, Gingerich’s team found the tiny hind limb bones of Basilosaurus. There were lots of Basilosaurus skeletons there (once covered by the Mediterranean). Basilosaurus had first been discovered in the Appalachians of America. These new leg fossils were about 37 mya old, so place the Basilosaurus strip at 37 mya on your time line. The legs were about 2 feet long, and useless for carrying the animal on land. By 40 million years ago, Basilosaurus -- clearly an animal fully adapted to an aquatic environment -- was swimming the ancient seas, propelled by its sturdy flippers and long, flexible body. Yet Basilosaurus still retained small, weak hind legs -- baggage from its evolutionary past -- even though it could not walk on land. Both basilosaurids and dorudontids have skeletons that are immediately recognizable as cetaceans. A basilosaurid

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http://en.wikipedia.org/wiki/Indohyus

Teacherwas as big as the larger modern whales, up to 18 m (60 ft.) long; dorudontids were smaller, about 5 m (16 ft.) long. They had a tail fluke, but their body proportions suggest that it swam by caudal undulation and that the fluke was not the propulsive organ. The forelimbs of basilosaurids and dorudontids were probably flipper-shaped, and the external hind limbs were tiny and are certainly not involved in locomotion. Their fingers, on the other hand, still retain the mobile joints of their ambulocetid relatives

5. In early 1994, Gingerich was hunting in Pakistan again, in Eocene sediments, and found the fossil remains of a 4-legged early whale that was more recent than Pakicetus, and with more aquatic features (shorter legs, whale-like ear bones, skull with nostril between eyes and tip of nose). Rhodocetus shows evidence of an increasingly marine lifestyle. Its neck vertebrae are shorter, giving it a less flexible, more stable neck -- an adaptation for swimming also seen in other aquatic animals such as sea cows, and in an extreme form in modern whales. The ear region of its skull is more specialized for underwater hearing and its legs are disengaged from its pelvis, symbolizing the severance of the connection to land locomotion. The ear bones of Rodhocetus are already very whale-like, though the swimming style is very different. Rodhocetus is more obviously aquatic than earlier known species and had large, paddling hind feet to propel it through the water. It also had a strong tail which may have helped to act as a rudder. He called it Rodhocetus. Place the Rodhocetus strip at 46 mya. Rodhocetus also had tiny hooves on its toes!

6. NOW, notice the gap between the very terrestrial Pakicetus at 50 mya and the clearly more aquatic Rodhocetus at 46 mya. Talk with your partners about what you think an animal intermediate between Pakicetus and Rodhocetus might look like, and where you would most likely find that animal. Make a sketch of what you think it would look like and what habitat it might have lived in.

7. After most of you have “made your predictions” (show your drawings to your teacher), you will be shown the next discovery...

8. In late 1994, Hans Thewissen (one of Gingerich’s students) was searching ....where?.....[right, Pakistan]... in 49 my old deposits, and found a nearly complete fossil of what he called “The Walking Whale” - Ambulocetus. Place the Ambulocetus strip at 49 mya years ago, between Pakicetus and Rodhocetus. It was about the size of a large sea lion, and with its huge hind feet, probably swam like an otter. It also had whale-like ear-bones and little hooves on its toes! Ambulocetus, was an amphibious animal. Its forelimbs were equipped with fingers and small hooves. The hind feet of Ambulocetus, however, were clearly adapted for swimming. Functional analysis of its skeleton shows that it could get around effectively on land and could swim by pushing back with its hind feet and undulating its tail, as otters do today. Having the appearance of a 3 meter (10-foot) long mammalian crocodile, it was clearly amphibious, as its back legs are better adapted for swimming than for walking on land, and it probably swam by undulating its back vertically, as otters and whales do. It has been speculated that Ambulocetids hunted like crocodiles, lurking in the shallows to snatch unsuspecting prey. Chemical analysis of its teeth shows that it was able to move between salt and fresh water. Scientists consider Ambulocetus to be an early whale because it shares underwater adaptations with them: it had an adaptation in the nose that enabled it to swallow underwater, and its periotic bones had a structure like those of whales, enabling it to hear well underwater. In addition, its teeth are similar to those of early cetaceans. Ambulocetus ("walking whale") was an early cetacean that could walk as well as swim. Ambulocetids inhabited the bays and estuaries of the Tethys Ocean in northern Pakistan. It is clear that ambulocetids tolerated a wide range of salt concentrations. Hence, ambulocetids represent the transition phase of cetacean ancestors between fresh water and marine habitat.

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StudentName: ____________________________ Date: _________________ Period: ____

BECOMING WHALES: FOSSIL RECORDS

Benchmarks: SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. SC.7.N.1.3 Distinguish between an experiment (with variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 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. SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.

Background: Have you ever wondered how whales got here? What did they once look like?If, as it is widely believed by paleontologists, whales did evolve from terrestrial mammals, we should be able to find the fossil remains of early “pre-whales”, probably somewhat whale-like, but with legs of varying degrees of reduction and certain other features of varying degrees of similarity to ancestral and modern whales. In this activity, you will be investigating how paleontologists believe whales have morphed.

Procedures: 1. Take the five drawings of fossils whales (either in full or partial), that lived between 55 and 34 million years ago and analyze the difference between the whales.2. Cut up the 5 different drawings of the reconstructions of what these “whales in the making” may have looked like. 3. Use the brief information sheet titled: WHALE HUNT: SEARCHING FOR WHALE FOSSILS which includes the critical morphological (=shape or form) features that paleontologists used to identify when the species existed during the Eocene Epoch approximately 58 million years ago to complete the Whale Evolution Data Table.4. In groups of 2-4, arrange these early whale “cousins” in the order on the Eocene timeline in which you think they may have appeared in the fossil record. Be sure to write down the evidence upon which you based your decisions.

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Student

Whale Evolution Data Table:

Name Mesonychidse.g.

Pachyaena

Pakicetus Ambulocetus Rhodocetus Basilosaurus Archaelcetes

Geological age (mya)Habitat (land, fresh water, marine, shallow sea, open ocean)

Skull, teeth, ear structure, types most like….

aquatic or land mammal?Limbs and tail:

Description:

Did it swim?

How?

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Student

FCAT Connection

1. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes. C. The animal ate too much food.D. The Glyptodon had genetic variation.

2. When paleontologists study fossils, which is true of the fossil record that they find?

A. The fossil record shows that organisms have changed very little over time.B. The fossil record is inconsistent with the scientific theory of evolution.C. The fossil record is very limited and offers little knowledge about the history of life.D. The fossil record shows how different groups of organisms have changed over time.

3. Scientists believe that the modern horse developed from a short, horse-like mammal about the size of a dog. Over millions of years, the horse increased in size and developed much longer legs. Horses with longer legs had a better chance of surviving than the shorter-legged members of the herd. How did longer legs help horses survive?

A. They allowed the horses to reach nuts in trees.B. They allowed the horses to outrun predators. C. They allowed the horses to carry more body weight.D. They allowed the horses to capture prey.

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TeacherMOTH CATCHER

Source: Predator AvoidanceCamouflage (http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf)

Benchmarks:SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (AA)SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed SC.8.N.1.1)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. (AA)

Background Information: Butterflies and moths have evolved several strategies to keep from being eaten. These include warning coloration, camouflage, and even Mimicry. In bright warning coloration, yellow-and-black, orange, or red, warn birds and other predators that such insects may bite, sting, taste badly or are poisonous. In camouflage Moths and many butterflies, particularly females, have earth-tone colors or patterns that resemble tree bark, lichens, or leaves. This “cryptic coloration” allows them to avoid predators by blending into their surroundings. In Mimicry, some butterflies and moths deter predators by copying the color pattern of other less edible species or other insects, plants, and animals. There are two types of mimicry known. Batesian Mimicry and Mullerian Mimicry. In Batesian Mimicry, some harmless Lepidoptera species “pretend” to be poisonous and predators avoid them. In Mullerian Mimicry, two different species copy the warning characteristics of one another and are both poisonous or distasteful. When a predator attacks one of the two, it remembers the color. Mimicry, Camouflage and warning coloration has been studied continuously and are a great examples of how environmental factors contribute to evolution and diversity of organisms. In this lab, you will practice camouflage and survival.

Problem Statement: How does genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms?

Objectives/Purpose: Identify ways in which genetic variation and environmental factors contribute to evolution by

natural selection and diversity of organisms.

Materials: Tape Crayons and/or markers Scissors Drawing paper

Before Activity


1. Review camouflage briefly with the class.2. Ask students to brainstorm animals that relay on Butterflies, moths, or insects for food.3. Discuss how some animals (for example, birds, bats, spiders, dragonflies, and mice) rely

heavily on Lepidoptera which are butterflies, moths, and insects for food.4. Ask students: What are some strategies butterflies, moths and insects have evolved to

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http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf


http://en.wikipedia.org/wiki/File:Lichte_en_zwarte_versie_berkenspanner.jpg

Teacherkeep from being eaten.

5. Lead discussion to camouflage and tell students that they are going to mimic camouflage in this lab.

During Activity


1. Have students draw, cut, and color a butterfly or moth.2. Ask each child to make a butterfly that would be camouflaged in the classroom.3. When completed, have kids attach a piece of tape to the back and break the class into

groups of 5-8.4. Have the students hide their butterflies around the room in places where their butterflies

would be difficult to see.5. Read procedures with the students.6. You can choose to assign the kids the role of a bird, bat, dragonfly, spider, mice, lizard.7. When the first group is done have the rest of the class get up and try to find the

camouflaged butterflies.8. When all butterflies have been found, let the next group hide their butterflies.9. Continue this process until all students have had a chance to hide their butterflies.

After Activity


1. Review the Analysis questions with the students.2. Discuss how over time, the species that blend in the best are able to grow and reproduce, hence leading to evolutionary changes and genetic variation.

Elaborate Research more about the Peppered Moth and the debate and Virtual Lab

(http://www.biologycorner.com/worksheets/pepperedmoth.html ) Adapted from Florida Museum of Natural History http://www.flmnh.ufl.edu lesson 13

Evaluate Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing

your conclusion.

FCAT Connection

1. Which of the following causes gradual changes in a population to produce a new species and is often referred to as "survival of the fittest?"

A. natural selectionB. symbiosisC. isolationD. adaptation

2. Most tortoises have large domed-shaped shells rather than flat shells. Which of the following best explains why?

A. Tortoises are amphibians, and domed shells are better for swimming.B. There is little genetic variation in tortoises.C. Having a flat shell is the result of injury.D. Domed shells offer an advantage for survival.

3. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed

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http://www.flmnh.ufl.edu/

http://www.biologycorner.com/worksheets/pepperedmoth.html

http://www.biologycorner.com/worksheets/pepperedmoth.html

http://www.millerandlevine.com/km/evol/Moths/moths.html

Teacherover 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes.C. The animal ate too much food.D. The Glyptodon had genetic variation.

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StudentName: _____________________________ Date: __________________ Period: _____

MOTH CATCHERSource: Predator Avoidance Camouflage (http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf)

Benchmarks:SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (AA) SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed SC.8.N.1.1) 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. (AA)

Background Information: Butterflies and moths have evolved several strategies to keep from being eaten. These include warning coloration, camouflage, and even Mimicry. In bright warning coloration, yellow-and-black, orange, or red, warn birds and other predators that such insects may bite, sting, taste badly or are poisonous. In camouflage Moths and many butterflies, particularly females, have earth-tone colors or patterns that resemble tree bark, lichens, or leaves. This “cryptic coloration” allows them to avoid predators by blending into their surroundings. In Mimicry, some butterflies and moths deter predators by copying the color pattern of other less edible species or other insects, plants, and animals. There are two types of mimicry known. Batesian Mimicry and Mullerian Mimicry. In Batesian Mimicry, some harmless Lepidoptera species “pretend” to be poisonous and predators avoid them. In Mullerian Mimicry, two different species copy the warning characteristics of one another and are both poisonous or distasteful. When a predator attacks one of the two, it remembers the color. Mimicry, Camouflage and warning coloration has been studied continuously and are a great examples of how environmental factors contribute to evolution and diversity of organisms. In this lab, you will practice camouflage and survival.

Problem Statement: How does genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms?

Procedures:

1. You are going to play a camouflage game. You will take turns being Predators, and are going to make butterflies that will be prey to another group.2. Draw, color, and cut a butterfly that would be able to blend in with some part of this classroom. (Think of size, and coloration) 2. When told to do so, place the cutout on the room’s perimeter (environment) to best camouflage them using a piece of tape. Your challenge is to have the moth survive an outside predator! 3. All moths must be placed in plain sight. (They can’t be partially covered by objects!) Moths can’t be placed on the ceiling or the floor! Your Moth will be exposed to predators.

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http://en.wikipedia.org/wiki/File:Lichte_en_zwarte_versie_berkenspanner.jpg

Student4. When Predators are set loose, they can only make 1 complete trip around the room looking for food. Once they have passed a spot they cannot go back to it.5. When you are the predators, decide who will be the Bird, Bat, Dragonfly, Spider, Mice, Lizard, or Frog that will eat the butterfly or moth.

Data:

Explain:1. Analyze your data. Identify which “Predator” collected the most Lepidoptera? _____________________________

2. What strategy did that “Predator” use to make him/her more successful? ________________________________

________________________________________________

3. How does their strategy relate to a strategy used in nature? _________________________________________________________________________________________

4. Asses what this experiment shows about how prey is selected by predators? _____________________________

________________________________________________

5. Infer how this activity models natural selection? ________________________________________________

________________________________________________________________________________________________

6. Explain how luck and location are important factors. ________________________________________________________________________________________________

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Predator Number of

Lepidoptera

eaten (Moths)

Bird

Bat

Dragonfly

Spider

Mice

Lizard

Frog

Student

7. Which moth coloration (light or dark) would be the best adaptation for a newspaper background? Explain. _________________________________________________________________________

8. Compare and contrast advantage(s)/disadvantage(s) of using camouflage as a survival strategy. Advantages: _______________________________________________________ Disadvantages: _____________________________________________________________

Conclusion:

1. In England during the industrial revolution, factories burned so much coal that the trees in the countryside gradually became coated with dark soot over a long period of time. Infer how the moths in this area responded/adapted to their slowly changing environment? __________________________________________________________________________________________________________________________________________________

2. How did the environmental factors of soot affect the evolution of the species? __________________________________________________________________________________________________________________________________________________3. What field of science would a scientist studying Lepidoptera species fall into? _________________________________________________________________________What methods might that scientist use to learn about the species? _____________________________________________________________________________________________

4. Examine the table below. Construct a graph to represent the data. Plot the years of study on the x-axis and the number of moths captured on the y-axis. You should have 2 lines on your graph –one for light moths, and one for dark moths.

Year# of Light

Moths Captured

# of Dark Moths

Captured

2 537 112

3 484 198

4 392 210

5 246 281

6 225 337

7 193 412

8 147 503

9 84 550

10 56 599

Research Question: How does genetic variation and environmental factors contribute

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Studentto evolution by natural selection and diversity of organisms?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. Which of the following causes gradual changes in a population to produce a new species and is often referred to as "survival of the fittest?"

A. natural selection B. symbiosisC. isolationD. adaptation

2. Most tortoises have large domed-shaped shells rather than flat shells. Which of the following best explains why?

A. Tortoises are amphibians, and domed shells are better for swimming.B. There is little genetic variation in tortoises.C. Having a flat shell is the result of injury.D. Domed shells offer an advantage for survival.

3. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes. C. The animal ate too much food.D. The Glyptodon had genetic variation.

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Teacher

Bird Beak Adaptation

Benchmark:

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. SC.7.L.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.) SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

Purpose: To learn about the advantages and disadvantages of phenotype variation and limiting factors through simulating birds with different types of beaks competing for various foods.

Problem Statement:Can the inability of a species to adapt within a changing environment contribute to the extinction of that species?

Prerequisites: Recognize that there are variations amongst different bird species.

Materials (per group):

Ziploc bag with red, white, black, and chick peas (garbanzo) beans

cups (Can be changed to using other tools such as binder clips, or clothes pins, etc.)

tweezers fork modified fork (broken fork) spoon chop sticks


What the teacher will do:Engagea. Activate Prior knowledge by asking students the following: What do animals

compete for in the wild? If you broke your hand, how would you be able to complete basic tasks such as brushing your teeth, eating and washing your face? During the discussion, students should bring up what are adaptations.

b. Read background to students and have a discussion about helpful adaptations and how they are passed on to offspring

c. Show pictures of different types of iguanas and have students describe and explain why there are variations.

d. Prepare Ziploc bags with materials for each group.e. Read and review Background and instructions with the students.f. Make sure students understand that they can fill in their data table by rotating the

“beaks”.144

Teacherg. Have a practice round so the students can practice “feeding” with one hand holding

their stomachs with the other.h. Make sure students clear their desks so as not to use books or other materials to

help them feed.i. When describing the materials, discuss the broken fork as a representation of a

broken beak. Ask the students: What happens to animals in the wild when they break a vital body part such as a beak?

During Activity

What the teacher will do:Explore and Explaina. Manipulate the time or countdown clock.b. After a few trials, teacher may choose to say something like “a disease affected the

fish and now there is less fish” and collect some beans from each table before the next “feeding” session.

c. Allow the students’ time to count their beans and record it correctly on the data table.

d. If students complain about there being more of one bean, relate it to how there are sometimes more of a particular food in certain areas over others.

e. Make sure students are filling out their data table correctly

Procedures:1. You are a very hungry bird. The tool represents your “beak”. You can only use

your beak to pick up food. The cup is your stomach. You must hold your beak in one hand and your stomach in your other hand, close to your body and standing upright. Only food that is placed in the cup by the beak has been “eaten”. Select a “beak” for each trial.

2. Scatter each of the different types of food on your (table) “habitat”. When the teacher says “Go” you will have 30 seconds to feed (or until the food runs out). Collect as much food in your stomach as possible until the teacher says “Stop”.

3. After each trail, you are to use a different “beak”.4. Complete the data table upon each feeding session.

After Activity

What the teacher will do:Elaborate and Extenda. Lead discussion and focus on the investigation questions.b. Discuss how variation occurs over many generations.

Research other examples of organisms that have genetics variations that have resulted in survival of their species. Using this information, create a PowerPoint presentation which shows how species have passed on beneficial characteristics (adaptations) to their offspring to ensure the survival of the species.


FCAT Connection

1. A certain reptile species is a herbivore and exists only on an isolated island. Which of the following would most likely result in the extinction of the reptile species over a

145

Teacherperiod of twenty thousand years?

A. The reptile species produces many offspring with many unique traits, and the vegetation remains constant.

B. The reptile species produces few offspring with some unique traits, and the vegetation remains constant.C. The reptile species produces few offspring with no unique traits, and the vegetation changes quickly.D. The reptile species produces many offspring with some unique traits, and the vegetation changes slowly.

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StudentName: ___________________________ Date: ____________________ Period: _____

Bird’s Beak Adaptation

Benchmark/ Objective: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. 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. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

Background: Animals depend on their physical features to help them obtain food, keep safe, build homes, withstand weather, and attract mates. These physical features are called physical variations. In the wild, animals that have variations that enable them to take advantage of available foods and resources will be more likely to survive. This process ensures that beneficial adaptations will continue in future generations, while disadvantageous characteristics will not. Understanding adaptive variations is required in understanding how populations exist in ecosystems evolve over time. The shape of a bird's beak, color, thickness or thinness of the fur, and even the shape of the nose or ears are physical adaptations that help animals survive. In this lab, you will investigate how different utensils make collecting different objects easier or more difficult.

Materials:

Ziploc bag with red, white, black, and chick peas (garbanzo) beans

cups (Can be changed to using other tools such as binder clips, or clothes pins, etc.)

tweezers fork modified fork (broken fork) spoon chop sticks

Problem Statement:Can the inability of a species to adapt within a changing environment contribute to the extinction of that species?

Procedures:1. You are a very hungry bird. The tool represents your “beak”. You can only use your beak

to pick up food. The cup is your stomach. You must hold your beak in one hand and your stomach in your other hand, close to your body and standing upright. Only food that is placed in the cup by the beak has been “eaten”. Select a “beak” for each trial.

2. Scatter each of the different types of food on your (table) “habitat”. When the teacher says “Go” you will have 30 seconds to feed (or until the food runs out). Collect as much food in your stomach as possible until the teacher says “Stop”.

3. After each trail, you are to use a different “beak”.4. Complete the data table upon each feeding session.

Hypothesis:

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Student__________ utensil will collect the most __________ colored beans.

148

StudentData: Utensil Type # of Red

beans# of White Beans

# of BlackBeans

# of BrownBeans (Chick Peas (Garbanzos)

Total # of Beans

Chop Sticks

Tweezers

Spoon

Fork

Modified fork

Total # of Beans

Analysis & Conclusion:

1. According to the data, which color bean was picked up the most? _____________________ Why do you think that bean was picked up the most? ________________________________________________________________________________________________________

2.Which type of beak was best adapted to each type of food? Which beak was least adapted to each type of food? ___________________________________________________________________________________________________________________________________

3. If the utensils represented the beaks of different birds, which utensil would you prefer to have as a beak and why. __________________________________________________________________________________________________________________________________

4. Do you think that the type of beak a bird has affects its ability to survive? ______________ Explain your answer. _______________________________________________________________________________________________________________________________

5.What did you notice about your behavior and the behavior of the other “birds”? Was the behavior of the birds analogous to the behavior of real birds in the wild? __________________________________________________________________________________________________________________________________________________________________

6. Using the following rating system, describe what your life would be like if you were a bird with a tweezers beak. Explain your conclusion.

Total # of Beans Ability to Survive0-10 Would die of starvation11-15 Would be very vulnerable to disease15-20 Would be able to live, but would be unable to reproduce21 or more Able to live and reproduce

__________________________________________________________________________________________________________________________________________________

7. When members of a species compete, what do they compete for? ___________________________________________________________________________________________

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Student

8. During the winter, the arctic fox does not produce fur pigment and its fur appears white which blends in with the surrounding snow. Why is this an example of an environmental adaptation? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. How do helpful variations accumulate in a species over time? ______________________________________________________________________________________________Why do these variations exist? _______________________________________________ ________________________________________________________________________

10. In the Galapagos Islands, Darwin noted that there were many physical changes that occurred over generations between the organisms in the mainland and those from the Island. How can isolation of a group result in a new species? _______________________________________________________________________________________________

11.Graph your results from the total number of beans you collected. Remember to label the X and Y axis.

12.What type of graph did you use? Explain why. _____________________________________________________________________________________________________________

13.How does your graph compare to those of your peers? Explain why you think that may be. __________________________________________________________________________________________________________________________________________________

14.How does the lab simulation provide support for the theory of evolution?__________________________________________________________________________________________________________________________________________________________________

15.Complete a Claim, Evidence and Reasoning for this activity.

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StudentResearch Question: Can the inability of a species to adapt within a changing environment contribute to the extinction of that species?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. A certain reptile species is an herbivore and exists only on an isolated island. Which of the following would most likely result in the extinction of the reptile species over a period of twenty thousand years?

A. The reptile species produces many offspring with many unique traits, and the vegetation remains constant. B. The reptile species produces few offspring with some unique traits, and the vegetation remains constant.C. The reptile species produces few offspring with no unique traits, and the vegetation changes quickly. D. The reptile species produces many offspring with some unique traits, and the vegetation changes slowly.

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TeacherBeak Design

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

General Guidelines

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Bird beaks come in a variety of different shapes and sizes. The type of beak a bird has determines what type of food it is able to eat. For example, some birds have beaks which enable them to eat: seeds, insects, worms, strain food out of water, and eat nectar from a flower.

When Charles Darwin went to the Galapagos Islands, he observed finches with different types of beaks on the different islands. He also observed that each island’s environment was slightly different and the finches ate different types of food. Darwin hypothesized that the finches had all been the same at one time, (probably blown over from the coast of South America), and over time the finches developed variations in their beaks which made some beak types better adapted to the food on each island and so the birds with those beaks survived and reproduced and the others did not survive. Over time new species of finches evolved on each island.

Natural Selection: Examples from the Galapagos

Standard Alignment:

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. SC.7.L.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.SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites




LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MAFS.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.

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http://app.discoveryeducation.com/player/?assetGuid=462C367F-A499-4AEE-BBA9-01876F259E5A&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isAssigned=false&includeHeader=YES&homeworkGuid=

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The environment is slowly changing on this planet, and this change affects all life that lives here. Birds are a good example of how they have evolved (changed) over time to ensure their survival. Think about different types of birds and relate their shape and size of beak to what they eat. An organization that focuses on saving bird species has hired several people to investigate the survival of birds on a group of islands in the middle of the ocean. Scientist have observed that these islands are evolving and they want a study done that will predict what changes in the birds’ beak design will ensure they are able to find food in the future.

Expected Task: Using the available materials, students will research, brainstorm and design a model of a bird beak that will be able to pick up as much available food as possible in a given amount of time.

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Vocabulary: Traits, Natural Selection, Evolution, Variation

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Criteria: You can only use up to two of the materials provided. Each plate represents an island with a specific environment and type of

food Your model is only to be used on one of the islands and therefore one type

of food. The model of the bird beak must be operated by one person.

Constraints: When testing your bird beak model, you will only have 10 seconds to pick up as much food as possible.

The food MUST be deposited in the cup which represents the bird’s stomach.

You may NOT use your hands to aid in the collection of food. Only one person from the group can operate the bird beak model while

testing. Another team member will hold the cup (bird’s stomach). You must use the same type of food for each testing trial.

Materials: Provide a variety of materials(for bird beaks) Tweezers Plastic Forks Binder Clips Chop Sticks Clothes Pins Masking Tape Paper Clips Squares of Screen Material Toothpicks

Other Materials: Paper Plates which represent feeding ground (optional to cover with Easter

grass or other material) Bird Food: raisins, bird seed, thin rubber bands, bean seeds Cup (represents bird’s stomach) Stopwatch

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Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a model of their bird beak. Each group must create a technical diagram of their model bird beak.

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Groups will test their model of the bird beak multiple times (six times) using the plate of food (represents one of the islands) they choose. Students will complete a data analysis.

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Why did you choose this design and materials for your bird beak? Does your model perform the way you expected? What are the strengths and weaknesses of your model? What role does natural selection play in the evolution of birds?

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Project Summary: Students should include a description and explanation of their model and summarize how the model performed during testing. Students must also include their technical diagram.


Students will present their technical diagram of their bird beak model and explain the results of how their design performed during testing. Students should present like they talking to the members of the bird organization which focuses on the survival of bird species.

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Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design.

Teacher Notes: I used some ideas from two activities:

http://extension.oregonstate.edu/hoodriver/sites/default/files/4h/stem_activity_-_biologist_-_bird_beak_buffet_lesson.pdf

http://www.stem.neu.edu/programs/re-seed/activities-and-labs/natural-selection-bird-beak/

Teachers can change materials that students use to build their bird beaks and the types of food.

Optional: Look at the website below for an activity which brings heredity into this activity.http://www.stem.neu.edu/programs/re-seed/activities-and-labs/natural-selection-bird-beak /

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Project: _________________________________ Score: __________S

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The environment is slowly changing on this planet, and this change affects all life that lives here. Birds are a good example of how they have evolved (changed) over time to ensure their survival. Think about different types of birds and relate their shape and size of beak to what they eat. An organization that focuses on saving bird species has hired several people to investigate the survival of birds on a group of islands in the middle of the ocean. Scientist have observed that these islands are evolving and they want a study done that will predict what changes in the birds’ beak design will ensure they are able to find food in the future.

Expected Task: Using the available materials, students will research, brainstorm and design a model of a bird beak that will be able to pick up as much available food as possible in a given amount of time

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Vocabulary: Traits, Natural Selection, Evolution, Variation

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Criteria: You can only use up to two of the materials provided. Each plate represents an island with a specific

environment and type of food Your model is only to be used on one of the islands

and therefore one type of food. The model of the bird beak must be operated by one

person.

Constraints: When testing your bird beak model, you will only have 10 seconds to pick up as much food as possible.

The food MUST be deposited in the cup which represents the bird’s stomach.

You may NOT use your hands to aid in the collection of food.

Only one person from the group can operate the bird beak model while testing.

Another team member will hold the cup (bird’s stomach)

You must use the same type of food for each testing trial.

Materials: Provide a variety of materials(for bird beaks) Tweezers Plastic Forks Binder Clips Chop Sticks Clothes Pins Masking Tape Paper Clips Squares of Screen Material Toothpicks

Other Materials: Paper Plates which represent feeding ground (optional

to cover with Easter grass or other material) Bird Food: raisins, bird seed, thin rubber bands, bean

seeds Cup (represents bird’s stomach) Stopwatch

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Project: _________________________________ Score: __________S

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TeacherEverglades Biodiversity

Benchmarks: SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.)SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2)

Purpose of the Lab/Activity: To identify the roles of producers and consumers in a food web. To recognize the effects of human interaction in a natural ecosystem.

Background: (Source: www.epa.gov)All organisms in an ecosystem need energy to survive. This energy is obtained through food. Producers obtain energy by making their own food whereas consumers must feed on other organisms for energy. This dependence on other organisms for food leads to feeding relationships that interconnect all living things in an ecosystem. A food chain illustrates the simplest kind of feeding relationship. For example, in a forest ecosystem, a grasshopper feeds on plants. The grasshopper is consumed by a spider and the spider is eaten by a bird. Finally, that bird is hunted by a hawk. A food chain clearly shows this pathway of food consumption.

You could probably think of another food chain for a forest ecosystem. In fact, many different food chains exist in ecosystems. Although there are many different kinds of food chains, each food chain follows the same general pattern. A link in a food chain is called a trophic, or feeding level. The trophic levels are numbered as the primary, secondary, and tertiary consumer levels, starting with the producers.

In this activity, you will be constructing a food web of Everglades Ecosystems and identifying the impact within their environment.

Problem Statement: Part A: How does energy flow in an ecosystem as it transferred through the food web? Part B: In what ways do human activities positively and negatively impact ecosystems?

Prerequisites: None

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TeacherMaterials: (per group)

Everglades Biodiversity Reading Everglades Biodiversity Organism Pictures butcher paper or poster paper

Procedures:Before Activity:

What the teacher will do:EngageNOTE: Get pictures or have students access and print images of the following organisms:1. Snail Kite Hawk (Rostrhamus sociabilis) 2. Turkey Vulture (Cathartes aura) 3. Florida panther (Felis concolor) 4. Apple snail (Pomacea paludosa)5. Alligator Gar (Atractosteus spatula), 6. American Alligator (Alligator mississippiensis) 7. Opossum (Didelphis virginiana) 8. Wood Stork (Mycteria Americana) 9. Salifin Catfish (Pterygoplichthys multiradiatus) 10. Burmese Python (Python bivitatus) 11. Zooplankton 12. Phytoplankton 13. Mosquito fish (Gambusia affinis) (Due to copyright issues, pictures are not provided)

a. Activate prior knowledge by discussing vocabulary and asking students to identify a Producer, primary consumer, secondary consumer, and tertiary consumer.

b. Define and tell the students that they will be identifying the roles or organisms in the Everglades Ecosystem.

During Activity:


a. Assign students to groups of 3-4 students.b. Monitor students to make sure they are remaining on task and are following

proper lab protocol.c. Assign students the task of each reading one of the organisms to decide on

their position as producer, and level of consumer.

Procedures:1. As a group, read and review the Background information on each of the

Everglades Biodiversity.2. Each student should read an organism to the group.3. Discuss and arrange each of the Everglades organisms into a food web on the Poster board or Butcher paper. Draw arrows between each food source and the organism that eats that food. (Remember that the arrow represents the flow of energy.)Note: Some omnivores may be primary consumers or secondary consumers and so on.

After Activity:

What the teacher will do:Evaluate

a. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.

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TeacherUse the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your conclusion.

ElaborateHave students create a food web for another ecosystem or Biome. Ask students to identify the producers, and levels of consumers.Research individualized relationships amongst a specific ecosystem and share the information with a peer.

FCAT Connection

1. Sharks are the apex (top) predator of the marine ecosystem. They maintain the balance of the marine environment by eating many of the smaller fish and other marine animals. If shark populations decrease, many of these animals will reproduce at such a rate that it would cause a great strain on marine resources. Which of the following relationships is most similar to the relationship of the shark to the marine ecosystem?

A. A frog eats flies and lizards in a swamp ecosystem.B. A grasshopper eats leaves in a grassland ecosystem.C. A wolf eats small mammals an in a forest ecosystem.D. A scorpion eats insects and arthropods in a desert ecosystem.

2. Sadie knows that bacteria can make people sick. Her teacher told her that bacteria are also necessary in any ecosystem. What positive role do bacteria play in an ecosystem?

A. Bacteria help in the transfer of oxygen between cells in multi-cellular organisms.B. Bacteria break down organic material and return nutrients to the surrounding environment.C. Bacteria use photosynthesis to create a major food source for animals in an ecosystem.D. Bacteria release large amounts of oxygen into the atmosphere.

Diagram Citation: Radcliffe / Centreville Middle School, Centreville MD, George M. N.p., n.d. Web.

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StudentName:_________________________________ Date: ________________ Period:___

Everglades Biodiversity

NGSSS: SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC.7.E.6.6: Identify the impact that humans have had on Earth.

Background: (Source: www.epa.gov)All organisms in an ecosystem need energy to survive. This energy is obtained through food. Producers obtain energy by making their own food whereas consumers must feed on other organisms for energy. This dependence on other organisms for food leads to feeding relationships that interconnect all living things in an ecosystem. A food chain illustrates the simplest kind of feeding relationship. For example, in a forest ecosystem, a grasshopper feeds on plants. The grasshopper is consumed by a spider and the spider is eaten by a bird. Finally, that bird is hunted by a hawk. A food chain clearly shows this pathway of food consumption.

You could probably think of another food chain for a forest ecosystem. In fact, many different food chains exist in ecosystems. Although there are many different kinds of food chains, each food chain follows the same general pattern. A link in a food chain is called a trophic, or feeding level. The trophic levels are numbered as the primary, secondary, and tertiary consumer levels, starting with the producers.

In this activity, you will be constructing a food web of Everglades Ecosystems and identifying the impact within their environment.

Problem Statement: Part A: How does energy flow in an ecosystem as it transferred through the food web? Part B: In what ways do human activities positively and negatively impact ecosystems?

Vocabulary: food chain, food web, producer, primary consumer, secondary consumer, tertiary consumer, decomposer, energy transfer, invasive species, conservation.

Materials: (per group) Everglades Biodiversity Background & Pictures, butcher or poster paper.

Procedures:4. As a group, read and review the Background information on each of the Everglades

Biodiversity.5. Each student should read an organism to the group.

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Student6. Discuss and arrange each of the Everglades organisms into a food web on the Poster board or Butcher paper. Draw arrows between each food source and the organism that eats that food. (Remember that the arrow represents the flow of energy.) Note: Some omnivores may be primary consumers or secondary consumers and so on.

Observation/Data Analysis: Individual Assignment1. Identify 1 food chain from your completed web that consists of at least 4 energy levels (Put arrows in between to identify energy flow). ___________________________________________________________________________________________________________________ 2. Identify the organisms provided as:Producers: _________________________________________________________________Primary: __________________________________________________________________Secondary: ________________________________________________________________Tertiary:___________________________________________________________________Decomposers: _____________________________________________________________

Data Analysis: 1. Review your food web. In nature, how would the amount of secondary consumers in an ecosystem compare to the amount of producers? ___________________________________________________________________________________________________________2. What would be the benefit of being a producer in terms of energy? ___________________________________________________________________________________________3. Large predatory fish are usually found as secondary or tertiary consumer. What does this mean in terms of the amount of energy that is available to them? _______________________________________________________________________________________________

Results/Conclusion: Directions: Analyze the information provided and answer the following questions.

Snail Kite, Florida Apple Snail, & Wood Stork1. Explain why the population of the Snail Kite Hawk is affected by the Florida Apple Snail population. _____________________________________________________________________________________________________________________________________________

2. Both the Apple Snail and the Snail Kite are endangered species. Based on your food web, which of these two organisms is more crucial to the success of the food web? Explain your answer. Defend your answer based on your food web. _____________________________________________________________________________________________________________________________________________________________________________________

3. The Wood Stork’s feeding technique improves in the dry season as fish are concentrated in areas of low elevation. In the wet season, the fishes are spread and the Wood Stork has to work harder along the shores to find food. Humans often control the water levels in the Everglades by opening up the Flood gates and releasing water into the ocean. How can humans controlling water levels affect the Wood Stork population? ______________________________________________________________________________________________________________________________________________________4. How can humans controlling the water levels affect other species of aquatic life? _____________________________________________________________________________

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Student5. In a natural Everglades water flow, the population of wading birds like Wood stork and Snail Kite alternate back and forth. The Snail Kite does best in constant water levels because the Apple Snail needs a specific amount of moisture to grow and thrive. Wading birds such as the Wood Stork, feed easier in low water levels which is opposite. Explain how one species is affected while another species benefits. ________________________________________________________________________________________________________________________

American Alligator6. How would a decline in the alligator population affect the business of the fishermen? Explain why. __________________________________________________________________ ________________________________________________________________________________________________________________________________________________________7. The Alligator and the Python are competing for top predator. What affect can the introduction of a non-native species have on an ecosystem? ____________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Florida Panther8. The Florida Panther has been primarily affected by habitat loss. What impact have humans had on affecting the Florida Panther population? __________________________________________________________________________________________________________

Sailfin Catfish9. Explain how the introduction of the Sailfin Catfish to a new ecosystem can have a negative impact on food web. Explain why the Sailfin Catfish population has been so successful in the Everglades ecosystem. ___________________________________________________________________________________________________________________________________

Turkey Vultures10. Turkey Vultures are scavenger organisms that maintain a pecking order within their family groups. Within a Vultures pecking order, the “head” vulture feeds and then the other vultures feed in order. Why are scavengers important in an ecosystem? ______________________________________________________________________________________________________________________________________________________________________________

Mosquito Fish11. The Mosquito Fish (although native to Florida) has been introduced to areas and other countries in order to control Mosquito populations. What are some effects that can have on other ecosystems? _________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eastern Bluebird / Purple Martin BirdsThe Eastern Bluebird like the Purple Martin birds was reintroduced after being almost wiped out completely in South Florida. Since this migratory species of birds are cavity nester, their habitat has been decimated due to deforestation. Many homeowners and schools are creating habitat by having houses and gourds to encourage their nesting and reestablish populations.

Extension: Write a paragraph discussing how human activities can lead to the extinction of several species including the Eastern Bluebird and design a process to restore endangered species.

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Research Question: How does energy flow in an ecosystem as it transferred through the food web?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



FCAT Connection

1. Sharks are the apex (top) predator of the marine ecosystem. They maintain the balance of the marine environment by eating many of the smaller fish and other marine animals. If shark populations decrease, many of these animals will reproduce at such a rate that it would cause a great strain on marine resources. Which of the following relationships is most similar to the relationship of the shark to the marine ecosystem?

A. A frog eats flies and lizards in a swamp ecosystem.B. A grasshopper eats leaves in a grassland ecosystem.C. A wolf eats small mammals an in a forest ecosystem. D. A scorpion eats insects and arthropods in a desert ecosystem.

2. Sadie knows that bacteria can make people sick. Her teacher told her that bacteria are also necessary in any ecosystem. What positive role do bacteria play in an ecosystem?

A. Bacteria help in the transfer of oxygen between cells in multi-cellular organisms.B. Bacteria break down organic material and return nutrients to the surrounding environment. C. Bacteria use photosynthesis to create a major food source for animals in an ecosystem.D. Bacteria release large amounts of oxygen into the atmosphere.

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Everglades Biodiversity

Snail Kite Hawk - The slender, curved bill of this medium-sized raptor is an adaptation for extracting the kite’s primary prey, the apple snail, from its shell. Because of its highly specific diet composed almost entirely of apple snails, survival of the Snail Kite depends directly on the hydrology and water quality of these watersheds, each of which has experienced pervasive degradation as a result of urban development and agricultural activities. Snail Kite was listed as endangered in 1967.

Turkey vulture - Vultures are primarily scavengers, feeding on dead animals. They soar the south Florida skies sometimes miles apart from each other but when a vulture sees or smells food, others may be watching and may move in that direction. Soon, a large group of vultures may be circling gracefully over a carcass.

Florida Panther - Once common throughout the southeastern United States, fewer than 100 Florida panthers are estimated to live in South Florida today, making it a highly endangered species. Florida panthers were heavily hunted after 1832 because they were perceived as a threat to humans, livestock, and game animals. The species was nearly extinct by the mid-1950s. Today, the primary threats to the remaining panther population are habitat loss and lack of genetic variation due to inbreeding. Urban development and the expansion of agricultural farmland have reduced the amount of suitable panther habitat. Other factors include mortalities from collisions with automobiles, territorial disputes with other panthers, disease, and environmental toxins. Florida Apple Snail - This golf - ball sized wetland snail is a critical food web component in Florida wetlands, contributing to the diets of turtles, fish, alligators and wading birds. The apple snail feeds on plants both above and under the water. These snails have both a gill and an air sac that functions as a lung. Even though this allows them to be able to breathe both above and below the water, the effects of dry downs, a hydrologic event where the water table drops below ground level, are of special concern. Although dry downs occur naturally in Florida wetlands, increases in the frequency and duration of dry downs, a result of water control projects, are generally believed to negatively affect apple snails because they can only live in dry conditions for a limited amount of time.

Alligator Gar - This odd-looking fish has a long body covered with hard, diamond-shaped plates called ganoid scales that Native Americans once used as arrowheads. Young Florida gars feed on zooplankton, insect larvae and small fish. Adults feed primarily on fish, along with some crustaceans and insects. The gar floats silently near the surface of the water, disguised as a stick or log. When it comes upon a fish, it propels itself slowly forward with a flick of its fins. Once into position the gar snaps its head sideways and secures the prey with its sharp teeth.

American Alligator - The American Alligator is the largest reptile in North America and is considered a keystone species in the Everglades ecosystem. A keystone species is a species that plays a critical role in maintaining the balance of an ecological community. The American Alligator was hunted without limit until it became an endangered species, on the verge of extinction. Then people realized that as the alligators disappeared, so did all those game fish that

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Studentpeople liked to catch. That was when they realized that the alligators' favorite food, a large fish called a gar, had had a population explosion with no alligators to keep their numbers down. Gar fishes like to eat many kinds of game fish. So, with no alligators to keep their numbers down, there were too many Gar fishes gobbling up all the smaller fishes. The Alligator was put on the Endangered Species list in 1967 and protected from hunting. Over time, their numbers began to recover and the Gar population was again under control.

Opossum - Opossums are common creatures to many habitats. They tend to be semi-aboreal, which means they spend their time both in the trees and on the ground. Their diets vary, as they will eat anything from small aquatic animals, birds, amphibians and insects to fruits and plant material. The opossum is the only marsupial (pouched) animal in the Everglades.

Wood Stork - The Wood Stork is a large, bald-headed wading bird that stands more than 3 feet tall. It is the only stork breeding in the United States and was placed on the Federal Endangered Species list in 1984. The Wood Stork used to thrive in south Florida because it is a specialized species that prefers habitats with distinct wet and dry seasons. A stork locates food — mostly small, freshwater fish and snails — not by sight but by tactolocation, with its bill in shallow water. The stork sweeps its submerged bill from side to side as it walks slowly forward. Its bill snaps shut with a 25-millisecond reflex action — the fastest known for vertebrates — whenever it touches prey. The effectiveness of this feeding technique increases as fish are concentrated in pools by seasonal water-level declines that result from the prolonged dry seasons. When the natural hydrologic cycle is upset by human-controlled water-management activities, Wood Storks fail to feed and nest successfully because they will not attempt to nest if sufficient food is not available. Hydrologic conditions resulting from recent water-management activities often are unfavorable to Wood Stork feeding and nesting requirements.

Sailfin Catfish - This catfish, also known as the Suckermouth catfish, is an invasive species in the Everglades ecosystem. It is an efficient aquarium cleaner because it feeds on algae and weeds. These fishes were introduced to the Everglades when they outgrow their aquariums and people decide to release them into the wild. Their feeding on algae and weeds competes with smaller native fishes. Birds that attempt to eat them can be harmed or suffocated by their spiny dorsal fins of the Catfish.

Python Snake- The exotic invasive python was introduced into the Everglades as unwanted pets. As an alien to the Everglades, it has no natural predators to keep the population under control. It has a voracious appetite for other animals, has been found to compete and even eat the American Alligator, and is very versatile in that it can live in all habitats and ecosystems.

Zooplankton - Zooplankton are a key component of almost all aquatic ecosystems. They are tiny organisms found near the surface of the water and feed on phytoplankton.

Phytoplankton - Phytoplankton, also known as algae, are also a key component of many aquatic ecosystems. They are tiny autotrophic organisms found near the surface of the water where they can harness the sun’s energy. Phytoplankton is the base of the Everglades Food chain and serves as habitat for many small organisms such as shrimp, crawfish, crabs, etc.

Mosquitofish - The Gambusia is commonly called the Mosquito fish because it consumes a large amount of mosquito larvae, relative to its body size. The Gambusia’s main diet however consists of zooplankton, and insects. They play a major role on the Everglades food web.

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Modeling Limiting Factors

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Watch the Discovery Education video Food Chains and Food Webs to give students an introduction the subject. Ask students to identify any local food webs they can think of.

Standard Alignment:

SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.


4-5 days or 2-3 blocks


LAFS.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

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A game developer is trying to create a game that will simulate the interdependencies among organisms and between organisms and their environment.

Expected Task: Create a simulation (game) that allows players to vary the quantity of various factors and demonstrate the effects of those variations on local populations.

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Student groups will research their assigned environment and its food web.Each group will write a summary of the information they found.Groups will be required to cite their sources.

Vocabulary: decomposer, consumer, producer, symbiosis, herbivore, carnivore, omnivore, food web, food chain, mutualism, commensalism, parasitism, predation, ecosystem, primary consumer, secondary consumer, tertiary consumer, energy pyramid, competition, limiting factors, population, autotroph, heterotroph, niche

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Criteria: The simulation (game) accurately displays the interdependencies in the food web of their assigned environment.The simulation must allow players to manipulate the quantity of limiting factors and show an accurate reaction to this manipulation.Resources to be manipulated are food, shelter, water, space, disease, parasitism, predation, and availability of nesting sites.The simulation should also taking into account random natural events (natural disasters, habitat destruction, etc.).

Constraints: Focus should be on quantity of limiting factors, not quality.Human impact (positive or negative) is not a factor to be used.Rules in the game must be on how organisms interact with each other and the environment.

Materials: Index Cards (assorted colors)Markers (assorted colors)DicePoster paperPictures of flora and fauna in the environment being simulated

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Student will design a simulation (game) that allows players to simulate the effects of changes in the quantity of limiting factors in their assigned environment.

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Students will play through their simulation to examine what effect the change in limiting factors will have on their environment.


Did the simulation include the appropriate limiting factors (food. Water, shelter, space, disease, parasitism, and predation)?Were the effects of the limiting factors accurate? If not, what changes could be made to accurate reflect their effects?Were the random natural events effectively incorporated? If not, how could they be?

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Project Summary: Students will present their research summary and simulation.Each group will describe the unique limiting factors present in their environment.Groups will present their simulations and describe how it works.Groups will describe the process they went through to get to their final simulation setup.


Students will present their simulations to their classmates.

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Students should redesign their simulations to more accurately address their limiting factors. For instance, if a population groups uncontrollably, or rapidly dies off each time the game is played, they game is not accurately representing an ecosystem and will need to be adjusted.Students may redesign their simulations to address limiting factors that may not have been covered in the original design.

Teacher Notes: Each group of students should be assigned a specific environment (rain forest, Everglades, coral reef…) to simulate.Materials may need to be varied depending on the style of game (board game, card game, etc.) students develop

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Project: _________________________________ Score: __________S

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A game developer is trying to create a game that will simulate the interdependencies among organisms and between organisms and their environment.

Expected Task: Create a simulation (game) that allows players to vary the quantity of various factors and demonstrate the effects of those variations on local populations.

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Vocabulary: decomposer, consumer, producer, symbiosis, herbivore, carnivore, omnivore, food web, food chain, mutualism, commensalism, parasitism, predation, ecosystem, primary consumer, secondary consumer, tertiary consumer, energy pyramid, competition, limiting factors, population, autotroph, heterotroph, niche

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Criteria: The simulation (game) accurately displays the interdependencies in the food web of their assigned environment.The simulation must allow players to manipulate the quantity of limiting factors and show an accurate reaction to this manipulation.Resources to be manipulated are food, shelter, water, space, disease, parasitism, predation, and availability of nesting sites.The simulation should also taking into account random natural events (natural disasters, habitat destruction, etc.).

Constraints: Focus should be on quantity of limiting factors, not quality.Human impact (positive or negative) is not a factor to be used.Rules in the game must be on how organisms interact with each other and the environment.

Materials: Index Cards (assorted colors)Markers (assorted colors)DicePoster paperPictures of flora and fauna in the environment being simulated

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Students will play through their simulation to examine what effect the change in limiting factors will have on their environment.


Did the simulation include the appropriate limiting factors (food. water, shelter, space, disease, parasitism, and predation)?Were the effects of the limiting factors accurate? If not, what changes could be made to accurate reflect their effects?Were the random natural events effectively incorporated? If not, how could they be?

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Students will present their simulations to their classmates.

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Students should redesign their simulations to more accurately address their limiting factors. For instance, if a population groups uncontrollably, or rapidly dies off each time the game is played, they game is not accurately representing an ecosystem and will need to be adjusted.Students may redesign their simulations to address limiting factors that may not have been covered in the original design.

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TeacherCleaning Up an Oil Spill

Adapted Activity from National Geographic Educationhttp://education.nationalgeographic.com/education/activity/simulate-oil-spill-cleanup/?ar_a=1

References: Brown, National Geographic Society, Julie. "Simulate an Oil Spill Cleanup." - National Geographic Education. Ed. Christina Riska, National Geographic Society and Kathleen Schwille, National Geographic Society. National Geographic Education, n.d. Web. 25

May 2014.

Benchmarks: SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Assessed as SC.7.E.6.2, SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). AA

Purpose of the Lab/Activity: Understand how oil spills are a major problem for biodiversity, humans, food sources,

tourism, and health. To investigate methods used to clean up oil spills.

Prerequisites: None

Problem Statement: What are the most effective methods of cleaning up oil spills?


2 sponges 2 - 4 cotton balls 4 tablespoons of vegetable oil 2 paper towel pieces 1-3 drops of food coloring dish soap container or 4 wide rimmed

containers per group that fits over 2500ml of water

Background: An increased need to drill for oil and petroleum has led to multiple oil spills. Oil spills affect the overall health of marine animals, their environments, coastal areas, and even our seafood supply. These spills affect the livelihood of wildlife as well as coastal residents, fishermen, restaurants, tourism industry and overall economy of a state.

In April 20, 2010, British Petroleum (BP) had a deep water ocean oil rig, known as the Deepwater Horizon explodes, killing 11 people and spilling an estimated 4.9 million barrels of crude oil over 86 days into the Gulf of Mexico. After finally stopping the leak in mid-July, the disaster was deemed as the largest environmental oil spill disaster of our time. The oil has invaded coastal environments and estuaries in Louisiana, Mississippi, Alabama and even us here in Florida.

BP was held accountable for the disaster and had to use several strategies corralling, burning, skimming, absorbing and dispersing oil to reduce the detrimental effects of the oil spill disaster. In this lab activity, you will investigate the effectiveness of using absorbers to collect oil and soap as dispersers of oil.

Unfortunately, according to government scientist in October 2010, BP removed a quarter of the oil, another quarter is believed to have dispersed into smaller molecules, a third quarter was

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http://education.nationalgeographic.com/education/activity/simulate-oil-spill-cleanup/?ar_a=1

Teacherdispersed into smaller molecules by dispersers, and the last quarter is still found as in sleeks that invade our shores and coast lines.

Procedures:

Before Activity:

What the teacher will do:EngageHave sponges, and paper towels cut up for the students to use. (It is recommended that you keep everything at about 1inch.Sponges and paper towels should be cut into smaller pieces to simulate a smaller scale model.Read and discuss Background and introduction with the students.Build background on the 2010 Gulf of Mexico oil spill.Download and display the map Gulf of Mexico: http://education.nationalgeographic.com/media/file/A_Geography_of_Offshore_Oil-Map.pdf On the map, identify the location of the Macondo well—the site of the leak and the accidental destruction of the Deepwater Horizon drilling rig. Ask the students, What do you think has caused for the oil to spread towards shore? Explain how the oil has been distributed throughout these regions by currents, waves, winds, and tides.Ask students to brainstorm some ways in which oil spills are cleaned up. Lead discussion to include: absorber removers (sponges, cotton ball, paper towels, sandbags), and dispersers (chemical such as dish soap that breaks down oil and makes it sink or distributes it elsewhere).Assign lab groups of 4-6 students if needed.

During Activity:

What the teacher will do:ExploreAllow students to investigate ways of cleaning up the oil.Make sure students understand that oil and food coloring will not mix in completely.Make sure students test all absorbers before they test dispersers.

Procedures:1. In your lab groups of 4-6 students, you are going to simulate an oil spill.

Taking a container fill up with 2500 ml of water; put 4 Table spoons of Vegetable Oil and 1-2 drops of food coloring. (If there are enough containers, you may choose to complete this with 3 containers total.

2. Mix oil, and food coloring first. Then place mixed food coloring and oil with water. Carefully trying to keep oil and food coloring together, pour it into the center of the water container.

Part A: Using Absorbers.3. Observe the supplies you have available and decide as a group how those

supplies might represent each type of equipment used to clean up oil spills.4. Test out different materials as Absorbers. Try to collect the oil before it gets to

the edges of the container or containers.5. Complete Data I Table.

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http://education.nationalgeographic.com/media/file/A_Geography_of_Offshore_Oil-Map.pdf

http://education.nationalgeographic.com/media/file/A_Geography_of_Offshore_Oil-Map.pdf

TeacherPart B: Using Dispersants.6. Pour 4 more tablespoons of oil if needed for Dispersant part of the experiment.7. Simulate Clean-up efforts after the use of a dispersant by pouring 3-4 drops of

dishwashing liquid on the oil.8. Complete Data II after making observations.9. Use a clean sponge, cotton ball, and piece of paper towel to test absorption of

oil after the use of a disperser (soap).10.Complete Data II Table.11.Clean up. Vegetable Oil is biodegradable.

After Activity:

What the teacher will do:ExplainDiscuss extension questions.Make sure students understand that food coloring represents chemicals trapped inside crude oil. (Discussion? 1.)Discuss how effective cleanup efforts have been in the Gulf or other Oil Spills and the Long term implications and impact it may have on Environment, Wildlife, Economy, etc.Since oil used is vegetable oil, it will biodegrade and makes for easy clean up.

Evaluatea. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.


ExtensionsHave students design their own Oil Absorber or Disperser method and test its effectiveness. Research Corexit 9500 (used to clean up the Gulf spill) investigate the possible ecological effects that this chemical could have on marine ecosystems.

FCAT Connection

1. In some places, timber companies remove all the trees from entire hillsides when they are harvesting logs, and farmers till the soil in the fall and leave the ground bare of plants until it is time to plant in spring. What is the most likely effect of doing either of these things?

A. Plants will sprout better.B. Erosion will happen faster.C. Soil will stay cooler.D. Decomposition will speed up.

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Teacher

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Student Name: ______________________________ Date: _____________ Period: ______

Cleaning Up an Oil SpillAdapted Activity from National Geographic Education

Benchmarks: SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials).

Background: An increased need to drill for oil and petroleum has led to multiple oil spills. Oil spills affect the overall health of marine animals, their environments, coastal areas, and even our seafood supply. These spills affect the livelihood of wildlife as well as coastal residents, fishermen, restaurants, tourism industry and overall economy of a state.

In April 20, 2010, British Petroleum (BP) had a deep water ocean oil rig, known as the Deepwater Horizon explodes, killing 11 people and spilling an estimated 4.9 million barrels of crude oil over 86 days into the Gulf of Mexico. After finally stopping the leak in mid-July, the disaster was deemed as the largest environmental oil spill disaster of our time. The oil has invaded coastal environments and estuaries in Louisiana, Mississippi, Alabama and even us here in Florida.

BP was held accountable for the disaster and had to use several strategies corralling, burning, skimming, absorbing and dispersing oil to reduce the detrimental effects of the oil spill disaster. In this lab activity, you will investigate the effectiveness of using absorbers to collect oil and soap as dispersers of oil.

Unfortunately, according to government scientist in October 2010, BP removed a quarter of the oil, another quarter is believed to have dispersed into smaller molecules, a third quarter was dispersed into smaller molecules by dispersers, and the last quarter is still found as in sleeks that invade our shores and coast lines.

Problem Statement: What are the most effective methods of cleaning up oil spills?

Vocabulary: Absorbers, Dispersers

Materials: (per group) container or 4 wide rimed containers per group that fits over 2500ml of water, 4 table spoons of vegetable oil, 1-3 drops of food coloring, 2 sponges, 2 - 4 cotton balls, 2 paper towel pieces, dish soap

Hypothesis: Write a statement describing what you think will work best at cleaning up an oil spill. ____________________________________________________________________________________________________________________________________________________

Procedures: 1. In your lab groups of 4-6 students, you are going to simulate an oil spill. Taking a container

fill up with 2500 ml of water; put 4 Table spoons of Vegetable Oil and 1-2 drops of food coloring. (If there are enough containers, you may choose to complete this with 3 containers total.

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Student2. Mix oil, and food coloring first. Then place mixed food coloring and oil with water. Carefully

trying to keep oil and food coloring together, pour it into the center of the water container.

Part A: Using Absorbers.3. Observe the supplies you have available and decide as a group how those supplies might

represent each type of equipment used to clean up oil spills. 4. Test out different materials as Absorbers. Try to collect the oil before it gets to the edges of

the container or containers.5. Complete Data I Table.

Part B: Using Dispersants. 6. Pour 4 more tablespoons of oil if needed for Dispersant part of the experiment.7. Simulate Clean-up efforts after the use of a dispersant by pouring 3-4 drops of dishwashing

liquid on the oil. 8. Complete Data II after making observations.9. Use a clean sponge, cotton ball, and piece of paper towel to test absorption of oil after the

use of a disperser (soap). 10.Complete Data II Table.11.Clean up. Vegetable Oil is biodegradable.

Observations/Data:

Data I: Part A: Absorber CollectorsAbsorber Equipmen

t

Effectiveness Rating 1-5 (5 most effective 100% of oil was collected)

Justify Rating

Observations

sponge

Paper towel

Cotton

Data II: Part B: Absorber Effectiveness after DisperserAbsorber Equipmen

t

Effectiveness Rating 1-5 (5 most effective 100% of oil was collected)

Justify Rating

Observations

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Student

sponge

Paper towel

cotton

Observations/Data Analysis:

1. What do you think the oil and food coloring represent in this activity? _______________________________________________________________________________________________2. Analyze your data. What was most effective and least effective at collecting oil? _________________ Why might that be? ___________________________________________________3. What happened after the dish soap was applied to the oil and chemicals (dye)? _____________________________________________________________________________________ 4. Unfortunately, according to government scientist in October 2010, BP removed a quarter of the oil from the Deepwater Horizon leak, another quarter is believed to have dispersed into smaller molecules, a third quarter was dispersed into smaller molecules by dispersers, and the last quarter is still found as sleeks that invade our shores and coast lines. What long term effects can oil spills have on the environment and biodiversity? ________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Results and Conclusion:1. How is an oil spill evidence of how humans have had an impact on our environment? __________________________________________________________________________________________________________________________________________________________ 2. How does the use of oil and petroleum affect the air and water quality of our Earth? _____________________________________________________________________________________Identify the following: 3. Test (Independent) variable:___________________________________________________4. Outcome (Dependent) Variable: ________________________________________________5. Describe how this experiment would be Replicated? ________________________________6. Describe Repetition in this experiment? __________________________________________7. How would you improve this experiment? ________________________________________8. Based on your lab, can you make any recommendations on clean up strategies to use on

future oil spill disasters? ______________________________________________________ __________________________________________________________________________

_______________________________________________________________________

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Student9. Scientists are always looking for new ways to solve environmental problems. Can you design

something to clean up oil spills? Describe what you would design and how you would go about testing it. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

References: Brown, National Geographic Society, Julie. "Simulate an Oil Spill Cleanup." - National Geographic Education. Ed. Christina Riska, National Geographic Society and Kathleen Schwille, National Geographic Society.

National Geographic Education, n.d. Web. 25 May 2014.

Research Question: What are the most effective methods of cleaning up oil spills?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.



FCAT Connection

1. In some places, timber companies remove all the trees from entire hillsides when they are harvesting logs, and farmers till the soil in the fall and leave the ground bare of plants until it is time to plant in spring. What is the most likely effect of doing either of these things?

A. Plants will sprout better.B. Erosion will happen faster. C. Soil will stay cooler.D. Decomposition will speed up.

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TeacherGMO’s Offspring

Benchmarks: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. AA (Cognitive Complexity.: Level 3: Strategic Thinking & Complex Reasoning)

Purpose of the Lab/Activity: To create imaginary organisms with pairs of chromosomes that represent phenotypes To understand that every organism will inherit traits from both parents.

Background: Scientists are constantly changing the DNA of seeds and food in order to make crops grow, and be more appealing to the buyer. These vegetables and fruits are known as GMO foods. GMO stands for Genetically Modified Organisms. Can you imagine if Scientists would do that with other organisms? In this lab you will. You will be creating a Genetically Modified Organism and its possible offspring based on probability. You will create parents for the GMO Offspring using seven pairs of alleles. You are then to take the genotypes with the highest probability according to your Punnett Squares and draw your GMO offspring. Happy building!


2 pennies Lab sheet

colored pencils

Procedures: Before activity:


a. Activate student’s prior knowledge. Ask students: What are some differences between you and your parents?

b. Identify physical traits and have kids note that they are phenotypes.c. Pair up students if needed.

During activity:


a. Make sure students are flipping coins and identifying the alleles correctly.

b. Make sure students understand that they are flipping coins to identify the alleles of the parents. You may want to tell them that each coin toss represents alleles from the parent’s parents (offspring’s grandparents).

After activity:


a. If needed, review how to complete Punnett Squares with the students.b. Discuss Conclusion Questions with the students. Make sure students

understand that traits are inherited from the parents.

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Teacherc. Address misconception that all traits that are dominant “take over”.

Students confuse the word “dominance”; however they should not see dominant traits as being possessive or negative, but instead as simply being visible. Address how recessive alleles are expressed through transcription and translation, and that they may have functional gene products in offspring’s.

Evaluatea. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.


ExtensionHave students make a model of the GMO organism and offspring. Have them identify what their phenotypic adaptations are best suited for. Have student design an environment where their GMO family will live and thrive.

FCAT Connection1. The gene for curled ears (C) is dominant over the gene for straight ears (c).

The picture below shows a cat with curled ears (Cc) and a cat with straight ears (cc).

What percent of the offspring are expected to have curled ears as a result of a cross between the cats shown?A. 25%B. 50%C. 75%D. 100%

2. Even though there is a great deal of variation between individuals within a species, all organisms tend to produce offspring that are generally like themselves. For instance, tomato seeds reliably grow into tomato plants and have never been known to spontaneously produce asparagus. How do parents manage to consistently produce offspring that are similar to themselves?

A. Bits of each tissue in the parents are incorporated into the offspring resulting in similar development.

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TeacherB. Hormones from the parents direct the development of the offspring.C. Parents pass their own DNA to their offspring so the same directions are provided for development.D. Proteins from each parent join together to form offspring similar to the parents.

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StudentName: ____________________________ Date: ____________________ Period: ___

GMO’s OffspringBenchmarks: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.

Background: Scientists are constantly changing the DNA of seeds and food in order to make crops grow, and be more appealing to the buyer. These vegetables and fruits are known as GMO foods. GMO stands for Genetically Modified Organisms. Can you imagine if Scientists would do that with other organisms? In this lab you will. You will be creating a Genetically Modified Organism and its possible offspring based on probability. You will create parents for the GMO Offspring using seven pairs of alleles. You are then to take the genotypes with the highest probability according to your Punnett Squares and draw your GMO offspring. Happy building!

Objective: To explore genetic variation in a species by constructing a fictitious GMO offspring according to its genes.

Materials:

2 pennies Lab sheet

colored pencils

Procedure: 1. Each partner will be flipping 2 coins to determine the Alleles for the Mother and Father GMO. 2. Two heads indicate a homozygous dominant trait. A head and a tail equal a heterozygous

dominant trait. Two tails represents a recessive trait.3. Complete Data Table I for the Mother, and Data Table II, for the Father.4. Draw your GMO Parents.5. The Genotypes from the Coin Toss outcome for each parent is to be used to complete the

Punnett Squares for the GMO Offspring.6. Complete the Punnett Squares for each of the seven pairs of alleles from the parents for the

GMO Offspring. 7. Draw your GMO Offspring.8. At the end of the activity, you should have drawn the family. Each parent; and the child using

the highest probability of traits. If the traits for the offspring are 50% possible, you may “Genetically Modify” to your taste (In other words, you are choosing the trait you like best to draw.)

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StudentData Table I: Mother’s Traits

AllelesGenetic Trait

Heads Dominant

TailsRecessive

Coin Toss 1

Coin Toss 2

Genotype (Alleles from both coin

tosses)

Phenotype (physical

trait)1. # of eyes T= two T = one2. Color of

eyesE= brown e= blue

3. Color of hair

H= green h= red

4. Color of body

B = yellow b= purple

5. Body Shape

S= short s= tall

6. Antennae A= present a= absent7. Wings W= present w= absent

Data Table II: Father’s Traits Alleles

Genetic Trait

Heads Dominant

TailsRecessive

Coin Toss 1

Coin Toss 2

Genotype (Alleles from both coin

tosses)

Phenotype (physical

trait)1. # of eyes T= two T = one2. Color of

eyesE= brown e= blue

3. Color of hair

H= green h= red

4. Color of body

B = yellow b= purple

5. Body Shape

S= short s= tall

6. Antennae A= present

a= absent

7. Wings W= present

w= absent

Observations/Data Analysis:Sketch and color your Parent GMO.

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Student

Using Data Table I and Table II, complete a Punnett Square for each Trait for the GMO Offspring. Remember Each Parent’s Alleles from the CoinTosses need to be represented on top and on the side of the Punnett Square. If the outcome is 50/50, you may choose the phenotype for your offspring. Note the Most Probable Phenotype below.

1. # of Eyes 2. Color of eyes 3. Color of hair

Most Probable Phenotype: Most Probable Phenotype: Most Probable Phenotype:

_____________________ _____________________ _____________________

4. Color of Body 5. Body Shape 6. Antennae

Most Probable Phenotype: Most Probable Phenotype: Most Probable Phenotype:

_____________________ _____________________ _____________________

7. Wings Sketch and Color your GMO Offspring Baby.

Most Probable Phenotype:

____________________

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Student

Analysis/ Conclusion:

1. Where did the GMO Offspring baby get his possible traits from? _______________________

____________________________________________________________________________

2. What would happen if only the mother provided all of the offspring’s chromosomes? ______

____________________________________________________________________________

3. What is the advantage for a GMO Offspring to receive chromosomes from both, the mother and the father? ____________________________________________________________

____________________________________________________________________________

4. An adaptation is a change that makes an organism better suited for survival in its environment. They usually occur due to a change in a gene or genes. Discuss two adaptations your GMO Offspring has and what they may be best suited for. _____________

____________________________________________________________________________

5. What type of environment would you expect your GMO Offspring to be living in and why? Describe the environment and conditions of that habitat. _____________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: Develop a problem statement.Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.



184

Student

FCAT Connection1. The gene for curled ears (C) is dominant over the gene for straight ears (c). The picture below

shows a cat with curled ears (Cc) and a cat with straight ears (cc).

What percent of the offspring are expected to have curled ears as a result of a cross between the cats shown?A. 25%B. 50%C. 75%D. 100%

2. Even though there is a great deal of variation between individuals within a species, all organisms tend to produce offspring that are generally like themselves. For instance, tomato seeds reliably grow into tomato plants and have never been known to spontaneously produce asparagus. How do parents manage to consistently produce offspring that are similar to themselves?

A. Bits of each tissue in the parents are incorporated into the offspring resulting in similar development.B. Hormones from the parents direct the development of the offspring.C. Parents pass their own DNA to their offspring so the same directions are provided for development. D. Proteins from each parent join together to form offspring similar to the parents.

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TeacherPerfect Baby

Benchmarks: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. SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares

Purpose of this Lab/Activity: To understand that some phenotypic traits are more common than others. To recognize that phenotypic traits are observable traits passed down through genes.

Materials: Facial picture of a celebrity or model Paper selfie or picture of student pencil/pen

Procedures: Before Activity


a. Activate prior knowledge or review prior concept by asking students to identify common phenotypic traits in 2 students.

b. Have students identify observable phenotypic traits around the class.c. Have students pick or bring in 2 celebrity or model pictures that they will use to

identify the phenotypic traits.During Activity


a. Monitor to make sure students are on task and correctly identifying the Phenotypes.

Procedure:1. Choose a mate. Your mate can be a celebrity or model. You may choose a

“boyfriend” or “girlfriend”, but they have to be in agreement. Make sure you are respectful and ask.

2. Using the Data I given about these 6 traits, figure out what the genotypes are for each of the characteristics for you and your mate as future parents.

3. Complete Data II by putting a picture of you and your future mate.4. Complete Data III by identifying the Phenotypes (physical traits) and the Genotypes

(Genetic Alleles) for both you and your mate.4. Create and record all your data in the Punnett Square for each of the traits.5. List the probability for each of the traits.

After Activity

What the teacher will do:Explain and Evaluate

a. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.

Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your

186

Teacherconclusion.

ExtendHave students research the frequency of specific traits and compare those to the class phenotypic traits.

FCAT Connection

1. In pea plants, red flower color is dominant to white flower color.

If a homozygous red flowered plant is crossed with a white flowered plant, what percentage of their offspring will have red flowers?A. 0%B. 25%C. 50%D. 100%

2. Joe has a cat with black fur (BB) and a cat with white fur (bb). What would be the genotype of their offspring?A. BBB. BbC. bbD. Bbbb

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StudentName: ______________________________ Date: _________________ Period: ____

Perfect Baby

Benchmarks: SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares

Background: Have you ever wondered what your baby would look like? Imagine having a baby with your crush. Wouldn’t that be the Perfect baby? Choosing a perfect mate can help you produce beautiful babies… right? So now, imagine that you are about 15-20 years older, in a stable long-lasting healthy relationship, and have planned to have a baby with the perfect man or woman. In this lab, you are going to identify your phenotypes and join them with the perfect mate to identify and predict the outcome of the “Perfect Baby”. Enjoy!

Procedure: 1. Choose a mate. Your mate can be a celebrity or model. You may choose a “boyfriend” or

“girlfriend”, but they have to be in agreement. Make sure you are respectful and ask.2. Using the Data I given about these 6 traits, figure out what the genotypes are for each of the

characteristics for you and your mate as future parents. 3. Complete Data II by putting a picture of you and your future mate.4. Complete Data III by identifying the Phenotypes (physical traits) and the Genotypes (Genetic

Alleles) for both you and your mate.5. Create and record all your data in the Punnett Square for each of the traits. 6. List the probability for each of the traits.

Data: Trait Phenotypic DominanceHair Color Black hair is homozygous dominant; Brown hair is heterozygous, Blond is

homozygous recessiveEye Color Brown eyes are dominant; blue eyes are recessive, green are heterozygousDimples No Dimples is dominant; Dimples are recessiveEars Big ears are dominant; small ears are recessive; medium are heterozygousNose Wide nose is dominant; thin nose is recessive, flat nose is heterozygousHair Texture Straight hair is dominant; curly hair is recessive, wavy hair is heterozygous

Data II: Insert a picture of yourself and your future mate.

My Selfie/Picture My Future Mate’s Facial Profile Picture

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Data III:

Trait Phenotype Genotype (Allele)Mother Father Mother Father

1. Hair Color2. Eye Color3. Dimples4. Ears5. Nose6. Hair Texture

Complete the Punnett Squares to determine the probability that your child will inherit each parent’s phenotype.

1. Hair Color 2. Eye Color 3. Dimples

% Probability for Phenotypic %Probability for Phenotypic % Probability for Phenotypic

Brown: _______ Brown: ________ Present: _______Black: ________ Green: ________ Absent: ________Blonde: _______ Blue: _________

4. Ears 5. Nose 6. Hair Texture

% Probability for Phenotypic %Probability for Phenotypic % Probability for Phenotypic

Big: _______ Wide: ________ Straight: _______Small: _______ Pointy: ________ Curly: ________Medium: _______ Flat: _________ Wavy: ________

Analysis/Conclusion: 1. Based on the information gathered, what are the chances that your child will look more like

you or your mate? ________________________________________________________2. Explain why there is a possibility that your child may not have traits similar to either one of

you. __________________________________________________________________

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Student3. Was your baby as perfect as you hoped? Explain. ______________________________

Research Question: Develop a problem statement.Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.



FCAT Connection

1. In pea plants, red flower color is dominant to white flower color.

If a homozygous red flowered plant is crossed with a white flowered plant, what percentage of their offspring will have red flowers?

A. 0%B. 25%C. 50%D. 100%

2. Joe has a cat with black fur (BB) and a cat with white fur (bb). What would be the genotype of their offspring?

A. BBB. Bb C. bbD. Bbbb

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Why don’t we look exactly like our parents? How can a trait “skip a generation”? For example, an individual with blue eyes may have parents who both have brown eyes, but a grandparent that has blue eyes.

DNA is the genetic material found in cells and it makes up chromosomes. Genes are structures which control specific traits and they are found on chromosomes. Alleles are different forms of genes which include a dominant and recessive. The dominant allele for eye color is brown eyes (B) and the recessive allele is blue eyes (b). A person gets half their genes from their mother and half from their father. So how did the father with brown eyes have a child with blue eyes? Both the mother and father had to pass the recessive trait (b) for blue eyes. In order for a recessive trait to be expressed, both parents must contribute a recessive allele. A dominant trait can be expressed with either two dominant alleles or a dominant and a recessive allele.

Standard Alignment:

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.SC.7.L.16.2: Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.




LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.MAFS.7.SP.3.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

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You need to design a model or simulation that will demonstrate how a trait can skip a generation.

Expected Task: Create a model of how two different traits are passed from grandparents to parents to offspring. The model must be able to use all possible combinations of alleles represented by at least three sets of parents.

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Vocabulary: Heredity, Genetics, Chromosomes, Genes, Alleles, Dominant, Recessive, Genotype, Phenotype, Punnett Square, Probability, Homozygous, Heterozygous

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Criteria: Identify two traits that each have two separate alleles to be used in the model. (eye color is one trait that has a brown allele and a blue allele).

Determine which train it dominant and which is recessive. The model must be able to predict the possible outcomes of different

parents (not just one set of parents). Materials should be used to physically distribute items that represent

alleles. Display how a trait can skip a generation.

Constraints: Only select traits that display complete dominance.Materials: Many small objects of varied colors such as marbles, coins, etc.

and paper bags or cups

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Teams must come up with clears rules for separating alleles within individual parents and combining alleles from different parents. Each group must create a technical diagram which shows how their model works.

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When testing the model, each team should record the genotype (allele pairs) and phenotypes (appearance of trait) “input” of each grandparent and then the “output” which are the genotypes and phenotypes of the possible offspring. The teams should calculate the probability that the offspring will have a particular trait and provide the code to interpret the data..


What is the relationship between genotype and phenotype? What are the genotypes and phenotypes of parents? What are the possible genotypes and phenotypes of the offspring? How can a parent who expresses the dominant trait have a child who

shows the recessive trait? What are the two possible genotypes for a trait that will result in the

person expressing the dominant trait? Explain why the recessive trait “disappears” in some crosses between

parents. Explain the difference between homozygous and heterozygous

genotypes.

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Project Summary: Students should include a description and explanation of their model and summarize how the model performed during testing, including the probability that a genotype and phenotype will appear in the offspring (for each trait). Students must also include their technical diagram of how the model works.


Students should present to explain why their design is the best way to get students to understand how traits are passed from grandparents to parents to offspring. During the presentation, teams must be able to demonstrate use of their model and show how it is used to predict the traits of possible offspring based on the parents’ traits.

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Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design

Teacher Notes: Teachers should not give students the procedures on how to create the model.

The original idea came from an activity from Teach Engineering: Hands-on Activity: Heredity Mix 'n Match

Teachers should read over the above activity to get an idea of how students can build the model.

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https://www.teachengineering.org/view_activity.php?url=collection/duk_/activities/duk_genetics_mary_act/duk_genetics_mary_act.xml

https://www.teachengineering.org/view_activity.php?url=collection/duk_/activities/duk_genetics_mary_act/duk_genetics_mary_act.xml

Project: __________________________________ Score: ______________S

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You need to design a model or simulation that will demonstrate how a trait can skip a generation.

Expected Task: Create a model of how two different traits are passed from grandparents to parents to offspring. The model must be able to use all possible combinations of alleles represented by at least three sets of parents.

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Vocabulary: Heredity, Genetics, Chromosomes, Genes, Alleles, Dominant, Recessive, Genotype, Phenotype, Punnett Square, Probability, Homozygous, Heterozygous

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Criteria: Identify two traits that each have two separate alleles to be used in the model. (eye color is one trait that has a brown allele and a blue allele).

Determine which train it dominant and which is recessive.

The model must be able to predict the possible outcomes of different parents (not just one set of parents).

Materials should be used to physically distribute items that represent alleles.

Display how a trait can skip a generation.Constraints: Only select traits that display complete

dominance.Materials: Many small objects of varied colors such as marbles,

coins, etc. and paper bags or cups

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Project: __________________________________ Score: ______________

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Additional Resources

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Incomplete Dominance Lab(Advanced)

Benchmarks:SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.2)SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.7.N.1.1)

Objectives/Purpose: Describe and explain that every organism requires a set of instructions that specifies traits. Determine the probabilities for genotype and phenotype combinations using Punnett

Squares. Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of

percents or percentages.

Materials: (per group) 2 purple plastic eggs 2 pink plastic eggs 2 orange plastic eggs 2 blue plastic eggs 2 yellow plastic eggs 2 green plastic eggs

purple plastic items pink plastic items 10 orange plastic items blue plastic items 7 yellow plastic items green plastic items

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Engage: Introduce the concepts of dominance, recessiveness, Punnett Squares, genotype, phenotype, homozygous, heterozygous, pedigree, trait, allele, hybrid, pure-bred, etc. Play “What is Heredity?” short introductory video.

Explore:Teacher information page:

Setting up eggs: Make all 12 color combinations per lab group of 4 students. Inside each egg, place the 4 correct colored pieces to show the offspring. You can use

candy, but I would use plastic pieces of some type, like buttons, centimeter cubes, or any colored manipulative that will fit.

From the basket at each lab table, each student will select 5 eggs, one at a time. Students may work independently or with a partner, or a combination of both. Maybe

have them do 3 together, and 2 on their own. Collect your eggs back for next year.

Student Name: _______________________ Date:_______________ Period:______

Directions: 1. On your lab table, there are a variety of plastic eggs. 2. Choose one egg, but do not open it yet. 3. Record the Phenotypes and Genotypes of your egg. 4. Place the genotypes of your egg into the Punnett Square. 5. Determine the genotypes and phenotypes of the offspring. 6. Open your egg – do your results match the results inside the egg?

a. If yes, then place the egg back together and pick another egg! b. If no, check your work and make corrections.

7. Continue until you have completed 5 eggs.

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http://learn.genetics.utah.edu/content/begin/traits/tour_heredity.html

Example of how to fill in data:

My Results: 2 (BB) Blue and 2 (Bb) Green

Inside the Egg: 2 Blue Pieces and 2 Green Pieces

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My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

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My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

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Explain:1. Which phenotypes had the greatest probability of occurring and why?

Elaborate/Extension: Pass out plastic eggs from above but use white items to represent albinos or smush some of the candies to represent the incidence of mutation or genetic disease.

Evaluate:

Students complete a Bikini Bottom Genetics worksheet about Incomplete Dominance.

Answer Key : purple x purple = (PP x PP)= all (PP) or purple possibilitiespurple x pink = (PP x pp)= all (Pp) or orange possibilitiespink x pink = (pp x pp)= all (pp) or pink possibilitiesorange x orange = (Pp x Pp)= 1 purple (PP), 2 orange (Pp) and 1 pink (pp)orange x purple = (Pp x PP)= 2 purple (PP) and 2 orange (Pp)orange x pink = (Pp x pp)= 2 orange (Pp) and 2 pink (pp)

blue x blue = (BB x BB) = all (BB) or blue possibilities blue x yellow = (BB x bb) = all (Bb) or green possibilities blue x green = (BB x Bb) = 2 blue (BB) and 2 Green (Bb) yellow x yellow = (bb x bb) = all yellow (bb) possibilities green x yellow = (Bb x bb) = 2 green (Bb) and 2 yellow (bb) green x green = (Bb x Bb) = 1 Blue (BB), 2 Green (Bb), and 1 yellow (bb)

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http://sciencespot.net/Media/gen_spbobincdom.pdf

ENERGY PIPELINE

ADAPTED LESSON FROM PROJECT WILD K-12 ACTIVITY GUIDE

Benchmarks:SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.)

Objectives/Purpose:The purpose of this study is for students to investigate energy flow in ecosystems through experience. By completing this activity students will learn that energy flow does not occur cyclically like water or nitrogen, but as a pyramid.

Background:In every ecosystem, the biotic and abiotic components are linked by energy flow and material cycling to form a functional unit which successive levels of consumers depend on organisms at lower levels. Each of these trophic levels is defined according to its major role at each level (producers, primary and secondary consumers, and decomposers). The trophic level that ultimately supports all others consists of autotrophs, the primary producers. These are mostly the plants that use Sunlight to make organic compounds (sugars), which provide energy for their metabolic process and growth. All other organisms are heterotrophs, consumers that are unable to make their own food. They are directly or indirectly dependent on the photosynthetic output of the producers. The primary consumers of the plants are the herbivores, and secondary consumers that eat herbivores are the carnivores.

Energy flows through the ecosystem according to the laws of thermodynamics, and it determines the trophic relationships. Unlike materials such as water, oxygen, carbon, phosphates, and nitrates that are recycled energy are lost at each level. Each successive trophic level contains less energy, less organic material, and fewer numbers of organisms. As a rule, about 90 percent of the available energy for any trophic level is lost through heat, movement, and other metabolic activities. Only 10 percent, on average, is available for transfer to the next level.

Consequently, food chains tend to be short, and the resulting energy pyramid has implications for human food supplies. Because humans are omnivores, they are capable of eating plants and animals. When human (or any consumer) consumes most of their food from a secondary or tertiary level, the transfer of energy is less efficient than it is when they consume at the primary level. There are relatively few top predators (secondary consumers) in an ecosystem because of this considerable loss of energy between levels.

The purpose of this activity is to demonstrate some of the complex trophic interactions resulting from the flow of energy throughout ecosystem. Although material substances such as water, nitrogen, carbon, and phosphorus cycle through ecosystems, energy takes a one-way course through an ecosystem and is dissipated at every trophic level

Materials:204

Large amount of pea-sized gravel or beans Large empty bucket or large graduated cylinder labeled “unused-calories” Cups Metabolism cards. (each card glued inside a cup)

Engage:Teacher will ask students about what they had for dinner last night? Choose a “meat” scenario and a “green” scenario if possible. Travel backwards through a possible food chain. During this time, teacher will probe students’ knowledge about energy flow. Show the Study Jams video: Food Webs: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

Draw or show a food web and have the students identify: (producers, plants, autotrophs, herbivore, primary consumer, carnivore, secondary consumer, tertiary consumer, heterotroph, decomposers, Sunlight). Then have them give an example of each.

Explore:Students will explore the flow of energy through participating in the Energy Pipeline activity.

1. Divide the students into pairs a. One Sun (one Sun for 2 pairs of autotrophs/plants= 3 Suns)b. 6 pairs of autotrophs/plantsc. 2-3 pairs of herbivores/ primary consumersd. 1-2 pairs of carnivores/ secondary consumers

2. Distribute a set of cups/metabolism card to each pair of Suns and organisms. Look at each card; notice that each card explains a part of the metabolism processes. Each process indicates how many beans/gravels are placed in the cup.

3. Explain that the Sun pair will carefully hand 10 pieces of bean/gravel to each plant pair. Each piece of bean/gravel represents a photon of Sunlight containing one calorie of energy. The plant pair should place their bean/gravel in their cups as indicated by the metabolism cards. Sun pair will continue to hand 10 pieces continuously throughout the activity.

4. When a plant pair has placed all 10 beans/gravel in their proper cups, the Sun pair keeps supplying them with another 10 pieces and so on (10 at a time) until they accumulated 10 “calories” beans/gravel in the growth bowl. At that time the sufficiently large enough to be eaten by a primary consumer (herbivore). The 10 pieces from the growth cup is given to a primary consumer/herbivore pair. The discarded beans/gravel is placed in the “unused-calories” bucket.

5. Once the herbivores/primary consumer receives the 10 beans/gravel from the plant, they sort the beans/gravel into the corresponding herbivore metabolism cards.

6. Plants resume getting “calories” from the Sun and sorting.7. Each herbivore pairs sorts their beans/gravel according to the cards until they accumulate 10

“calories” in growth. Then they pass the 10 “calories to the carnivores/secondary consumers’ pair. The unused calories go into the bucket.

8. Herbivores continue receiving beans/gravel from the plants.9. The carnivores/secondary consumers pair then will sort their beans/gravel into their

representative metabolism cards.

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http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

Explain:Students will record on their activity sheet what the activity demonstrated about energy flow in ecosystems. Then, the teacher will conduct a brief classroom discussion to ensure that students have made intended/correct deductions.

Growth calories Growth calories Growth calories Growth caloriesCarnivores

Herbivores

Plant

Elaborate:The students will decide where nutrients would fit in the activity. Then the teacher will add nutrients to the activity.

Evaluate:1. Draw a diagram that illustrates the energy flow in a simple ecosystem.

2. Students will provide the following evidence for understanding energy flow through trophic levels.

Performance Criteria Evidence Points or Rating*

Students will understand how energy flows through an ecosystem.

Completion of Energy Pipeline activity with student explanation on activity sheet.

Students will practice keeping records using data charts.

Completion of pair and class data charts.

Students will demonstrate their understanding of nutrient cycling in ecosystems.

Class decision on the placement of nutrients in the activity.

Students will determine the difference between energy and nutrient flow in a simple ecosystem.

Completion of energy flow and nutrient flow diagrams.

*2-Student completed activity with full/correct explanation1-Student completed activity with partial explanation0-Student did not participate in activity or answer question(s)

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Plant Metabolism CardsReproduction

Plant uses energy to produce seeds.

Place three calories in this cup.

Unused Sunlight

Not all Sunlight can be converted into organic matter.

Place two calories in this cup

GrowthPlant uses energy to grow.

Place one calorie in this cup

PhotosynthesisPlant absorbs energy from the

Sun and produces organic matter

Place three calories in this cup

Respiration Plants burn energy in the process

of photosynthesis


Herbivore Metabolism CardsRespiratio

n for Digestion

Herbivore uses energy to break down consumed food.


Respiration for

MovementHerbivore uses energy to

search for water.


Respiration for Reproduction

Herbivore uses energy to create nest and raise

young.


GrowthHerbivore uses energy to break

and storing energy in body

tissues


Respiration for Movement

Herbivore uses energy to evade for predators


Carnivore Metabolism CardsRespiratio

n for Digestion

Carnivore uses energy to break down consumed food.


Respiration for

MovementCarnivore uses energy to search

for prey and to hunt foodPlace three calories in this cup

Respiration for Movement

Carnivore uses energy to build a shelter


Respiration for

ReproductionCarnivore uses energy for

extensive courtship display and extra hunting to raise youngPlace

three calories in this cup

Growth

Carnivore uses energy to grow


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WATER & AIR ACIDIFICATION

Adapted from Sarah Cooley ([email protected]) The Ocean Acidification Subcommittee

Ocean Carbon and Biogeochemistry ProgramSources- www.us-ocb.org

Benchmarks:SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2)

Background Information for the teacher:Burning fossil fuels releases carbon dioxide into Earth’s atmosphere. This not only leads to a warmer Earth (i.e., global warming, the greenhouse effect), but also changes the chemistry of Earth’s oceans. The ocean is a “carbon sink,” which means that it removes CO2 from the atmosphere. The ocean currently absorbs about one-third of the CO2 released by the burning of fossil fuels. However, beyond a certain level of atmospheric CO2, the ocean can no longer act as a carbon sink without it having a negative impact on marine life. When CO2 dissolves in seawater, it leads to decreased pH levels. The ocean becomes less alkaline. This is referred to as ocean acidification. As the ocean water becomes less alkaline, there is a resulting decrease in the amount of carbonate ions available for many marine organisms to form their calcium

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carbonate hard parts. Coral polyps are less able to precipitate the mineral aragonite, which they use to build or rebuild their skeletons. This means that a coral reef might stop growing and become more vulnerable to erosion. Other marine organisms, such as oysters, might also be harmed. Understanding ocean acidification is important for citizens engaged in debating global climate change issues, policies, and solutions. If atmospheric CO2 levels continue to rise, coral reefs may disappear from all of Earth’s oceans by 2100.

Teacher’s notes:This activity is done in multi-sessions. Equipment needsSeawater salt mixes and an alkalinity test kit can usually be found at a pet store or ordered online. The smallest size box of sea salt mix (to make 10 gallons of artificial seawater) costs less than $10, and an alkalinity test kit can be bought for about $10-20 (for approximately 75-200 analyses). We recommend alkalinity test kits that relate alkalinity to a numerical scale (KH, meq/l, or ppm CaCO3) rather than just indicating whether it is high/medium/low. A full complement of household acids, bases, and test solutions may add up to $20-30 at the grocery store. The experiments may be done in small clear plastic cups or in inexpensive student laboratory glassware that can be found from many sources\. Disposable glass test tubes are available in bulk for a relatively low cost from suppliers.

Setup notesThe Natural Resources Defense Council produced an excellent mini-documentary(http://www.nrdc.org/oceans/acidification/aboutthefilm.asp) on ocean acidification that may be used as an introduction to the unit. You may also choose to assign students to read one of the background articles listed at the end of this unit in conjunction with the lab activities.

Pre-Lab Set-up*Artificial seawaterMaterials

Instant Ocean brand aquarium salt Water (If you live in an area where the water is very hard, you may wish to use distilled

water instead of tap water; using extremely hard water to make artificial seawater could keep the salts from dissolving correctly

Large jug or clean bucketMethodMix up artificial seawater according to the directions on the Instant Ocean salt package.Make enough that each student will have about 250 mL (1 cup) of artificial seawater.*Red cabbage pH indicator – bromothymol blue, phenol red, or phenolphthalein may be used as alternative pH indicators.Materials

1 head red/purple cabbage (not green)

Water Stovetop/Bunsen burner/electric

kettle Pot or stovetop-safe beaker Sieve or strainer 1 pair of oven mitts

Storage bottle or jar with tightfitting lid, about 500-1000 mL (~1-2 pints)

Isopropyl alcohol Dropper bottle(s), one per lab group

(contact lens solution bottles, eyedroppers, etc.)

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http://www.nrdc.org/oceans/acidification/aboutthefilm.asp

MethodRoughly chop 1 head red/purple (not green) cabbage and put in beaker or pot with enough water to cover the cabbage. Bring the water to a full rolling boil, then turn off the heat and allow the cabbage and water to sit for about 10 minutes until the water is dark purple. (Alternatively, pour boiling water over red cabbage in a beaker and let sit until water is dark.) Fill the clean storage bottle about 10% full with isopropyl alcohol1, and then fill it the rest of the way with cabbage extract. Use a strainer or sieve to filter out the cabbage pieces. Be careful to avoid spilling the cabbage juice, because it stains counters and clothing. Cap the bottle and shake up the solution to mix it. (The alcohol prevents the extract from spoiling). Extra cabbage juice can be flushed down the drain. Cool the solution. Label the bottle. Then, fill and label the dropper bottles with cabbage extract. 1 head of cabbage provides about 1L of solution; scale up as needed.(http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/PreparingCabbageExtract.htm provides a nice photo-essay about making and using cabbage-based pH)

Objectives/Purpose: In this investigation students will investigate the factors of acidification upon air and water

quality In Ocean acidification in cup students will learn about alkalinity, which helps seawater

resist changes in pH, and test the alkalinity of four different types of water. Students will then compare the responses of different waters to carbon dioxide gas

I’m melting! Seashells in acid Simulates ocean acidification’s effects on the shells of mollusks.

Ocean acidification in a cupMaterials:For each group of 3-4 students:

Dropper bottle of pH indicator Aquarium alkalinity test kit Distilled water* Seawater* Tap water* Seltzer water* *(of each liquid, you need ~250 mL + enough to ½ fill a test tube)

Engage:Read the information: Sea salt gives seawater some unique properties. Sea salt includes a lot of sodium and chloride and gives seawater its salty taste. Sea salt also includes other positively and negatively charged ions. If acid is added to seawater, the negatively charged ions in sea salt [including mostly carbonate (CO3 2-), bicarbonate (HCO3 -), sulfate (SO42-), and orate (B(OH)4-)] react with the free hydrogen ions (H+) from the acid and help buffer (resist changes in) seawater pH. The ability of seawater’s negative ions to neutralize added acid is called alkalinity. In nature, the buffering provided by alkalinity helps keep seawater pH in a fairly small range. Every year, humans are releasing more carbon dioxide into the atmosphere, and the gas mixes into the ocean as well. When atmospheric carbon dioxide gas mixes with seawater, it

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http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/PreparingCabbageExtract.htm


creates carbonic acid and allows seawater to dissolve calcium carbonate minerals. This process is called ocean acidification. The hard shells and skeletons of marine creatures like scallops, oysters, and corals are made of calcium carbonate minerals. As more carbon dioxide from the atmosphere enters the ocean in the next 100 years, ocean chemistry will change in ways that marine creatures have not experienced in hundreds of thousands of years. The hard shells of marine creatures may become damaged from ocean acidification. Scientists are currently researching what this will do to populations of marine organisms.

After reading the goal and background for this lab, write down predictions (hypotheses) about 1) how the alkalinities of tap water, distilled water, seawater, and seltzer water will compare to each other and 2) their ability to resist pH changes. Use complete sentences. The hypotheses for Parts 1 and 2 should be something like “I predict that the order from lowest to highest alkalinity will be tap water, distilled water, seawater, and seltzer water,” and “I predict that the order from most resistant to least resistant to pH change will be tap water, distilled water, seawater, and seltzer water.”

Relate how humans are releasing carbon dioxide into the atmosphere and its effects in sea water.

Explore: Part 1: Alkalinity (complete in groups of 3 or 4)

1) On your worksheet, write down the date of the experiment, the time of day, and your lab partners’ names. Fill in the data table with the names of the solutions you will test. It will look something like this:

Liquid Predicted Alkalinity Actual Alkalinity Rank

Seawater

Tap water

Distilled water

Under “predicted alkalinity”, rank the fluids based on how much alkalinity you think they will have. Use 1 for the fluid you think will have the least alkalinity and 4 for the fluid that you think will have the most alkalinity.

2) Follow the instructions on the alkalinity test kits to test the alkalinity of distilled water, seawater, and tap water.

3) Write down the alkalinity value (in dKH, meq/l, or ppm CaCO3 depending on your test kit) under “actual alkalinity”.

4) Rank the fluids based on your alkalinity test results. Use 1 for the fluid with least alkalinity and 4 for the fluid with the highest alkalinity.

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Part 2: Ocean Acidification (complete in groups of 1 or 2)1) Label your control test tubes with the four types of water: distilled water,

seawater, and tap water. Fill them and place them in the rack.

2) Label your plastic cups with the four types of water. Fill them each with about 250 mL (1 cup) of fluid, following the labels. These are your experimental samples.

3) In your notebook, write down your lab partner’s name for this part of the experiment.

4) Draw a data table that looks something like this:

Liquid Control/start color

Start pH Bubbling time(seconds)

Endcolor

End pH

Tap water

Seawater

Distilled water

5) Add a few drops of pH indicator to the fluids in each test tube and about 10 drops to the fluids in each cup. Under “control/start color”, write the colors of the controls (fluids in the test tubes). Check that the control colors match the sample colors. Again, hold the tubes or cups in front of the white paper if you need help telling apart the colors. Place a straw in each cup.

6) Without sucking up any colored water into your mouth, blow through the straw into the tap water sample so that bubbles come up through the water. Keep blowing for 45 seconds and move the bottom of the straw around to make sure bubbles flow through all the liquid. It’s ok to take quick breaks to breathe in, like you would if you were playing a flute. At the end of 45 seconds of bubbling, write down the color of the water under “end color”.

7) Repeat steps 5 and 6 for the other three water samples.

Based on both, the materials given by your teacher conduct the investigation. Write up lab. Include: your problem statement for this activity. Formulate a hypothesis. Using the given materials design and complete an experiment design.

Demonstration--I’m melting! Seashells in acidMaterials required for an entire class (1-2 days in advance)

White vinegar (500 mL) Water (1500 mL) 2 large glass beakers (1000 mL) Eggshells or very thin sea shells

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Heavy books

1) Dilute 1 part vinegar in at least 1 part fresh water. If you have multiple types of seashells, place one of each type in this mixture. Place one of each type in fresh water.

2) Check on the shells every few hours. When the vinegar-digested shells are visibly degraded (a day or two, depending on vinegar mixture strength), drain all the shells and rinse off the vinegar-digested shells. Degraded shells will be dull, pitted, translucent, or even cracked.

3) Have students pile books on top of the shells to compare the strength of digested shells and undigested shells. Digested shells should break more easily than undigested shells.

4) If desired, show students the shells while they are in acid. Have them discuss why bubbles are generated and what the bubbles are composed of.

*Note: this demonstration requires 1-2 days of advanced preparation

Explain and Redesigning the Experiment:Students will share their findings from the explore activity. Summarize the results of your activity. What happened to the temperature of the jar over time? Relate how the set up represents the effects of carbon dioxide in ocean water. Can you identify the test (independent), and outcome (dependent) variables in your activity? Did you only change only one variable? Identify what you could do to improve this activity

Optional Extensions:1. Students can design an experiment to investigate the effects of acid concentrations on

eggshells or seashells.2. Students can design an experiment to investigate the effects of “acid rain” on plants

What does this mean to you?

When carbon dioxide (CO2) is absorbed by seawater, chemical reactions occur that reduce seawater pH, carbonate ion concentration, and saturation states of biologically important calcium carbonate minerals. These chemical reactions are termed "ocean acidification" or "OA" for short. Calcium carbonate minerals are the building blocks for the skeletons and shells of many marine organisms. In areas where most life now congregates in the ocean, the seawater is supersaturated with respect to calcium carbonate minerals. This means there are abundant building blocks for calcifying organisms to build their skeletons and shells. However, continued ocean acidification is causing many parts of the ocean to become under saturated with these minerals, which is likely to affect the ability of some organisms to produce and maintain their shells.

Since the beginning of the Industrial Revolution, the pH of surface ocean waters has fallen by 0.1 pH units. Since the pH scale, like the Richter scale, is logarithmic, this change represents approximately a 30 percent increase in acidity. Future predictions indicate that the oceans will continue to absorb carbon dioxide and become even more acidic. Estimates of future carbon

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dioxide levels, based on business as usual emission scenarios, indicate that by the end of this century the surface waters of the ocean could be nearly 150 percent more acidic, resulting in a pH that the oceans haven’t experienced for more than 20 million years. Ocean acidification is expected to impact ocean species to varying degrees. Photosynthetic algae and seagrasses may benefit from higher CO2 conditions in the ocean, as they require CO2 to live just like plants on land. On the other hand, studies have shown that a more acidic environment has a dramatic effect on some calcifying species, including oysters, clams, sea urchins, shallow water corals, deep sea corals, and calcareous plankton. When shelled organisms are at risk, the entire food web may also be at risk. Today, more than a billion people worldwide rely on food from the ocean as their primary source of protein. Many jobs and economies in the U.S. and around the world depend on the fish and shellfish in our oceans.

With the potential devastating effects of acidification in air and water, it is reasonable and prudent to examine alternatives to fossil fuels to decrease the amount of CO2 in the atmosphere. The transportation sector is one area that can, generally speaking, use alternative methods of fuel, since there are already a variety of alternate fuels available. The good news is that this transition can be done relatively easily, cheaply, and painlessly.

Activity: Research and discussion questions: answer on a separate sheet

1) Considering the chemical formula of each of the substances you tested, discuss why different acids and bases have slightly or widely different pH values.

2) The pH indicator we used was made from red cabbage. The purplish color is caused by a natural compound called cyanidin, which is a type of anthocyanin.

A) Research the way that anthocyanins react with acidic and basic fluids. Helpful links for researching this answer: http://www.webexhibits.org/causesofcolor/7G.html http://science.howstuffworks.com/vegetable/question439.htm http://www.madsci.org/experiments/archive/859332497.Ch.html http://www.micro-ox.com/chem_antho.htm http://icn2.umeche.maine.edu/genchemlabs/Anthocyanins/fruitjuice2.htm)Given what you now know about the chemical structure of anthocyanins, write down a hypothesis predicting how cyanidin can produce the multiple different colors you observed, depending on acidity.

B) In a paragraph, describe an experiment you could use to test this hypothesis if you were a researcher. (Assume that you could look up how to do anything and that you could build any equipment you needed for the analysis. Use your imagination. The goal is to describe how you would test this hypothesis using the scientific method. Will you need any controls? What test(s) would you perform? How many times should you repeat your test(s)? How would you interpret your results?)

Sources: www.us-ocb.org

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http://icn2.umeche.maine.edu/genchemlabs/Anthocyanins/fruitjuice2.htm

http://www.micro-ox.com/chem_antho.htm

http://www.madsci.org/experiments/archive/859332497.Ch.html

http://science.howstuffworks.com/vegetable/question439.htm

http://www.webexhibits.org/causesofcolor/7G.html

(http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/PreparingCabbageExtract.htm)

http://ozreef.org/library/tables/alkalinity_convers ion.html. dKH = degrees of carbonate hardness; ppm = parts per million; meq/l = milliequivalents per liter.

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Overview documents Ocean Acidification - From Ecological Impacts to Policy Opportunities”. Special

issue of Current: The Journal of Marine Education, 29(1) 2009. http://www.mcbi.org/what/current2.htm

Doney, S.C., V.J. Fabry, R.A. Feely, and J.A. Kleypas. 2009. Ocean acidification: the other CO2 problem. Annual Reviews of Marine Science. 1:169-192. http://arjournals.annualreviews.org/eprint/QwPqRGcRzQM5ffhPjAdT/full/10.1146/annure v.marine.010908.163834

Doney, S.C. 2006. The dangers of ocean acidification. Scientific American. 294: 58-65. http://loer.tamug.edu/Loup/MARS281/Ocean-Acidification(SciAmer-2006).pdf

Kleypas, J.A., et al. 2006. Impacts of ocean acidification on coral reefs and other marine calcifiers: a guide for future research. Report of a workshop sponsored by NSF, NOAA, and USGS. 96 pp http://www.ucar.edu/communications/Final_acidification.pdf

Raven, J. et al. 2005. Ocean acidification due to increasing atmospheric carbon dioxide. The Royal Society. http://royalsociety.org/document.asp?id=3249

Teaching tools Interactive tutorial about ocean acidification’s effects on marine organisms,

with a virtual biology lab about ocean acidification and sea urchins. http://i2i.stanford.edu/carbonlab/co2lab.swf

Short video (21 min) about ocean acidification produced by the Natural Resources Defense Council: “Acid Test: The global challenge of ocean acidification” http://www.nrdc.org/oceans/acidification/aboutthefilm.asp

other marine science educational kits from the Center for Microbial Oceanography: Research and Education website : http://cmore.soest.hawaii.edu/education/teachers/science_kits/ocean_acid_kit.htm

Short video (8 min) about ocean acidification produced by students in the UK: “The Other CO2 Problem” http://www.youtube.com/watch?v=kvUsSMa0nQU

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http://www.youtube.com/watch?v=kvUsSMa0nQU

http://royalsociety.org/document.asp?id=3249

http://royalsociety.org/document.asp?id=3249

http://www.ucar.edu/communications/Final_acidification.pdf

http://loer.tamug.edu/Loup/MARS281/Ocean-Acidification(SciAmer-2006).pdf

http://loer.tamug.edu/Loup/MARS281/Ocean-Acidification(SciAmer-2006).pdf

http://arjournals.annualreviews.org/eprint/QwPqRGcRzQM5ffhPjAdT/full/10.1146/annure

http://arjournals.annualreviews.org/eprint/QwPqRGcRzQM5ffhPjAdT/full/10.1146/annure

http://www.mcbi.org/what/current2.htm

Human Variations

Benchmarks: (Genetics: Topic XIV Essential Lab)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. (AA) SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1)

Objectives/Purpose: Describe and explain that every organism requires a set of instructions that specifies traits. Determine the probabilities for genotype and phenotype combinations using Punnett Squares. Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percents or

percentages.

Materials: coins, 2 students, colored pencils or markers If making face model, construction paper for face features, crayons (skin-color set), curling ribbon for hair

(black, brown, yellow), paper plates, scissors

Procedures: Before Activity: What the teacher will do:

a. Decide if you want students to flip coins to make 1 or 2 offspringb. Decide if students will make a model or a drawing of the traits.c. Modify Student lab sheet to reflect Trait’s table for 1 or 2 offspring*, and if traits are

being drawn or made into a model.**d. Students need to pair up or flip 2 coins.e. Read review and discuss the Background and Student Procedures with students.f. Model how alleles are identified based on outcome of Heads, or Tails on coin.

*Benefit of making 2 offspring is being able to compare traits among siblings, but due to time restraints, lab may be done with 1 offspring.** Allowing students to choose to draw or make model may be a DI strategy.

During Activity: What the teacher will do:a. Monitor students to make sure they are completing the data table correctly based on

their coin outcome.b. A common mistake is that the kids want to put in 2 Alleles for each parent. Refer them

to Procedure #6.c. Facilitate instruction when completing the Evaluation and Conclusion questions.

After Activity: What the teacher will do:a. Review and discuss Evaluation questions with the students.b. Address common misconceptions.

Common Misconceptions: Students often think that every person is unique because each has different genes.

This is not true. Emphasize that all humans have the same genes. In fact, our genes are even in the same order along chromosomes. We are each unique because we inherit different combinations of alleles, resulting in a unique combination of traits.

Students may interpret disease gene discovery to mean that only those who have the disease have the gene. This is not true. Emphasize that each of us has the

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newly discovered gene, but none of us will develop symptoms of that disease unless we inherit a form of the gene that is faulty due to mutation.

Assessment: Successful completion of data table, baby face drawing or model, and correct answers to Evaluation

Questions.

Home Learning:Students can complete a similar chart from this lab based on two generations of their own family members. Chart should include human traits such as widow’s peak, tongue roller, hitchhiker thumb, and attached ear lobes, etc.

Extensions:1. Research genetic diseases such as Tay-Sachs, sickle-cell anemia, or cystic fibrosis. 2. Create a pedigree chart for your family of one characteristic such as attached/unattached ear lobes,

tongue roller/tongue non-roller, hair/no hair on knuckles.

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Student Name:__________________________________ Date: ____________________ Period: _____

Human VariationsBenchmarks: 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. SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.

Background Information:Have you ever wondered why everybody looks different from everyone else? Even brothers and sisters can look different. This is because a large variety of traits exist in the human population. Perhaps this still doesn't explain why brothers and sisters might look very different or, on the contrary, very much alike. This lab exercise will help students understand the many possible combinations available to offspring as they are being produced. Each student will pair off with a peer to become parents and produce a baby. What the baby will look like will depend on the laws of genetics. In this activity students will apply the laws of genetics to determine the appearance of their child's face by flipping coins and pairing alleles for major characteristics. Procedures:

1. Determine with your partner who will be the father and the mother. 2. Use a coin to determine the alleles. The head side represents a dominant allele; and the tail side is the

recessive allele. 3. First, the father will flip the coin to determine the sex of the child. Heads indicates the child will be a boy (Y

Chromosome); tails, a girl (X Chromosome). 4. You and your partner will flip your coin at the same time, to determine which of the traits below pertain to

your baby. Two heads indicate a homozygous dominant trait. A head and a tail equal a heterozygous dominant trait. Two tails represents a recessive trait.

5. You may also see a letter representing a Gene with a subscript H for Heads or T for Tails. 6. Remember, each parent will provide 1 allele, which when joined from both parents, it will show the Child’s

Genotype.7. Record the results for the baby on the table provided. 8. Once the chart is completed, draw or create a 3-dimensional model representing the collected

characteristics of the offspring. 9. Note: If you are making a model, be sure to cut the actual shape of the face and chin.

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Trait PossibleGenotypes

Father’sAllele

Mother’s Allele

Child’sGenotype

Child’sPhenotype

Alleles

SexX Father will give an X or Y trait. XX- Female

XY - Male

faceshape

AA,Aa,aa

chinsize

BB,Bb,bb

haircolor

CH CH

CH CT

CT CT

hairtype

DH DH

DH DT

DT DT

widow’s peak

EE,Ee,ee

eyecolor

FF,Ff,ff6. Eye Color

Brown (FF) Green(Ff) Blue (ff)

Eye distance

GH GH

GH GT

GT GT

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Trait PossibleGenotype

s

Father’sAllele

Mother’s Allele

Child’sGenotype

Child’sPhenotyp

e

Alleles

eyesize

HH HH

HH HT

HT HT

eyeshape

II,Ii, ii

eyeslantedness

JJ,Jj, jj

eyelashes KK,Kk, kk

eyebrowcolor

LH LH

LH LT

LT LT

eyebrowthickness

MM ,Mm, mm

eyebrowlength

NN,Nn, nn

mouthsize

OH OH

OH OT

OT OT

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Trait PossibleGenotypes

Father’sGenes

Mother’s Genes

Child’sGenotype

Child’sPhenotyp

e

Alleles

lipthickness

PP, Pp, pp

dimples QQ, Qq, qq

nosesize

RH RH

RH RT

RT RT

noseshape

SS, Ssss

earlobe attachment

TT,Tt, tt

freckles UU ,Uu, uu

Now put it all together.

Draw your Child:

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Evaluation:

1. Where do the set of instructions that determines the alleles in organisms come from? ___________________________________________________________________________2. Explain why this statement is true: “Every child is a product of his/her parents.” ________3. __________________________________________________________________________4. Look around at all the other babies. Do any of your classmates create children that look alike?_____________Explain__________________________________________________________________________________________________________________________________.5. Every organism requires a set of instructions that specifies its traits or genotype contained in DNA. How does this lab relate to Heredity? Explain. ___________________________________________________________________________________________________________6. After examining all the children created, describe how sexual reproduction contributes to variation within a species. _______________________________________________________________________________________________________________________________7. Do you think that everyone has a “twin,” that is, someone living somewhere in the world who looks exactly like him/her? Explain your reasoning. __________________________________________________________________________________________________________

Answer the following questions. Show Punnett Square to prove your response.

1. What is the probability of a mother with genotype (HH) and a father with genotype (HH) have a child with free earlobes?________________What will be the Genotype of the Offspring? _____________________ What will be the Phenotype of the Offspring? _______________________ _______________________________________________________________

2. What is the probability of a mother with genotype (FF) and a father with genotype (ff) having a child with a pointed nose? _______________

What are the Genotype of the Offspring? _________________________ What will be the Phenotype of the Offspring? _____________________

__________________________________________________________

3. What is the probability of a mother heterozygous for freckles and a father homozygous for no freckles having a child with freckles? ________________________________________________________What will be the Genotype of the Offspring? _____________________What will be the Phenotype of the Offspring?_____________________

4. How are Punnett Squares used to determine possible Allele outcomes in Genetics? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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