Science
SCI.IV.1.2
Grade: 7
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 1:
Matter and Energy - All students will measure and describe the things
around us.
Benchmark 2:
Explain when length, mass, weight, density, area , volume or temperature
are appropriate to describe the properties of an object or substance.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
• Experiment with metric measurement tools to demonstrate proper usage.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.2 - Describe limitations in personal knowledge.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
Vocabulary / Key Concepts
Context
Measurement tools:
• balances
• spring scales
• measuring cups or graduated cylinders
• thermometers
• metric ruler
Common substances such as:
• hot and cold substances,
• ice, snow, cold water,
• hot water, steam, cold air, hot air.
• desks
• coins
• pencils
• buildings
• wood
• plastic
• styrofoam
Knowledge and Skills
Scientists use specific tools to measure specific
properties of matter. They record these
measurements in standardized units (metric units).
It is important for students to become knowledgeable
about the appropriate tools that are used to measure
each property and the appropriate measurements that
are used to describe the property. For instance, one
wouldn’t measure a table with a balance and record
the measurement in miles; the table would be
measured with a metric tape and described in
centimeters.
Students will:
• Construct a table of physical properties of matter,
the units used to describe each property, and the
tools used to measure each property
• Use the appropriate tools to measure the size of
an object and the amount of a substance in the
object
• Students will use and explain the appropriate
measurements for describing the size of an object
and amount of a substance. For instance, one
wouldn’t measure a table in miles.
• Measuring Property
• Tool (Units)
length, width, height area
metric ruler (meters)
volume
weight
graduated cylinder,
ruler, measuring cup
(cubic centimeters,
milliliter)
spring scale
(Newtons, pounds)
mass
balance (grams)
temperature
thermometer
(Celsius, Kelvin,
Fahrenheit)
density
those used for mass
and volume
(g/ml - liquid)
(g/cm3 –solid)
Density = Mass/Volume
Resources
Coloma Resources:
“Density Dunk Activity” – students get into a
tank to find their densities.
Wat-ar Densities (lab) – Aims Activity p.s.
Floaters & Sinkers
Lava Lamps & Density lab
Activity
How many properties do you need? describe different objects according to their
properties and then classify them according to
their similarities. (Objects can include small
classroom items.)
Other Resources:
• SMILE Program Physics- Mechanics – 95+
lessons, labs and activities to make sense of
measurements – IL Institute of Technology
•
Physical Science Activity Manual –book
written by a group of teachers using the
learning cycle and 34 activities to teach
physical science. Excellent resource!
•
Michigan Teachers Network Resources
•
SCoPE Unit – Measuring Up
•
ExploreLearning – Fundamentals and
Measurements – excellent site – free preview,
but requires subscription.
•
MSU unit Matter and Molecules
•
Density of Student
•
AIMS – Balloons
•
Science Explosion: “Measurement oh
Measurement”, “Words & Tools of
Measurement”
7th Grade Science Curriculum
Technology Resources
IV.1.MS.2
Vernier probes available: Temperature Probe,
Force Sensor
Instruction
Benchmark Question: How do we measure
matter?
Focus Question: What is the appropriate
equipment and metric units used to describe the
size and amount of a substance?
Set up workstations with the following
instruments: metric ruler, metric stick, graduated
cylinder, measuring cup (with printed measures
on the side), spring scale, balance, and
thermometer. Have students measure a variety
of commonly found solids, and liquids (water,
wood block, box, vegetable oil, rubbing alcohol,
etc.). Have students in groups discuss their
results and possible reasons for error.
Going Beyond: Challenge the students to find
the volume, mass and density of carbon dioxide
that is formed when mixing vinegar and baking
soda using a balloon.
Coloma Science Project: (Required Assessment)
Students will construct a formal science project
including questions, hypothesis, information,
data, procedure, conclusion and an abstract.
Projects will be presented to judges and will be
displayed in Media Center for one week.
After completing the project, students will have
used measuring skills, graph making skills, and
will have acquired a knowledge of the scientific
method.
A rubric for scoring is used.
Assessment
Students will be given a variety of objects in which
they choose 6 objects to create a chart which include
estimate and actual measure of length, volume, mass,
area, density and temperature. In the room, various
measuring devices will be available for them to use.
Before each measurement is made, students should
estimate the measurement and include the unit of
measure. Objects could include: different types of
breakfast cereal of different shapes, dry and “wet”:
breakfast cereal, water and different types of soda in
varying quantities, different kinds of candy, powdered
and liquid laundry detergent, classroom materials,
and containers of different sorts.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Correctness of units –
Apprentice - Contains two or fewer correct units.
Basic - Contains three to four correct units.
Meets - Contains five or six correct units.
Exceeds - Contains all correct units with additional
objects measured.
Criteria: Appropriateness of tool Apprentice - Contains two or fewer correct choices of
tools.
Basic - Contains three to four correct measurements
(+/- 2 units).
Meets - Contains five or six correct choices of tools.
Exceeds - Contains all correct choices of tools with
additional objects measured.
Criteria: Correctness of measurement Apprentice - Contains two or fewer correct
measurements.
Basic - Contains three to four correct choices of tools.
Meets - Contains five to six correct measurements
(+/- 2 units).
Exceeds - All objects are measured correctly within
+/- 2 units.
Temperature would end up the same as air for all
objects. (liquids could be varied)
Density would have to be a relative ranking for
estimated part.
Teacher Notes:
Scientists describe and compare objects and substances by measuring them using standardized equipment.
Objects have size (length, area, volume), mass, weight and temperature. Substances have density (a property
that is independent of the amount of the substance). (JCISD)
Focus Question
•
•
•
How can objects be described in terms of mass, volume and temperature?
How is the density of an object different from its mass or volume?
When is it appropriate to measure the weight of an object rather than its mass, or density rather than
volume?
1. Choose a problem to solve.
2. State your problem as a specific question.
3. Research your problem.
4. Form a hypothesis.
5. Plan your project.
6. Set up a time schedule.
7. Make a list of all the materials you will need.
8. Collect all your materials.
9. Conduct your experiments, several times.
10. Record the data
11. Organize the data in a more orderly form.
12. Draw conclusions from the data.
13. Prepare your report, graphs, drawings, and diagrams.
14. Construct your science fair display.
1. a collection of related or unrelated objects
2. a list of things
3. a report not supported by data or an experiment
4. a model, illustration, or piece of equipment unrelated
to an experiment
Once you have chosen your science problem, it is important to research the written
materials available on your subject. By finding out as much background information as you
can about the subject, you will gain a better understanding of your problem. This will be
valuable to you as you plan your project. Following are guidelines for conducting this
research.
1. Read books and articles on your subject, Make sure this information is up-to-date
(usually not older than five to ten years, depending on the subject). .
2. Interview and talk with people who are knowledgeable about your subject.
3. Keep a record of your information in a notebook or on index cards.
4. List all of the references you use. These will be included in your final report. Examples of
references follow.
Books:
Author's last name, Author's first name, Title Of Book, Publisher, Publication date.
Example:
Starr, Ringo, Beetles in the Woods, Bantam Books, 1988.
Articles:
Author's last name, Author's first name, "Title of Article," Name of Periodical,
Publication date, pages used.
Example:
Watson, Peter, "Making Ugly Dolls," Mad Magazine,
August 1988, pp. 136-145.
5. It is also a good idea to list those people who helped you in any way. For example: "I
was helped in my research by Joe Montana, Craig Luckenbach, Albert Einstein, and
by Pat Lewis who helped me build my display."
6. When you have completed your research, form a
hypothesis. A hypothesis is an educated guess
in which you propose a possible solution to your
problem based on your research. Having a
hypothesis helps you to focus your project. Your
experiments will either prove your hypothesis to
be correct, or they will disprove it.
When you have completed your research, you will need to create a work schedule for
the project itself. Your work schedule will include gathering the materials and equipment
you'll need to conduct your experiments, doing the experiments and recording the data,
writing your report, and designing and building your science fair display. Always give
yourself more time than you think you will need for each step, so unexpected problems
don't cause you to become anxious or to rush through the steps.
When working out your schedule, think about the following:
1. How will I go about solving my problem? What is my goal? What do I want to show,
prove, or disprove?
2. What materials and equipment will I need? Make a detailed list of everything you will
need for the project, including the experiments and the science fair display.
3. What experiments will I need to conduct? Remember that you will need to run your
experiments several times to get truly accurate and valid data.
4. How will I go about collecting and recording my observations, data, and conclusions?
5. How much information will I want to include in my final report?
6. How do I want my science fair display to look? What kind of background would look
best? How will it be built?
7. What should I include in my display? Consider including samples, models,
illustrations, graphs, charts, tables, photographs, diagrams, written reports, and
equipment from your experiments.
IT IS IMPORTANT that you do not become
discouraged if your experiments or projects
do not work out exactly as planned. Scientists
learn as much from their many “failed"
experiments as from the few which prove
successful. Often, with a little thought, you can
develop a new way to state your conclusions
that will be more satisfying than reporting a
negative result. Remember: no project is a
failure; you learn from it, no matter what its
results are. Don't give up too soon!
JUDGING CRITERIA FOR SCIENCE FAIR – COLOMA MIDDLE SCHOOL
(PLEASE CIRCLE THE NUMBER YOU JUDGE TO BE MOST APPLICABLE FOREACH
CATEGORY. USE 5 AS THE BEST AND 0 MEANING THAT NONE OFTHE CRITERIA HAS
BEEN MET FOR THE CATEGORY.
STUDENT NAME
CATEGORY
PROJECT NUMBER
COMMENTS
I.
PROBLEM TO BE INVESTIGATED
The problem is clearly stated.
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1
2
3
4
5
11. HYPOTHESIS
The hypothesis is clearly
described and is experimentally
testable. The hypothesis is a
reasonable guess for a solution.
0
1
2
3
4
5
III. TEST PROCEDURE
The testing method is clearly
described and is logical and
appropriate to the problem/solution.
The testing includes enough
trials to be accurate and includes
a control where appropriate.
0
1
2
3
4
5
IV. DATA
The data are complete and
consistent with the testing method
used. The data uses appropriate
labels and units of measurement.
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4
5
V. RESULTS AND CONCLUSION
The results are clearly stated and
the conclusions are consistent with
the hypothesis. The results are
easy to understand and are
shown in graphs, charts, or tables.
0
1
2
3
4
5
VI. NEATNESS/APPEARANCE
0
The overall display and presentation
of the project is neat, orderly uses
correct spelling and gives the impression
of careful work. Materials labels, lettering,
and Descriptions are neatly and
clearly presented.
1
2
3
4
5