Miami-Dade County Public Schools
Division of Academics
Required
ESSENTIAL
Laboratory Activities
For the Middle School
M/J Comprehensive Science 3
REVISED May 2014
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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Mr. Carlos L. Curbelo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Dr. Marta Pérez
Ms. Raquel A. Regalado
Ms. Krisna Maddy
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Ms. Marie Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics, Accountability, and School Improvement
Mr. Cristian Carranza
Administrative Director
Division of Academics, Accountability & School Improvement
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
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Table of Contents
Introduction ................................................................................................................................... 4
Annually Assessed Benchmarks .................................................................................................. 5
Materials List ................................................................................................................................. 8
Lab Roles ..................................................................................................................................... 10
Safety Information and Contract .............................................................................................. 11
Pre-Lab Safety Worksheet and Approval Form ...................................................................... 12
Parts of a Lab Report ................................................................................................................. 13
Experimental Design Diagram ................................................................................................... 17
Claim Evidence Reasoning ......................................................................................................... 18
Engineering Design Process ....................................................................................................... 19
Essential Labs
Experimental Design: Pasta Strength (Topic 1)……………………………………………….20
What’s the Matter? Inquiry Lab(Topic 2).………………………………………….…………24
Physical Changes and Chemical Changes Inquiry Lab(Topic 3)………….…………………32
Atomic Modeling (Topic 4)……………………………………………………………….……..39
Periodic Table of Elements (Topic 5)……………………………………………………….….44
Clay Elements, Compounds/Molecules (Topic 6)………………………………………….…..49
Investigating the Effect of Light Intensity on Photosynthesis (Topic 7)………………….…..55
Conservation of Mass (Topic 7) ………………………………………………………….……..61
Carbon Cycle Game (Topic 8)…………………………………………………………………..66
Scale of the Universe Modeling Activity (Topic 9)……………………………………….……79
Star Bright Apparent Magnitude Lab (Topic 10)……………………………………………..82
The Martian Sun-Times (Topic 11)…………………………………………………………….86
What Causes the Seasons? (Topic 12)........................................................................................96
Additional Resources
Density of Rocks with Differentiated Lab………………………………………………………...103
Density of Rocks (Revised by University of Miami Science Made Sensible Fellows)………….109
Precipitating Bubbles with Differentiated Lab ........................................................................ .122
Greenhouse Gases in a Bottle with Differentiated Lab ............................................................ 134
Imaginary Alien Life-forms with Differentiated Lab (Adaptations and Punnett Square)........ 138
Planetary Exploration and Extreme Life Forms with Differentiated Lab ............................. 155
Revised by University of Miami Science Made Sensible Fellows
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Introduction
The purpose of this packet is to provide the M/J Comprehensive Science 3 and Grade 8 teachers with a
list of minimum basic laboratories and hands-on activities that students should experience in class. Each
activity is aligned with the Next Generation Sunshine State Standards (NGSSS). Emphasis has been
placed on those hands-on activities that are aligned to the Annually Assessed Benchmarks, which are
assessed in the Florida Comprehensive Assessment Test 2.0 (FCAT 2.0), administered in grade eight (8).
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) can 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 which are 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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Annually Assessed Benchmarks
Next Generation Sunshine State Standard (NGSSS)
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also
assesses SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4.)
(Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)
SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (Also assesses
SC.6.N.1.2, SC.6.N.1.4, and SC.8.N.1.2.) (Cognitive Complexity Level 2: Basic Application of Skills and
Concepts)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields
of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2, SC.8.N.1.5, and
SC.8.E.5.10.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or
interpretations are encountered. (Also assesses SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1, and SC.8.N.1.6.)
(Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of
scientific theories and the evidence that supports them. (Also assesses SC.6.N.3.1 and SC.8.N.3.2.)
(Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses
SC.8.E.5.1 and SC.8.E.5.2.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)
SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness),
temperature (color), size, and luminosity (absolute brightness). (Also assesses SC.8.E.5.6.) (Cognitive
Complexity Level 2: Basic Application of Skills and Concepts)
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (Also assesses SC.8.E.5.4 and SC.8.E.5.8.) (Cognitive
Complexity Level 2: Basic Application of Skills and Concepts)
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth
including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body. (Cognitive Complexity Level 3: Strategic Thinking and
Complex Reasoning)
SC.7.E.6.2 Identify the patterns within the rock cycle and events (plate tectonics and mountain building).
(Also assesses SC.6.E.6.1, SC.6.E.6.2, and SC.7.E.6.6.) relate them to surface events (weathering and
erosion) and subsurface events (plate tectonics and mountain building). (Also assesses SC.6.E.6.1,
SC.6.E.6.2, and SC.7.E.6.6.) (Cognitive Complexity Level 3: Strategic Thinking and Complex
Reasoning)
SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth
has evolved over geologic time due to natural processes. (Also assesses SC.7.E.6.3.) (Cognitive
Complexity Level 3: Strategic Thinking and Complex Reasoning)
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SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s
crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions,
Earthquakes, and mountain building. (Also assesses SC.7.E.6.1 and SC.7.E.6.7.) (Cognitive Complexity
Level 2: Basic Application of Skills and Concepts)
SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere. (Also assesses SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6, and SC.6.E.7.9.)
(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.6.E.7.5 Explain how energy provided by the Sun influences global patterns of atmospheric movement
and the temperature differences between air, water, and land. (Also assesses SC.6.E.7.1.) (Cognitive
Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample. (Also assesses SC.8.P.8.3.) (Cognitive Complexity Level 2: Basic Application of Skills and
Concepts)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a
multitude of ways to produce compounds that make up all of the living and nonliving things that we
encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.) (Cognitive
Complexity Level 1: Recall)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.7.P.10.1 Illustrate that the Sun’s energy arrives as radiation with a wide range of wavelengths,
including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different
colors. (Also assesses SC.8.E.5.11.) (Cognitive Complexity Level 1: Recall)
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in
different materials. (Also assesses SC.7.P.10.2.) (Cognitive Complexity Level 1: Recall)
SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also
assesses SC.6.P.11.1 and SC.7.P.11.3.) (Cognitive Complexity Level 2: Basic Application of Skills and
Concepts)
SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to
cooler ones until they reach the same temperature. (Also assesses SC.7.P.11.1.) (Cognitive Complexity
Level 2: Basic Application of Skills and Concepts)
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a
distance, such as electrical, magnetic, and gravitational. (Also assesses SC.6.P.13.2 and SC.8.P.8.2.)
(Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or
direction of motion, or both. (Also assesses SC.6.P.12.1.) (Cognitive Complexity Level 2: Basic
Application of Skills and Concepts)
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to
molecules and cells to tissues to organs to organ systems to organisms. (Cognitive Complexity Level 1:
Recall)
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SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all
organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells,
and cells are the basic unit of life. (Also assesses SC.6.L.14.3.) (Cognitive Complexity Level 2: Basic
Application of Skills and Concepts)
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal
cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
(Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body
(digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and
describe ways these systems interact with each other to maintain homeostasis. (Also assesses SC.6.14.6.)
(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared
characteristics with emphasis on the Linnaean system combined with the concept of Domains. (Cognitive
Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which
genetic variation and environmental factors contribute to evolution by natural selection and diversity of
organisms. (Also assesses SC.7.L.15.1 and SC.7.L.15.3.) (Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning)
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its
traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and
that heredity is the passage of these instructions from one generation to another. (Also assesses
SC.7.L.16.2 and SC.7.L.16.3.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning)
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation,
parasitism, competition, and commensalism. (Also assesses SC.7.L.17.1 and SC.7.L.17.3.) (Cognitive
Complexity Level 2: Basic Application of Skills and Concepts)
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
(Also assesses SC.8.L.18.1, SC.8.L.18.2, and SC.8.L.18.3.) (Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning)
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MATERIALS LIST
Each list corresponds to the amount of materials needed per station (whether one student or a
group of students uses the station). Lab Aprons and goggles should be assigned to each student on
all labs requiring mixtures of chemicals.
Pasta Stength
 Ruler



50-100 Pennies
“What’s the Matter?” Inquiry Lab
Part 1 – Separating Mixture
 Mystery Mixture (sugar,

sand, water, wood chips, and
iron fillings or staples)
 Hot Plate

 Triple Beam Balance

Styrofoam/Plastic Cup and string to
make a handle (see picture)
5 Strands of uncooked pasta (provide
variety)
Tape
Coffee Filter

Magnet
Beaker
Thermometer

Graduated Cylinder
Part 2 – Physical & Chemical Changes
 Test tubes
 Magnet
 Wooden Splints
 Thermometer
 Water
 Baking Soda
 Effervescent tablet
 Salt



Magnifying glass
Hot Plate
Iron Fillings
Physical Change and Chemical Changes in Matter
Materials (per group)
 Beakers (2)
 Test tubes (6)
 Test tube rack
 Stirrers
 Water
 Milk
 Cabbage Juice
 Baking Soda
 Calcium
Chloride
Atomic Models
Materials
 Handout & Periodic Table of Elements
Clay Elements, Molecules and Compounds
Materials:
Paper Towel
Toothpicks
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




Graduated Cylinder
Small beaker
Vinegar
Thermometer
Vinegar
Modeling Clay
Colored pencils
8
Investigating the Effect of Light intensity on Photosynthesis
Materials:
Test tube
Source of bright light
Sodium bicarbonate solution
Watch or clock with second indicator
400-mL beaker
Plastic gloves
Freshly cut sprig of an evergreen (such as Hand lens
yew) or elodea
Forceps
Conservation of Mass
Materials:
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon



Baking Soda
Triple Beam Balance
Spoon
Carbon Cycle Game
 7 Dice
 7 Station Signs
 7 Station Movement Directions



Carbon Cycle Passport for Each Student
Carbon Atom Model for Each Student
Blank Bar Graph for Each Student
Scale of the Universe Modeling Activity
Materials (Suggested, but not limited to)
 Modeling clay
 String
 Different sized balls
 Markers
Star Bight Apparent Magnitude Lab
Materials (per group):
 3 pencils
 1 meter stick
The Martian Sun-Times

Worksheets

Computer with Internet access

meter stick

markers or colored pencils

metric ruler

scissors
What Causes the Seasons?
 Globe of the Earth
 Tape
 Metric ruler
 Thermometer
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



Paper
Scissors

Tape

Balloons
Straws
2 flashlights

receipt paper rolls (adding machine tape)
or old VHS tape
Various spherical objects of different
sizes (basketball, marbles, softball, tiny
beads, soccer ball)



Lamp with 100-watt bulb
Ring stand and utility clamp
20-cm Length of string
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Lab Roles and Their Descriptions
Cooperative learning activities are made up of four parts: group accountability, positive
interdependence, individual responsibility, and face-to-face interaction. The key to making
cooperative learning activities work successfully in the classroom is to have clearly defined tasks for
all members of the group. An individual science experiment can be transformed into a cooperative
learning activity by using these lab roles.
Project Director (PD)
The project director is responsible for the
group.
Roles and responsibilities:
 Reads directions to the group
 Keeps group on task
 Is the only group member
allowed to talk to the teacher
 Shares summary of group work
and results with the class
Materials Manager (MM)
The materials manager is responsible for
obtaining all necessary materials and/or
equipment for the lab.
Roles and responsibilities:
 The only person allowed to be out
of his/her seat to pick up needed
materials
 Organizes materials and/or
equipment in the work space
 Facilitates the use of materials
during the investigation
 Assists with conducting lab
procedures
 Returns all materials at the end of
the lab to the designated area
Technical Manager (TM)
The technical manager is in
charge of recording all data.
Roles and responsibilities:
 Records data in tables and/or
graphs
 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. For
example, you can place an “A” student with a “B”, a “C” and a “D” or an “F” student.
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. Rotation of lab groups and members throughout the year is encouraged.
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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 all accidents and possible hazards to the teachers.

Remove all unnecessary materials from the work area and completely clean up the work area after
the experiment.

Always make safety your first consideration in the laboratory.
Safety Contract:
I will:
 Follow all instructions given by the teacher.
 Protect eyes, face and hands, and body while conducting class activities.
 Carry out good housekeeping practices.
 Know where to get help fast.
 Know the location of the first aid and firefighting equipment.
 Conduct myself in a responsible manner at all times in a laboratory situation.
I, _______________________, have read and agree to abide by the safety regulations as set forth
above and also any additional printed instructions provided by the teacher. I further agree to follow
all other written and verbal instructions given in class.
Signature: ____________________________
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Pre-Lab Safety Worksheet and Approval Form
This 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 Report
A Step-by-Step Checklist
A good scientist reflects on their work by writing a lab report. A lab report is a recap of what a scientist
investigated. It is made up of the following parts.
Title (underlined and on the top center of the page)
Benchmarks Covered:
 Your teacher should provide this information for you. It is a summary of the main concepts that you
will learn about by carrying out the experiment.
Problem Statement:
 Identify the research question/problem and state it clearly.
Variables and Control Test:
 Identify the variables in the experiment. State those over which you have control. There are three
types of variables.
1. Test Variable (Independent Variable): (also known as the tested variable) the factor that can be
changed by the investigator (the cause).
2. Outcome Variable (Dependent Variable): (also known as the outcome variable) the observable
factor of an investigation which is the result or what happened when the independent variable was
changed.
3. Controlled variables (Constants): the other identified independent variables in the investigation
that are kept constant or remain the same during the investigation.
 Identify the control test. A control lest is the separate experiment that serves as the standard for
comparison to identify experimental effects, changes of the dependent variable resulting from changes
made to the independent variable.
Potential Hypothesis (e.g.):
 State the hypothesis carefully. Do not just guess but try to arrive at the hypothesis logically and, if
appropriate, with a calculation.
 Write down your prediction as to how the test variable (independent variable) will affect the outcome
variable (dependent variable) using an “if” and “then” statement.
o If (state the test variable) is (choose an action), then (state the outcome variable) will (choose
an action).
Materials:
 Record precise details of all equipment used
o For example: a balance weighing to +/- 0.001 g, a thermometer measuring from -10 to +110oC
to an accuracy of +/- 0.1oC, etc.
 Record precise details of any chemicals used
o For example: 5 g of copper (II) sulfate pentahydrate CuSO4.5H2O(s).
Procedure:
 Do not copy the procedures from the lab manual or handout.
 Summarize the procedures; be sure to include critical steps.
 Give accurate and concise details about the apparatus and materials used.
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Data:
 Ensure that all data is recorded.
o Pay particular attention to significant figures and make sure that all units are stated.
 Present your results clearly. Often it is better to use a table or a graph.
o If using a graph, make sure that the graph has a title, both axis are labeled clearly, and that the
correct scale is chosen to utilize most of the graph space.
 Record all observations.
o Include color changes, solubility changes, whether heat was evolved or taken in, etc.
Results:
 Ensure that you have used your data correctly to produce the required result in words and provide
graphs.
 Include any other errors or uncertainties which may affect the validity of your result.
Conclusion and Evaluation:
 A conclusion statement answers the following 7 questions in at least three paragraphs.
o First Paragraph: Introduction
1. What was investigated?
a. Describe the problem.
2. Was the hypothesis supported by the data?
a. Compare your actual result to the expected result (either from the literature, textbook,
or your hypothesis)
b. Include a valid conclusion that relates to the initial problem or hypothesis.
3. What were your major findings?
a. Did the findings support or not support the hypothesis as the solution to the restated
problem?
b. Calculate the percentage error from the expected value.
o Middle Paragraphs: These paragraphs answer question 4 and discusses 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.
 The body paragraphs support the introductory paragraph by elaborating on the different pieces
of information that were collected as data that either supported or did not support the original
hypothesis.
 Each finding needs its own sentence and relates back to supporting or not supporting the
hypothesis.
 The number of body paragraphs you have will depend on how many different types of data
were collected. They will always refer back to the findings in the first paragraph.
o Last Paragraph: Conclusion
5. What possible explanations can you offer for your findings?
a. Evaluate your method.
b. State any assumptions that were made which may affect the result.
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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Parts of a Lab Report Reminder
Step 1: Stating the Purpose/Problem
 What do you want to find out? Write a statement that describes what you want to do. It should be
as specific as possible. Often, scientists read relevant information pertaining to their experiment
beforehand. The purpose/problem will most likely be stated as a question such as:
“What are the effects of _________ on ___________?”
Step 2: Defining Variables
 TEST VARIABLE (TV) (also called the independent variable) – The variable that is changed on
purpose for the experiment; you may have several levels of your test variable.
 OUTCOME VARIABLE (OV) (also called the dependent variable) – The variable that acts in
response to or because of the manipulation of the test variable.
 CONTROLLED VARIABLES (CV) – All factors in the experiment that are NOT allowed to
change throughout the entire experiment. Controlling variables is very important to assure that the
results are due only to the changes in the test variable; everything (except the test variable) must
be kept constant in order to provide accurate results.
Step 3: Forming a Hypothesis
 A hypothesis is an inferring statement that can be tested.
 The hypothesis describes how you think the test variable will respond to the outcome variable. (i.e.,
If….., then……)
 It is based on research and is written prior to the experiment. Never change your hypothesis during the
experiment.
 For example: If the temperature increases, then the rate of the reaction will increase.
 Never use “I,” “we,” or “you” in your hypothesis (i.e. I believe or I think that…)
 It is OK if the hypothesis is not supported by the data. A possible explanation for the unexpected
results should be given in the conclusion
Step 4: Designing an Experimental Procedure
 Select only one thing to change in each experimental group (test variable).
 Change a variable that will help test the hypothesis.
 The procedure must tell how the variable will be changed (what are you doing?).
 The procedure must explain how the change in the variable will be measured.
 The procedure should indicate how many trials would be performed (usually a minimum of 3-4 for
class experiments).
 It must be written in a way that someone can copy your experiment, in step by step format.
Step 5: Results (Data)
 Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster….).
 Quantitative Data is comprised of results in numbers (i.e. 5 cm, 10.4 grams)
 The results of the experiment will usually be compiled into a table/chart for easy interpretation.
 A graph of the data (results) may be made to more easily observe trends.
Step 6: Conclusion
The conclusion should be written in paragraph form. It is a summary of the experiment, not a stepby-step description. Does the data support the hypothesis? If so, you state that the hypothesis is
accepted. If not, you reject the hypothesis and offer an explanation for the unexpected result. You
should summarize the trend in data in a concluding statement (ex: To conclude, the increase in
temperature caused the rate of change to increase as shown by the above stated data.). Compare or
contrast your results to those from similar experiments. You should also discuss the implications
for further study. Could a variation of this experiment be used for another study? How does the
experiment relate to situations outside the lab? (How could you apply it to real world situations?)
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Student’s name: _____________________________________________ Date: ________________Period: _____
Experimental Design Diagram
This form should be completed before experimentation.
Title:
Problem
Statement:
Null Hypothesis:
Research
Hypothesis:
Test Variable
(Independent
Variable)
Number of Tests:
Subdivide this box to
specify each variety.
Control Test:
# of Trials per
Test:
Outcome
Variable
(Dependent
Variable)
Controlled
Variables
1.
2.
3.
4.
5.
6.
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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 tested variable is written on the
first line above and the outcome variable is written on the second line.
Problem Statement: Use an interrogative word and end the sentence with a question mark. Begin the
sentence with words such as: How many, How often, Where, Will, or What. Avoid Why.
Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............,
then........... 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): This is the result that you observe, measure and record during the experiment.
It’s also known as the dependent variable, OV. (I don’t know the measurement of the OV before doing
the experiment.) You may have more than one OV.
Controlled Variables or Variables Held Constant: Controlled Variables (Constants) are conditions
that you keep the same way while conducting each variation (test) and the control test. All conditions
must be the same in each test except for the TV in order to conclude that the TV was the cause of any
differences in the results. Examples of Controlled Variables (Constants): Same experimenter, same
place, time, environmental conditions, same measuring tools, and same techniques.
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CONCLUSION WRITING
Claim, Evidence and Reasoning
Students should support their own written claims with appropriate justification. Science education
should help prepare students for this complex inquiry practice where students seek and provide
evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). Engaging students in
explanation and argumentation can result in numerous benefits for students. Research shows that
when students develop and provide support for their claims they develop a better and stronger
understanding of the content knowledge (Zohar and Nemet, 2002).
When students construct explanations, they actively use the scientific principles to explain different
phenomena, developing a deeper understanding of the content. Constructing explanations may also
help change students’ view of science (Bell and Linn, 2000). Often students view science as a static
set of facts that they need to memorize. They do not understand that scientists socially construct
scientific ideas and that this science knowledge can change over time. By engaging in this inquiry
practice, students can also improve their ability to justify their own written claims (McNeill et al.,
2006).
Remember when providing evidence to support a claim, the evidence must always be:
 Appropriate
 Accurate
 Sufficient
The rubric below should be used when grading lab reports/conclusions to ensure that students are
effectively connecting their claim to their evidence to provide logical reasons for their conclusions.
Base Explanation Rubric
Component
0
Claim - A conclusion
that answers the original
question.
Evidence – Scientific
data that supports the
claim. The data needs to
be appropriate and
sufficient to support the
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 make a
claim, or makes an
inaccurate claim.
Does not provide
evidence, or only
provides
inappropriate
evidence (evidence
that does not
support the claim).
Does not provide
reasoning, or only
provides reasoning
that does not link
evidence to claim
Level
1
Makes an accurate
but incomplete
claim.
Provides
appropriate but
insufficient
evidence to support
claim. May include
some inappropriate
evidence.
Provides reasoning
that links the claim
and evidence.
Repeats the
evidence and/or
includes some – but
not sufficient –
scientific
principles.
2
Makes an accurate
and complete
claim.
Provides
appropriate and
sufficient evidence
to support claim.
Provides reasoning
that links evidence
to claim. Includes
appropriate and
sufficient scientific
principles.
McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & GessNewsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.
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Engineering Design Process
Step 1
Identify the
Need or Problem
Step 8
Redesign
Step 2
Research the
Need or Problem
Step 7
Communicate
the Solution(s)
Step 3
Develop Possible
Solution(s)
Step 6
Test and Evaluate
the Solution(s)
Step 5
Construct a
Prototype
Step 4
Select the Best
Possible Solution(s)
1. Identify the need or problem
2. Research the need or problem
a. Examine current state of the issue and current solutions
b. Explore other options via the internet, library, interviews, etc.
c. Determine design criteria
3. Develop possible solution(s)
a. Brainstorm possible solutions
b. Draw on mathematics and science
c. Articulate the possible solutions in two and three dimensions
d. Refine the possible solutions
4. Select the best possible solution(s)
a. Determine which solution(s) best meet(s) the original requirements
5. Construct a prototype
a. Model the selected solution(s) in two and three dimensions
6. Test and evaluate the solution(s)
a. Does it work?
b. Does it meet the original design constraints?
7. Communicate the solution(s)
a. Make an engineering presentation that includes a discussion of how the solution(s) best
meet(s) the needs of the initial problem, opportunity, or need
b. Discuss societal impact and tradeoffs of the solution(s)
8. Redesign
a. Overhaul the solution(s) based on information gathered during the tests and presentation
Source(s): Massachusetts Department of Elementary and Secondary Education
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Teacher
EXPERIMENTAL DESIGN: PASTA STRENGTH
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types: systematic
observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
SC.8.P.8.2 Differentiate between weight and mass, recognizing that weight is the amount of gravitational
pull on an object and is distinct from, though proportional to, mass. (Also assessed as SC.6.P.13.1,
SC.6.P.13.2)
Purpose:




Students will design an experiment that tests the strength of dry pasta. They will construct a bridge
made out of one pasta noodle and textbooks. They will test the strength using pennies.
An experiment is an organized series of steps used to test a hypothesis. Experimental design is a
specific set of directions for designing and carrying out an experiment, so that the results are as
valid as possible. Experimental design seeks to eliminate experimental error and to insure that the
results are due to the factor being tested.
The following vocabulary is used in experimental design:
o Test Variable: The factor controlled by the experimenter. This might also be described as
the change made by the experimenter on purpose. It is sometimes called the manipulated
variable
o Outcome Variable: The factor that changes because of what the experimenter does. The
dependent variable is the change that occurs because of what the experimenter does. It is
sometimes called the responding variable.
o Constant Variable: The factor(s) that remain the same so that there is only one variable that
is tested.
o Repeated Trials: The number of times that the experiment is done.
Students will recognize how the mass of a penny can test the strength of a pasta noodle as a result
of the downward pull of gravity on the penny.
Materials (per group):

Ruler


50-100 Pennies

Styrofoam/Plastic Cup and string to
make a handle (see picture)
5 Strands of uncooked pasta (provide
variety)

Tape

Procedures:
Before
Activity
Preparation:
Teacher will create the bucket cups prior to the lesson. See image below.
Engage:
Optional: Teacher will play Scientific Method song for students.
Teacher will have two bridges made out of uncooked pasta of the same type (spaghetti,
linguini, or angel hair). The first bridge will consist of 5 noodles and the second will
consist of 8 noodles (amount is up to the teacher but make sure to have a difference in
amount). The teacher will demonstrate how to test the strength by having a cup with a
string hanging from the pasta bridge. The teacher will ask students to predict how much
EL8_2014
20
Teacher
mass both bridges will hold.
Concepts to incorporate during discussion:


The strength of the bridge is tested by applying a downward force (pennies placed
in cup hanging off of noodle).
The strength of the pasta bridge will depend on the physical properties of the pasta
noodle (length and density).
Discussion:
Teacher will establish the purpose of the activity and review the scientific method and
experimental design. The teacher will explain that they will test the strength of pasta, but
will only be able to build a bridge out of ONE pasta noodle. The teacher will push
students to think of different ways to test this question. Teacher will pass out the lab
handout activity for students at this time for students to take notes and prepare for the
activity.
Guiding Questions – Possible answers are not limited to the ones below:
1. What factors influence the strength of pasta noodles?
Factors such as length, width, and thickness influence the strength of pasta
noodles. For example, thicker noodles may be stronger than thin ones.
2. How can we test the strength of pasta noodles?
We can make a bridge out of a pasta noodle and test its strength by placing a
mass on it or hanging something on it to see how much the pasta noodle can hold.
3. How can we manipulate the factors to test the strength of pasta noodles?
We can test the different types of pasta such as spaghetti, linguini, and angel hair;
We can test the different brands of one type of pasta; We can test the distance the
desks are placed that the pasta bridge covers (low level)
During
Activity
Explore:
Teacher will monitor students as they design their experiment and test their hypothesis in
groups of 4-5. See student handout for details on what students will be creating. Students
are writing their experimental plan and will execute the experiment once the procedures
are complete and data table is organized.
Guiding Questions (as students design experiment):
1. What is our problem statement?
Possible Problem Statements:
How does the type of pasta affect the amount of mass it can hold?
How does the brand of (spaghetti/linguini/angel hair) pasta affect the amount of
mass it can hold?
How does the distance that (spaghetti/linguini/angel hair) pasta spans affect the
amount of mass the pasta can hold?
2. What is our hypothesis?
Possible Hypotheses:
If I create a bridge out of an uncooked linguini pasta noodle, it will hold the most
amount of mass than if I were to use angel hair or spaghetti.
If I use the
EL8_2014
21
Teacher
3. What variables must we consider when testing the strength of the pasta noodle?
Test Variable: Type of pasta, brand of pasta, and distance between
desks/textbooks.
Outcome Variable: Amount of pennies that the pasta bridge can hold
Constant Variable: Number of pasta noodles, distance between desks/textbooks (if
testing type or brand), brand of pasta (if testing type), type of pasta (if testing
brand/distance).
4. How will you design the experiment? What will your procedures be?
Procedures will vary depending on what students choose to test.
5. Are your procedures detailed enough that another group can replicate the process?
Students should explain that every procedure is numbered and includes a verb that
clearly states what they will do at each step.
6. How many trials will you conduct and why is it important to conduct multiple
trials?
Students should explain that they will repeat the process of taping one strand of
pasta noodle and placing pennies in the bucket X amount of times, requiring X
amount of noodles for their experiment.
7. How will you record the data for your experiment?
Guide students to create a table with multiple trials.
Explain:
Teacher will monitor students as they execute their experiment, collect data, and analyze
data. As students are collecting data the teacher will closely monitor how students
organize their data tables in collecting information.
1. Based on your test and outcome variables, how are you going to organize your
data table?
2. How will you show that your group is conducting multiple trials?
After
Activity
Elaborate:
Teacher will monitor students as they write conclusions to their experiment. Students will
elaborate on their understanding of the scientific process and articulate their
understanding of the results of the experiment through the Claim-Evidence-Reasoning
writing process.
Evaluate:
Teacher will evaluate understanding of the scientific method and experimental design
based on their finished lab report product.
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Student
LAB TITLE: ____________________________________________________
Scientific Question/Problem Statement
Hypothesis
Test your hypothesis
Test Variable:
Outcome Variable:
Constant Variable(s):
Procedures
EL8_2014
23
Student
Data Collection
Conclusion
Claim – Write a statement that answers the original question.
Evidence – Write the scientific data that supports the claim. The data needs to be appropriate and
sufficient to support the claim.
Reasoning – Explain how the evidence justifies your claim. It shows why the data count as evidence by
using appropriate and sufficient scientific principles.
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Student
“WHAT’S THE MATTER?” INQUIRY LAB
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties,
melting and boiling points, and know that these properties are independent of the amount of the sample.
SC.8.P.9.2. Differentiate between physical changes and chemical changes.
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
Purpose
 Students will identify different classes of matter based on physical properties by separating a mixture.
 Students will observe and explore the properties of different substances.
 Students will test how different substances interact with each other
 Students will test how temperature influences chemical changes.
Prior Knowledge:
Matter is divided into the four basic states of solid, liquid, gas, and plasma. Matter is classified based on
composition. Matter is identified by its characteristic physical properties. Physical properties are those
that can be determined without altering the composition of the substance, such as, color, odor, density,
strength, elasticity, magnetism, and solubility. Chemical properties are descriptions of the substance and
its reactions with other substances to create new substances with new properties. These chemical
properties are identified through chemical reactions. Evidence of a chemical reaction possibly occurring
can be seen through a color change, temperature change, evolution of a gas, and the formation of a new
substance.
Materials (per group):
Part 1 – Separating Mixture
 Mystery Mixture (sugar,
sand, water, wood chips, and
iron fillings or staples)
 Hot Plate
 Triple Beam Balance

Coffee Filter

Magnet


Beaker
Thermometer

Graduated Cylinder
Part 2 – Physical & Chemical Changes
 Test tubes
 Magnet
 Wooden Splints
 Thermometer
 Water
 Baking Soda
 Effervescent tablet
 Salt



Magnifying glass
Hot Plate
Iron Fillings



Graduated Cylinder
Small beaker
Vinegar
Procedures for Teacher
Before
 Teacher will create mystery mixture in a beaker for each lab group, which consists
Activity
of sugar, sand, water, wood chips, and iron (fillings or staples).
 Teacher will engage students through the following activities:
1. “Mystery balloons”: place common objects or materials (penny, key, battery,
flour, etc.) in deflated rubber balloons and tie. Have students use their senses to
try to identify the contents based on physical properties.
2. Show Study Jams-Properties of Matter.
 Teacher will explain that today’s lab will be done in three parts—part 1 is separating
a mixture, part 2 is identifying characteristics of separated samples, and part 3 is an
introduction into physical and chemical changes.
EL8_2014
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Student

During
Activity
Teacher will pass out student hand out to begin activity and will pass out the
mystery mixture.
Part 1 – Separating Mixtures
 Teacher will ask students to examine the mystery mixture and think about how they
would separate it.
 Teacher will ask students to create a set of procedures that can be replicated to
separate the mixture.
 The possible steps are written in red. Students should create their OWN procedures.
1. Run magnet through mixture to separate iron based on magnetism.
2. Pour water over mixture to separate wood based on density. Wood is less dense
than water.
3. Use filter to remove sand from mixture since sand is not soluble in water.
4. Use hot plate to separate sugar from water. Water will evaporate first since it
has a lower boiling point than sugar.
 If students are having difficulty coming up with procedures, ask them to list the
properties of matter (magnetism, density, particle size, and solubility)
 After students create procedures, pass out materials and have them execute their
investigation.
 Teacher will monitor as students answer the following questions:
1. How did you separate the materials in the beaker? Answers will vary.
2. Why is it important for scientists to write detailed procedures? So that other
scientists can replicate the study and verify the validity of the results.
3. Would the physical properties of a material change if the size of the material is
changed? Explain. No, physical properties are independent of sample size.
4. Did you have to completely alter /chemically change any of the materials to
measure their physical properties? Explain. No, can measure physical properties
without changing the substance.
Part 2 – Identifying Properties & Part 3 – Physical & Chemical Changes
 After students execute procedures, review with class the methods used in separating
mixtures. Teacher will then tell students to move to the second part of the lab.
 Teacher will circulate and monitor as students answer the table.
 When students are done with Part 2, allow them to move on to Part 3.
 Students will follow procedures and collect data.
 Teacher will monitor as students answer the following questions:
1. How do you determine which sample is the most soluble? List the samples from
highest to lowest solubility. I determined solubility by mixing the substance with
water and observed how quickly and easily it dissolved.
2. How could you determine the difference between water and vinegar? Which
physical properties were different between these liquids? Water and vinegar have
different odors, which is a physical property that we use to help determine its
identity.
Important Note: Students may not know what the difference is between a physical and
chemical change. This activity is to get students thinking about physical and chemical
changes for the next topic.
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Student
After Activity 
After students have completed the lab procedures they are to answer their conclusion
questions:
How did you determine whether you thought the mixture was physical or a
chemical change? Explain your reasoning. Answers may vary because students
may not know explicitly the difference between a physical and chemical change.
Ideally, they would explain that physical changes only change its shape or size
without changing the molecules or chemical composition of the object. Chemical
changes create new substances or cannot be turned back to what is original was.
Scientists often find mysterious materials. Explain how physical properties are
important for identifying unknown substances. Scientists can use the various
physical properties such as melting point, boiling point, thermal or electrical
conductivity, magnetism, density and solubility of the unknown substance to
compare to known substances and correctly identify the substance or discover a
new substance.

EL8_2014
Evaluate student understanding of objectives through conclusion writing and/or
answers to aligned test questions.
27
Student
Lab Activity: __________________________________________
Benchmarks:
SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or
measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points,
and know that these properties are independent of the amount of the sample.
SC.8.P.9.2. Differentiate between physical changes and chemical changes.
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
Part 1: Separating Matter
Purpose: You will design your own method to separate the mystery mixture based on physical properties
of each substance.
Observations:
1. What substances do you think are in the mystery mixture? Explain your reasoning.
2. What are physical properties that we use to identify substances?
Scientific Question:
Procedures:
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Student
Material
Separating Matter Data Table 1
Physical Property used to
Explanation
separate from mixture
Sugar
Sand
Wood
Iron
Analysis Questions
1. How did you separate the materials in the beaker?
2. Why is it important for scientists to write detailed procedures?
3. Would the physical properties of a material change if the size of the material is changed? Explain.
4. Did you have to completely alter /chemically change any of the materials to measure their physical
properties? Explain.
EL8_2014
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Student
Part 2: Identifying Physical Properties of Matter
Procedures
1. Examine each sample in the test tube and record your observations in Table 1.
2. Use a magnifying glass if necessary to describe the particle size as small, medium, large, crystal-structure,
etc. Be as descriptive as you can.
3. Use the magnet to test each sample for magnetic properties.
4. Test the solubility of the solids by taking half of the sample and mixing it in a new test tube that has 5 mL
of water. Use a wooden splint to mix the substance with the water and record observations.
Data
Identifying Physical Properties Data Table 2
Color
Odor
Particle Size
Magnetic?
Sample
Soluble? State of Matter
Water
N/A
Vinegar
N/A
Salt
Baking Soda
Iron fillings
Effervescent
Tablet
1. How do you determine which sample is the most soluble? List the samples from highest to lowest
solubility.
2. How could you determine the difference between water and vinegar? Which physical properties were
different between these liquids?
1.
2.
3.
4.
Part 3: Physical and Chemical Changes
Mix water with salt and record your observations in Table 2.
Mix the iron fillings with hydrogen peroxide and record observations in Table 2.
Mix the hydrogen peroxide with water and record observations in Table 2.
Mix vinegar with baking soda and record observations in Table 2.
Mixture
Table 2
Observations
Physical or Chemical Change?
Water and Salt
Water and Effervescent Tablet
Vinegar and Baking Soda
EL8_2014
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Student
Conclusion Questions
How did you determine whether you thought the mixture was physical or a chemical change? Explain
your reasoning.
Scientists often find mysterious materials. Explain how physical properties are important for identifying
unknown substances.
Claim – Write a statement that answers the original question.
Evidence – Write the scientific data that supports the claim. The data needs to be appropriate and
sufficient to support the claim.
Reasoning – Explain how the evidence justifies your claim. It shows why the data count as evidence by
using appropriate and sufficient scientific principles.
EL8_2014
31
Teacher
PHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1
and SC.8.P.9.3.)
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample.
Purpose:
 Students will differentiate between physical changes and chemical changes by mixing a variety of
substances in test tubes with red cabbage juice.
Important Notes:
 There are two versions of this lab with separate directions for each outlined in the “Procedure”
table.
 The use of vinegar and calcium chloride will need to be accompanied by the use of a ventilation
fan in case of nasal sensitivity, allergy issues, or asthma. Be sure to read precautions on the
calcium chloride container. Calcium Chloride can burn the skin. Students should use gloves when
handling this substance. If you prepare small cups with quantities for each set of students you
may want to cover the cups to prevent inhalation issues.
Guiding Questions:
 How does changing what you add to each substance affect it? Answers may vary.
 How could you explain the similarities and differences between what you see before you start your
investigation and after you have completed your tests? Answers may vary.
 What is a physical change? Any change that changes a substance’s shape, texture, or other
physical property without altering its chemical composition.
 What is a chemical change? Any change that alters the chemical composition of a substance.
 How can you tell something has stayed the same or changed into something new? A substance has
undergone a chemical change when a gas is released, a precipitate has formed, an odor is
released, or when its color changes (although sometimes color changes don’t always necessarily
mean a chemical change occurred).
Materials (per group)
 Beakers (2)
 Test tubes (6)
 Test tube rack
 Thermometer
 Stirrers
 Water
 Milk
 Vinegar
 Cabbage Juice
 Baking Soda
 Calcium Chloride
Procedure Option A (Teacher Directed)
Before
Preparation
 Teacher will prepare test tubes, all of which contain purple cabbage juice,
about 5-10 ml depending on the size of test tubes.
Engage
 Teacher may demonstrate different changes (both physical and chemical) in
front of students without telling what is happening.
 Teacher may also play videos of physical and chemical changes that occur in
matter.
EL8_2014
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Teacher
During
Explore
 Teacher will direct to students to work together in pairs for this option.
 Teacher will explain that students will have 5 test tubes filled with cabbage
juice to test materials for reactions.
 Teacher will list what each test tube is to test.
 Students will write their predictions as to what they think will happen.
 Students will test 5 liquids/materials with the cabbage juice:
o Test tube 1: water (5 ml)
o Test tube 2: vinegar (5 ml)
o Test tube 3: baking soda (a pinch or ¼ a small spoonful)
o Test tube 4: calcium carbonate (¼ a small spoonful)
o Test tube 5: milk (5 ml)
 Teacher will instruct students on how to mix materials and how to take the
temperature of each test tube before and during the reaction.
 Be sure students clean the thermometer between each reaction to avoid
cross reactions.
 Students will write down their observations.
Explain
 The teacher will write vocabulary on the board and ask students to use
these terms during their discussions:
Substance
Temperature
Change of State
Mixture
Solution
Property
Solid
Liquid
Gas

After
The teacher will facilitate student discussions of the Guiding Questions.
Elaborate
 The teacher will give a demonstration at the end of the activity that
involves mixing vinegar, purple cabbage juice, milk, baking soda, and
calcium chloride. Students will make predictions, discuss, and explain the
physical and/or chemical changes they think are involved
(Predict/Observe/Explain).
 You may also want to talk about how purple cabbage juice is also used to
tell whether or not something is an acid or a base, and tell students it is
something they will also be learning about. When the cabbage juice
changes color, it is a chemical change resulting in either blue (bases) or red
(acids).
Evaluate
 Students will write a Claim-Evidence-Reasoning Conclusion to the lab
activity using evidence to support their reasoning as to whether a chemical
or physical change occurred in each combination.
Procedure Option B (Inquiry)
Before
Preparation
 Teacher will set up test tubes on test tube rack.
 Teacher will set up a tray of all materials/liquids for students to choose from,
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Teacher
but will not place in test tubes as to allow students to create their own
combinations.
Engage
 Teacher may demonstrate different changes (both physical and chemical) in
front of students without telling what is happening.
 Teacher may also play videos of physical and chemical changes that occur in
matter.
During
Explore
 Teacher will direct to students to work in groups of 2 or 3 to design an
experiment to test each substance.
 Teacher will direct students to write out their procedures and include a
table that organizes their data and shows each liquid being tested both with
the other liquids and with the two solids. The table should also include
space for documenting observations before and after testing each
substance.
 Teacher will instruct students on how to mix materials and how to take the
temperature of each test tube before and during the reaction.
 Be sure students clean the thermometer between each reaction to avoid
cross reactions.
 Students will write down their observations.
Explain
 The teacher will write vocabulary on the board and ask students to use
these terms during their discussions:
Substance
Temperature
Change of State
Mixture
Solution
Property
Solid
Liquid
Gas

After
The teacher will facilitate student discussions of the Guiding Questions.
Elaborate
 The teacher will give a demonstration at the end of the activity that
involves mixing vinegar, purple cabbage juice, milk, baking soda, and
calcium chloride. Students will make predictions, discuss, and explain the
physical and/or chemical changes they think are involved
(Predict/Observe/Explain).
 You may also want to talk about how purple cabbage juice is also used to
tell whether or not something is an acid or a base, and tell students it is
something they will also be learning about. When the cabbage juice
changes color, it is a chemical change resulting in either blue (bases) or red
(acids).
Evaluate
 Students will write a Claim-Evidence-Reasoning Conclusion to the lab activity
using evidence to support their reasoning as to whether a chemical or physical
change occurred in each combination.
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Student
Student – OPTION A
Lab Activity: __________________________________________
Benchmarks:
SC.8.P.9.2. Differentiate between physical changes and chemical changes.
SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or
measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points,
and know that these properties are independent of the amount of the sample.
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
Purpose: You will design your experiment to test the reactions of different liquids and solids to
differentiate between physical changes and chemical changes.
Prediction: Predict whether you think a physical change or a chemical change will occur when each of
the following substances is mixed with red cabbage juice.
Substance
1
Water
2
Vinegar
3
Baking Soda
4
Calcium Carbonate
5
Milk
Physical or Chemical Change?
Procedures:
1. Gather materials and safety equipment. Label test tubes with numbers 1-5. All test tubes have red
cabbage juice.
2. Take the temperature of the cabbage juice in each test tube and record in table.
3. Pour 5mL of water into test tube 1 and record the temperature and any changes you observe.
4. Repeat step #3 for 5mL vinegar in test tube 2, a pinch of baking soda in test tube 3, ¼ spoonful of
calcium carbonate in test tube 4, and 5mL of milk in test tube 5.
Observation Table:
Substance
1
Water
2
Vinegar
3
Baking Soda
4
Calcium Carbonate
5
Milk
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Record Observations
Physical or Chemical Change?
Temp. Before
Temp. After
35
Student
Reflection Questions:
1. How could you explain the similarities and differences between what you see before you start your
investigation and after you have completed your tests?
2. What is a physical change?
3. What is a chemical change?
4. How can you tell something has stayed the same or changed into something new?
Conclusion:
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Student
Student – OPTION B Inquiry
Lab Activity: __________________________________________
Benchmarks:
SC.8.P.9.2. Differentiate between physical changes and chemical changes.
SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or
measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points,
and know that these properties are independent of the amount of the sample.
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
Purpose: You will design your experiment to test the reactions of different liquids and solids to
differentiate between physical changes and chemical changes.
Preparation: List the substances your group will combine and write down your prediction in the table
below.
Substance 1
Substance 2
Physical or Chemical Change?
Procedures:
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Student
Observation Table:
Reflection Questions:
1. How does changing what you add to each substance affect it?
2. How could you explain the similarities and differences between what you see before you start your
investigation and after you have completed your tests?
3. What is a physical change?
4. What is a chemical change?
5. How can you tell something has stayed the same or changed into something new?
Conclusion: How can you differentiate between a physical and chemical change?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Teacher
ATOMIC MODELS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to
explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts)
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that
atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding
a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2:
Basic Application of Skills & Concepts)
Purpose:
 Students will explain that atoms are the smallest unit of an element and are composed of
subatomic particles by drawing and/or creating models of an atom.
 Students will describe size and charge of the subatomic particles proton, neutron, and electron.
Guiding Questions:
 What is the smallest unit of matter?
 How does the structure of an atom compose all matter?
Materials
 Handout & Periodic Table of Elements
Procedure
Before
During
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Preparation
 Teacher will set up projector to illustrate atoms in a pencil.
 Teacher will have handouts of student “Atomic Models” worksheet.
 Optional: Periodic Table for Elaborate activity.
Engage
 Ask students to cut a piece of paper as small as they can.
 Explain to students that the smallest unit of matter is called an “atom” and is
smaller than the piece of paper they cut and cannot be seen by the human eye.
Explore
 Show a picture of a pencil point and how the carbon atoms look at the
molecular level. Project the image Pencil Zoom.
 Ask students questions:
o What are the three different tiny particles that make up an atom?
Protons, neutrons, and electrons.
o Which of these is in the center of the atom?
Protons and neutrons are in the center (nucleus) of the atom. You may
want to mention that hydrogen is the only atom that usually has no
neutrons. The nucleus of most hydrogen atoms is composed of just 1
proton. A small percentage of hydrogen atoms have 1 or even 2
neutrons.
o What zooms around the nucleus of an atom?
Electrons
o What are the charges of these particles?
Proton—positive; electron—negative; neutron—no charge. The charge
on the proton and electron are exactly the same size but opposite. The
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Teacher
After
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same number of protons and electrons exactly cancel one another in a
neutral atom.
 Teacher will draw the current model of the atom and students will follow
along.
 Students will then create their own atomic models in their handout.
Explain
 Students will make the connection between atoms and matter through
drawings and explanations in their handout.
 Teacher will circulate the classroom providing assistance to students with
misconceptions.
Elaborate
 Students will be given a periodic table to read and look for other elements that
they have not created atomic models for to create their own examples of how
an elements’ atoms combine to form a piece of matter.
Evaluate
 Teacher will evaluate student understanding of objectives based on the ClaimEvidence-Reasoning conclusion that asks, “Can the atomic model explain
patterns in nature?”
40
Student
ATOMIC MODELS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to
explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts)
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that
atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding
a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2:
Basic Application of Skills & Concepts)
Purpose:
You will explain the composition of matter by illustrating various atomic models of different elements.
Observation:
Based on the picture below, explain the relationship between all matter and atoms.
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Student
Atomic Models:
Matter is made up of different elements such as carbon, oxygen, magnesium, potassium, and helium.
Below are everyday objects composed of elements. Draw the atomic model for the element in the table.
Be sure to include the nucleus, proton, neutron, and electron.
Object
Element
Helium
Protons: 2
Neutrons: 2
Electrons: 2
Atomic Model
Lithium
Protons: 3
Neutrons: 3
Electrons: 3
Beryllium
Protons: 4
Neutrons: 4
Electrons: 4
Boron
Protons: 5
Neutrons: 5
Electrons: 5
Carbon
Protons: 6
Neutrons: 6
Electrons: 6
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Student
Object
Element
Fluorine
Protons: 9
Neutrons: 9
Electrons: 9
Atomic Model
Potassium
Protons: 19
Neutrons: 19
Electrons: 19
Elaborate:
Review the Periodic Table of Elements and look for an element that you have heard of before and draw
the object that contains that element and the atomic model for that element on a separate piece of paper.
Conclusion: What patterns emerge from the atomic model?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Teacher
PERIODIC TABLE OF ELEMENTS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their
properties. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 1:Recall)
Purpose:
 Students will be introduced to the basic information given for the elements in most periodic tables:
the name, symbol, atomic number, and atomic mass for each element.
 Students will focus on the first 20 elements to create an imaginary periodic table that is modeled
off of the Periodic Table of Elements commonly used.
 Students will identify trends in the periodic table by explaining that elements in the same groups
have similar properties.
Guiding Questions:
 How do we organize what we know about matter, elements, and atoms?
 What is the Periodic Table and how is it useful?
 What trends do we see in the Periodic Table?
Materials
 Handout, Periodic Table of Elements, and Textbook
Procedure
Before
During
After
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Preparation
 Print out student handouts, periodic table, and project periodic table on the
board.
Engage
 Project the image of the Periodic Table to students and explain how to read the
Periodic Table
Explore
 Students will work in groups of 2-3 to read through the “Universal Periodic
Table” clues.
 Students will fill in their periodic table based on the clues, which require them
to understand how the periodic table is organized.
Explain
 Students will defend how they filled in their periodic table by writing their
explanation of how elements are organized on the periodic table.
Elaborate
 Students will give examples of families of elements that have common
characteristics.
Evaluate
 Teacher will evaluate student understanding of objective based on written
conclusion in C-E-R that answers the question, “Is there a way to arrange the
elements differently than how they organized in the Periodic Table?”
 Students should be able to explain how elements are arranged (increasing in
order of atomic number; elements with similar characteristics are grouped in
families).
44
Teacher
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Teacher
PERIODIC TABLE OF ELEMENTS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their
properties. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 1:Recall)
Purpose:
You have been chosen to assist a group of alien scientists. In order to be able to converse scientifically,
you must learn their language, and most importantly, you must arrange their elements according to the
trends that exist in the periodic table. Below are clues for the alien's elements. So far, the aliens have only
discovered elements in groups 1, 2, and 13-18, and periods 1-5. Although the names of the elements are
different, they must correspond to our elements if our belief of universal elements holds true.
The diagram and information below will help you match your clues to the Human periodic table.
Procedure:
Read each clue carefully, and then place the symbol for that clue's element in the blank periodic table
provided.
1. Livium (Lv): This element is responsible for life. It has 6 electrons.
2. Computerchipium (Cc): This element is important for computers. It has 14 protons.
3. Lightium (L): This is the lightest of elements; aliens used it in their aircraft until their aircraft caught fire in
a horrific accident. It also has a low melting point.
4. Breathium(Br): When combined with Lightium (L), it makes the alien's most common liquid whose
formula is L2 Br. It has 8 electrons.
5. Francium (F): A metal found in period 4 group 13.
6. Moonium (Mo): An element with an atomic number of 34.
7. Explodium (Ex): This element is the most reactive metal on the alien's table. It has 37 protons.
8. Violetium(V): This element is found in bananas. When burned, it has a violet colored flame.
9. Sparkium (Sp) and Burnium (Bu) are members of the alkali metal group, along with Violetium(V) and
Explodium (Ex). Their reactivity, from least to greatest, is Sp, Bu, V, Ex.
10. Balloonium (Ba): A noble gas used to fill balloons. It has 2 protons.
11. Toothium (To): This element helps build strong bones and teeth. It has 20 protons.
12. Metalloidium (M) and Poisonium (Po): Two metalloids found in period 4. Po has 33 protons.
13. Lowigium (Lo): This element is a halogen found in period 4 and has 35 protons.
14. Darkbluium(Dk): Has an atomic mass of 115.
15. Hugium (Hu): This element is a noble gas on the alien's periodic table that has the most mass (131).
16. Glucinium (Gl): The element found in period 2, group 2 with a mass of 24.
17. Reactinium (Re): The most reactive non-metal on the periodic table with 9 electrons.
18. Balloonium (Ba), Signium(Si), Stableium(Sb), Supermanium (Sm), and Hugium (Hu) are all noble gases.
They are arranged above from least to most massive. Ba has 2 protons.
19. Cannium (Cn): This element is used to can foods. It has 50 protons.
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Teacher
20. Burnium (Bu), Blue-whitium (Bw), Bauxitium (Xi), Computerchipsium (Cc), Bringer-of-lightium (Bl),
Stinkium (Sk), Purium (P), and Stableium (Sb) are all found in period 3.
21. Scottishium (Sc): An alkaline metal that is hard and tough, much like To, Bw, and Gl. It has 38 protons.
22. Infectium (If): A halogen, like Re, P, and Lo with 53 protons.
23. Abundantcium(Ab): One of the most abundant gasses in the universe. It has 7 protons, 7 neutrons, and 7
electrons.
24. Some additional clues: The number after the symbol indicates the number of protons in the nucleus of the
atom: Notalonium(Na): 51, Earthium (E): 52, Boracium (B): 10.
Universal Periodic Table
Analysis (Use the Standard Periodic Table, not the one above):
1. What trends do you notice as elements are listed from left to right?
2. Based on the periodic table why is H, Li, Na, K, and Rb in the same column/group/family?
3. Based on the periodic table why is Be, Mg, Ca, and Sr in the same column/group/family?
EL8_2014
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Teacher
4. Based on the periodic table why is Hw, Nw, Ar, Kr, and Xe in the same colum/group/family?
Conclusion:
Based on this activity, is there a way to arrange the elements differently than how they organized in the
Periodic Table?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Teacher
Clay Elements, Molecules, and Compounds
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine
in a multitude of ways to produce compounds that make up all of the living and nonliving
things that we encounter. (AA)
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances
(Assessed as SC.8.P.8.5)
Objectives:
 Students will model how elements combine in a multitude of ways to produce
compounds that make up all living and nonliving things.
 Students will differentiate among pure substances, mixtures and solutions.
Essential Question: Explain how atoms of elements form molecules, compounds and mixtures which are used
in your daily lives.
Background Information for the Teacher:
This activity is used for students to gain an understanding that atoms of elements combine to form
molecules and compounds. Since students can’t see atoms, molecules and compounds, they will create
models of them using different colors of clay pieces to represent the different elements. Students should
understand that some molecules are elements not compounds since they are only made up of only one
type of element such as hydrogen gas. Mixtures consist of different types of elements and/or compounds
that are physically blended but not chemically bonded together. When students complete this activity,
they should be able to differentiate between elements, compounds and mixtures.
Preparation:
Before Activity
Preparation
Before the activity, prepare the clay pieces which represent the different
elements. Each group will need a bag which contains six different colors of clay
pieces. Each bag should contain the number of pieces for each color that are
found on the color key card. Using small bags for each color works best so that
way the different colors of clay pieces don’t stick together.
Engage: Show Study Jams Video: Elements and Compounds
Study Jams Video: Mixtures
Show examples of elements, compounds and mixtures such as sample of salt,
copper,
saltwater, sand and water and beaker of air. The class should have a brief
discussion about the video and the samples shown
During Activity
Explore: Students will complete the activity: Clay Elements, Molecules and
Compounds
Guiding Questions:
1. What is an atom and what part of the model represents an atom?
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Teacher
2. How do atoms form molecules and compounds?
3. What is the difference between molecules, compounds and mixtures?
During this activity, the teacher should walk around to ensure that students
understand that the atoms (clay pieces) combine to form different types of
molecules, compounds and mixtures. Idea: have each group save one of their
models(teacher assigns) to share during the discussion.
Explain:
Students will participate in a class discussion by sharing their answers to
questions completed during activity and models that they created for a particular
element, compound or mixture. The teacher should revisit the guiding questions
to ensure that students don’t have misconceptions and have mastered the
material.
After Activity
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Elaborate:
Students will research and identify elements, molecules, compounds and
mixtures that they use in their daily lives. They will create a drawing which
represents a model of the element, molecule, compound or mixture and explain
how they use each one in their daily lives.
Evaluate:
Teacher will evaluate student understanding of objectives based on the ClaimEvidence-Reasoning conclusion for the essential questions: Explain how atoms of
elements form molecules, compounds and mixtures which are used in your daily lives.

50
Teacher
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
2-Sodium
Nitrogen
3-Chlorine
4-Carbon
10-Oxygen
2-
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
2-Sodium
Nitrogen
3-Chlorine
4-Carbon
10-Oxygen
2-
Names: ______________________________________
Names: ______________________________________
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
2-Sodium
Nitrogen
3-Chlorine
4-Carbon
10-Oxygen
2-
8-Hydrogen
3-Chlorine
10-Oxygen
2-Sodium
4-Carbon
2-Nitrogen
Names: ______________________________________
Names: ______________________________________
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
2-Sodium
Nitrogen
3-Chlorine
4-Carbon
10-Oxygen
2-
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
3-Chlorine
10-Oxygen
2-Sodium
4-Carbon
2Nitrogen
Names: ______________________________________
Names: ______________________________________
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Student
STUDENT PAGE
Clay Elements, Molecules, and Compounds
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a
multitude of ways to produce compounds that make up all of the living and nonliving things that we
encounter. (AA)
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances (Assessed as
SC.8.P.8.5)
Objectives:
 Students will model how elements combine in a multitude of ways to
produce compounds that make up all living and nonliving things.
 Students will differentiate among pure substances, mixtures and solutions.
Essential Question: Explain how atoms of elements form molecules, compounds and mixtures which are
used in your daily lives.
Atoms - small particles that make up elements and compounds
Molecules - two or more atoms bonded together
Elements - molecules with only one type of atom
Compounds - two or more different types of atoms bonded together
Mixtures – when two or more substances are physically blended but not chemically bonded together
Materials:
Paper Towel
Toothpicks
Modeling Clay
Colored pencils
Procedure:
1. Color the modeling clay key according to the samples of clay provided.
2. For each molecule/compound listed in the table you will need to:
A. List the names of the atoms involved
B. Identify the number of each atom in the molecule.
C. Make the clay model
D. Color the model in the table and label the name of each atom.
E. Identify model as an element, compound or mixture.
(You need to take apart some models to make other models. But make sure you have received the
teacher's initials next to the model before you take it apart. For instance, you need to make CH4 and CO2
with the same carbon molecule.)
3. After you have completed all of the models, you must answer the questions to ensure
comprehension of the material.
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Student
SUBSTANCE
FORMULA
Hydrogen Gas
H2
Salt (Sodium
Chloride)
NaCl
Methane
CH4
Carbon
Dioxide
CO2
Oxygen Gas
N2, O2, H2O,
CO2
Water
H2O
Hydrochloric
Acid
HCl
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# OF
ATOMS
ELEMENTS,
COMPOUNDS
OR MIXTURES
O2
Air
Sodium
Hydroxide (lye)
ATOM
NAMES
MOLECULAR
MODEL
Make the clay
compound model
and color the
diagram
NaOH
53
Student
Carbonated
Water
H2O
CO2
Post-Lab Questions:
1. What particle makes up all substances?
2. Which is larger, an atom or a molecule? Explain.
3. How is a compound different from a molecule?
4. Are all molecules compounds? Explain.
5. One of the properties of a pure substance it that they always exist in fixed proportions.
 How many hydrogen atoms are needed to form five water molecules?
_______
 How many oxygen atoms are needed to form five water molecules?
________
6. Answer the Essential Question: Explain how atoms of elements form molecules,
compounds and mixtures.
CHALLENGE:
Draw a Bohr model of an oxygen atom in first box and a hydrogen atom in the second.
7. Look at the models above. Explain why two hydrogen atoms bond to an oxygen atom to make a
stable water molecule? (Hint: Look at the valence electrons)
Staple your colored Clay Model Key to the front of this page
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Teacher
Investigating the Effect of Light Intensity on Photosynthesis
Adapted from: State Adopted – Prentice Hall (Laboratory Manual B)
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon
dioxide, water and chlorophyll; production of food; release of oxygen (Assessed as SC.8.L.18.4)
Fair Game Benchmark:
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)
Objective/Purpose:
1. To observe how light affects photosynthesis.
2. To understand how photosynthesis in important to life.
3. To understand the consequences of what can happen when plants and trees are destroyed.
Background Information:
Photosynthesis is the process by which plants take carbon dioxide from the atmosphere, add water,
and use the energy of sunlight to produce sugar. Photosynthesis occurs in the chloroplast, an organelle in
plant cells that contains the molecule chlorophyll. Chlorophyll absorbs the energy of sunlight. That light
energy is converted to chemical energy through the steps of photosynthesis.
In order to carry out photosynthesis, a plant must have light. But how much light? Some plants
need a lot of light. Others seem to thrive in shade. Does more light lead to more photosynthesis? In this
investigation, you will examine how the intensity of light affects photosynthesis. You will also analyze
the importance of photosynthesis and its need for our environment to survive.
Problem Statement / Engagement:
“How does the destruction of forests affect the rate of photosynthesis?”
“How does this change our living environment and what consequences can a low level of photosynthesis
cause to our atmosphere?”
Read the entire investigation. Then, work with a partner to answer the following questions.
1. What are the products of photosynthesis? Which of these products is released from leaves as a
gas?
2. What can you tell about photosynthesis if a leaf begins to produce more gas bubbles? Fewer gas
bubbles?
3. What are the manipulated and responding variables in this experiment? Identify one controlled
variable.
Materials:
Test tube
Sodium bicarbonate solution
400-mL beaker
Freshly cut sprig of an evergreen (such as
yew) or elodea
Forceps
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Source of bright light
Watch or clock with second indicator
Plastic gloves
Hand lens
55
Teacher
Procedure:
1. Working with a partner, completely fill a test tube and a beaker with a sodium bicarbonate
solution. Sodium bicarbonate will provide a source of carbon dioxide.
2. Using forceps, place a sprig of evergreen about halfway down in the test tube. Be sure that the
cut end of the sprig points downward in the test tube.
3. Cover the mouth of the test tube with your thumb and turn the test tube upside down. Try not to
trap any air bubbles in the test tube.
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4. Place the mouth of the test tube under the surface of the sodium bicarbonate solution in the
beaker. Remove your thumb from the mouth of the test tube.
5. Gently lower the test tube inside the beaker so that the test tube leans against the side of the
beaker.
6. Put the beaker in a place where it will receive normal room light. Using a hand lens, count the
number of bubbles produced by the sprig in the test tube for 5 minutes. Record the number of
bubbles on the Data Table below for each minute.
7. Darken the room and count the number of bubbles produced again for 5 minutes. Record the
number on the Data Table for each minute.
8. Turn up the lights in the room and shine a bright light on the sprig. Count the number of
bubbles produced in 5 minutes. Record the number on the Data Table for each minute.
9. Calculate the average for each light intensity.
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Data (Tables and Observations):
Light
1 min
2 min
Intensity
Room light
Dim light
Bright light
3 min
4 min
5 min
Average
Data Analysis (Calculations):
1. Observing: From what part of the sprig (stem or needle leaves) did the bubbles emerge?
2. Observing: When was the greatest number of bubbles produced?
3. Expository: Explain the data produced in the experiment in relation to the levels of
photosynthesis.
Results and Conclusions:
1. Drawing Conclusions: How does the intensity of light affect the rate of photosynthesis? Was
your hypothesis correct or not? Explain what occurred.
2. Comparing and Contrasting: How do your results compare with those of your classmates?
Are they similar? Different? How can you account for any differences in the numbers of bubbles
produced? Can you identify any trends even if the actual numbers differ?
3. Closure Activity:
Have the students make a Microsoft Power Point presentation about the importance of plants to
our atmosphere, community and future. Have them include measures that they would implement
to save our forest and stop global warming.
Extension:
Perform the activity again using different colors of light. What effect does each color have on the
rate of photosynthesis?
Notes for Teacher:
 Provide sprigs that are as freshly cut as possible. For better results, cut stems underwater
and keep the cut ends in water until use.
 Prepare a saturated solution of 7 g sodium bicarbonate per 100 ml water. Pour off the
solution, leaving any undissolved solid behind.
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PHOTOSYNTHESIS LAB
Problem Statement:________________________________________________________________
_________________________________________________________________________________
Hypothesis: ______________________________________________________________________
_________________________________________________________________________________
Data:
Light
Intensity
Room light
1 min
2 min
3 min
4 min
5 min
Average
Dim light
Bright light
Observations:
1. What are the bubbles? Explain why bubbles happen.
2. Did the number of bubbles change when the light intensity was reduced? Explain why this would
occur.
3. Why was the test tube placed in a beaker of water?
4. If the plant is given more CO2 what will happen to the amount of oxygen it releases? Why?
5. In this experiment, why is it important to perform multiple trials?
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Conclusion:
Based on this activity, is light important for plants to perform the process of photosynthesis?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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CONSERVATION OF MASS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (AA)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of
ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA) (Also
assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.)
Background information:
Matter and Energy Transformations
The “Law of Conservation of Mass” states that when matter goes through a physical or chemical change,
the amount of matter stays the same before and after the changes occur. In other words, matter cannot be
created or destroyed.
Engage:
Teacher burns a small piece of paper inside of a beaker.
Teacher asks students: “What happened to the paper?; Is there
the same amount of matter in the beaker before and after?;
Where did the matter go?; How can you tell?; What type of
change did you observe: physical or chemical?”.
Materials:
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon
 Baking Soda
 Triple Beam Balance
 Spoon
Answer Key:
1. Name the reactants: Baking Soda and Vinegar
2. Name the products: Sodium Acetate, Water, and Carbon Dioxide
3. Name the gas produced: Carbon Dioxide
4. Compare the mass of the closed system before and after the reaction. Explain your results. (The mass of the
closed system before and after the reaction were the same because matter cannot be create nor destroyed
5. Were any new elements introduced into the closed system? Where did the gas come from? Explain. NO.
The law of conservation of mass states that in any chemical reaction, matter is neither created nor
destroyed. Therefore, in a balanced chemical equation you must have the same number of atoms of each
element on either side of the equation. The gas came from the baking soda and vinegar
6. What evidence did you observe to indicate that a chemical reaction took place? (Bubbles indicated that a
chemical reaction took place, also a new substance was form and gas was given off which inflated the
balloon)
7. After the gas was released, what happened to the mass of the system and why? (The mass of the system
decreased because the system was no longer closed. Some matter escaped (the gas) which caused the mass
to decreased
8. Did your results support this statement? Why/Why Not?
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CONSERVATION OF MASS
SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (AA)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of
ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA) (Also
assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.)
Purpose: You will test the law of conservation of mass by creating a reaction of chemicals and measuring
the mass before and after of the reaction.
Problem Statement
Hypothesis
Materials
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon
 Baking Soda
 Triple Beam Balance
 Spoon
Procedure - Part 1:
1. Using your graduated cylinder, measure 50 mL of vinegar.
2. Add the vinegar to your 125 mL Erlenmeyer flask.
3. Stretch your balloon out for about a minute so that it will inflate easily.
4. Using the white plastic spoon, add 10 grams of baking soda to your balloon. Use the paper funnel to
avoid spilling.
5. While keeping all the baking soda in the balloon, carefully place the mouth of the balloon over the
opening of the Erlenmeyer flask to make a tight seal. The balloon will hang to the side of the flask.
Record/draw observations.
6. Using your Triple Beam Balance (TBB), find the mass of the closed system. (Flask, vinegar, balloon,
and baking soda) Record the mass in the data table.
7. With the balloon still attached to the flask, firmly hold where the balloon is attached to the flask and lift
the balloon so that the baking soda falls into the flask and combines with the vinegar. Swirl gently.
8. Record/draw all observations.
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Observations: (diagram your observations)
Before
Mass of System
Start (g)
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Mass of System
End (g)
After
Mass of System
Gas Released (g)
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Student
Procedure - Part 2:
1. Using your TBB, find the mass of the closed system once the chemical reaction has completed. Be sure
to keep balloon attached.
2. Record the info into the data table below.
3. Carefully remove the balloon and let all the gases escape.
4. Place the deflated balloon back onto the Erlenmeyer flask.
5. Find the mass again using your TBB.
6. Record your info into the data table above.
Explain:
Look at the chemical equation below:
*NaHCO3 + CH3COOH → NaOOCCH3 + H20 + CO2
Baking + Vinegar →
Soda
1.
2.
3.
4.
Sodium + Water + Carbon
Acetate
Dioxide
Name the reactants:_______________________________________________________
Name the products:_______________________________________________________
Name the gas produced:___________________________________________________
Compare the mass of the closed system before and after the reaction. Explain your results.
5. Were any new elements introduced into the closed system? Where did the gas come from?
Explain.
6. What evidence did you observe to indicate that a chemical reaction took place?
7. After the gas was released, what happened to the mass of the system and why?
8. Did your results support this statement? Why/Why Not?
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Conclusion
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Teacher
CARBON CYCLE STATION GAME
(Adapted from Resources for Educators from the National Center for Atmospheric Research)
http://www.ucar.edu
Next Generation Sunshine State Standards Benchmark:
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are
continuously transferred within and between organisms and their physical environment.
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in different fields of
science.
Background Information for the teacher:
The movement of carbon through various aspects of the natural environment is the focus of much
scientific research. Global warming and climate change can be attributed to the increased amount of heattrapping gases, such as carbon dioxide. Students must develop an understanding of how carbon moves
through the environment in order to appreciate the complexity of developing solutions to address
problems associated with climate change. In addition, since anthropogenic influences impact how much
carbon is reintroduced to the active carbon cycle, students should recognize that human actions negatively
affect the environment.
Materials:
 7 Dice
 7 Station Signs
 7 Station Movement Directions
 Carbon Cycle Passport for Each Student
 Carbon Atom Model for Each Student
 Blank Bar Graph for Each Student
Engage: Dirt for Lunch
1. Have students list everything they are having or had for lunch.
2. Ask students if they can name a food in their lunch that did not come from dirt? Mention that no
matter what you will eat or have eaten for lunch, ultimately they are eating dirt!
3. Have students create a concept map to attempt to figure out the ingredients in different foods and,
as a group, trace each food’s origin back to the Earth.
4. Use a tuna fish sandwich for an example.
 The bread came from wheat grown in the dirt.
 Pickles are preserved cucumbers grown in the dirt.
 Lettuce was grown in the dirt.
 Mayonnaise came from eggs, which came from chickens that ate grains grown in the dirt.
 Tuna living in the ocean eat smaller fish that eat zooplankton that eat phytoplankton, which
need nutrients from the decomposed bodies of dead plants and animals accumulated on the
ocean floor and brought to the surface by currents.
5. Optional: As a group create a poster using an appropriate graphic organizer explaining “I Eat
Dirt…Ask Me How”. Drawings, magazine cutouts, or computer graphics should be incorporated
into the poster.
6. Optional: Studyjams-Carbon Cycle, TED Ed-Carbon Cycle, BBC-Carbon Cycle
Explore:
Teacher Preparation:
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Print and laminate station signs for durability. Place signs outside next to real life examples. For example
place “plant” station by flowers, plants or grass. Place “soil” station on the ground, etc. Place one die at
each station.
Activity:
1. Tell students that they are going to be carbon atoms moving through the carbon cycle.
2. Using the carbon atom model, have students draw in the protons, neutrons and electrons.
3. Students then wear the carbon atom model as they travel the Carbon Cycle.
4. Categorize the places carbon can be found into these stations: Atmosphere, Plants, Animals, Soil,
Ocean, Deep Ocean, and Fossil Fuels. Point out the areas outside or in the room that are labeled
with each station and contain the directions for movement from that station.
5. Assign students to each station randomly and evenly. Have students identify the different places
carbon could go from that given station. Discuss the processes that allow for the transfer of
carbon between stations. Students should make a line and roll the die individually to follow the
directions for movement from (or retention at) each station. Remind them that they are
representing atoms of carbon moving through the carbon cycle and that they should record their
movements on the data sheet.
6. Students will realize the routine movements (or non-movements) in the carbon cycle.
7. Once the carbon atoms (students) have had a chance to roll the die ten times, have each student
create a bar graph using the data they collected. The bar graph should represent the number of
times the carbon atom (student) was at each station.
8. Using graph paper, create a large bar graph recording the number of carbon atoms (students) at
each station.
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Student
Name: __________________________________________Period: _______ Date: ________
TRAVEL THE CARBON CYCLE
Start Location: ________________________
Trip 1: Where I’m going
How I’m getting there:
Trip 6: Where I’m going
How I’m getting there:
Trip 2: Where I’m going
How I’m getting there:
Trip 7: Where I’m going
How I’m getting there:
Trip 3: Where I’m going
How I’m getting there:
Trip 8: Where I’m going
How I’m getting there:
Trip 4: Where I’m going
How I’m getting there:
Trip 9: Where I’m going
How I’m getting there:
Trip 5: Where I’m going
How I’m getting there:
Trip 10: Where I’m
going
How I’m getting there:
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Title:
Teacher
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CARBON ATOM MODEL
Nucleus
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The Carbon Cycle
THE ATMOSPHERE
You are currently a molecule of carbon dioxide in the atmosphere.
If you roll…
Then you …
1
Stay in the atmosphere. Much of the carbon dioxide in the
atmosphere moves through the atmosphere.
2
Go to plant. You are used by a plant in photosynthesis.
3
Stay in the atmosphere. Much of the carbon dioxide in the
atmosphere moves through the atmosphere.
4
Stay in the atmosphere. Much of the carbon dioxide in the
atmosphere circulates through the atmosphere.
5
Go to surface ocean.
6
Go to plant. You are used by a plant in photosynthesis.
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The Carbon Cycle
PLANTS
BIOSPHERE
You are currently a carbon molecule in the structure of the plant.
If you roll…
Then you …
1
Go to soil. The tree shed its leaves.
2
Stay in plant. You are a carbon molecule in the tree’s trunk.
3
Go to animal. The leaves and berries that the plant produced
contain your carbon molecule and were eaten.
4
Stay in plant. You are a carbon molecule in the tree’s roots.
5
Stay in plant. You are a carbon molecule in the tree’s
branches.
6
Stay in plant. You are a carbon molecule in the tree’s trunk.
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The Carbon Cycle
ANIMALS
BIOSPHERE
You are currently a molecule of carbon in an animal.
If you roll…
Then you …
1
Stay in animal. The carbon molecule is stored as fat in the
animal.
2
Go to soil. The animal that consumed you died and your
carbon molecule is returned to the soil.
3
Go to atmosphere. The animal that consumed you respired
(breathed) you out as carbon dioxide.
4
Stay in animal. You are eaten by a predator.
5
Go to atmosphere. The animal that consumed you respired
(breathed) you out as carbon dioxide.
6
Go to atmosphere. The animal that consumed you respired
(breathed) you out as carbon dioxide.
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The Carbon Cycle
SOIL
GEOSPHERE
You are currently a molecule of carbon dioxide in the soil.
If you roll…
Then you …
1
Stay in the soil. Much of the carbon in the soil is stored there.
2
Go to plant. You are used by a plant in photosynthesis.
3
Go to fossil fuels. Your carbon molecule has been in the soil
so long it turns into fossil fuels.
4
Go to the atmosphere.
5
Stay in the soil.
6
Go to fossil fuels. Your carbon molecule has been in the soil
so long that it turns into fossil fuels.
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The Carbon Cycle
SURFACE OCEAN
HYDROSPHERE
You are currently a molecule of carbon dioxide in the surface ocean.
If you roll…
Then you …
1
Go to deep ocean.
2
Stay in the surface ocean.
3
Go to deep ocean. Your carbon atom was part of an ocean
organism that has died and has sunk to the bottom of the
ocean.
4
Stay in the surface ocean.
5
Go to the atmosphere.
6
Go to the atmosphere.
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The Carbon Cycle
DEEP OCEAN
HYDROSPHERE
You are currently a molecule of carbon in the deep ocean.
If you roll…
Then you …
1
Stay in the deep ocean.
2
Stay in the deep ocean.
3
Go to surface ocean.
4
Go to surface ocean.
5
Go to surface ocean.
6
Go to animal. An organism in the water has taken you up as
food in the deep ocean.
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The Carbon Cycle
FOSSIL FUELS
GEOSPHERE
Fossil fuels are a rich source of energy that has been created from carbon that has been stored
for many millions of years.
If you roll…
Then you …
1
Stay in the fossil fuels.
2
Stay in the fossil fuels.
3
Stay in the fossil fuels.
4
Stay in the fossil fuels.
5
Go to the atmosphere. Humans have pumped the fuel that
you are part of out of the ground and have used it to power
their cars.
6
Go to the atmosphere.
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What is the Carbon Cycle?
All living organisms are based on the carbon atom. Unique among the common elements of the Earth's
surface, the carbon atom has the ability to form bonds with as many as four other atoms (including other
carbon atoms) and to form double bonds to itself. Carbon compounds can be solid, liquid, or gas under
conditions commonly found on the Earth's surface. Because of this, carbon can help form solid minerals
(such as limestone), 'squishy' organisms (such as plants and animals), and can be dissolved in water or
carried around the world through the atmosphere as carbon dioxide gas. The attributes of the remarkable
carbon atom make possible the existence of all organic compounds essential to life on Earth.
Carbon atoms continually move through living organisms, the oceans, the atmosphere, and the crust of the
planet. This movement is known as the carbon cycle. The paths taken by carbon atoms through this cycle
are extremely complex, and may take millions of years to come full circle.
Modified with permission from Global Climates - Past, Present, and Future, S. Henderson, S. Holman,
and L. Mortensen (Eds.). EPA Report No. EPA/600/R-93/126, U.S. Environmental Protection Agency,
Office of Research and Development, Washington, DC. pp. 59 - 64.
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Teacher
SCALE OF OUR UNIVERSE MODELING ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses
SC.8.E.5.1 and SC.8.E.5.2.)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields
of science such as biology, geology, and physics.
Purpose of Activity:
 Students will identify the various celestial bodies in our universe through a hands-on modeling
activity.
 Students will understand relative scales of the various distances of the Universe by incorporating a
scale in their model of the universe.
Materials (Suggested, but not limited to)
 Modeling clay
 String
 Different sized balls
 Markers


Paper
Scissors


Balloons
Straws
Procedures:
Before
Engage:
Activity
 Teacher will project http://htwins.net/scale2/ to introduce how large our
universe is and all that is inside.
 Teacher will ask students what else they think is inside the universe and
how long it would take to reach the outskirts of our solar system.
During
Explore
Activity
 Teacher must explain expectations and directions for activity:
 Students will be given a list of celestial objects they are to include in their
model (see student handout).
 Students will work in groups of 2-3 to create a scale to use to illustrate
distances between the objects.
 Students will gather any materials they wish to use to create their model of
the universe.
Explain
 Students will explain how they created their universe model.
 Students will demonstrate their understanding of the scale of the universe
by explaining the different celestial bodies and how far apart they are based
on the scale they used in their model.
After
Elaborate
Activity
 After activity, students will complete activity write up and discuss the
benefits and limitations of their model.
Evaluate
 Teacher will evaluate understanding of objectives based on student
conclusions in C-E-R.
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SCALE OF OUR UNIVERSE MODELING ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses
SC.8.E.5.1 and SC.8.E.5.2.)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields
of science such as biology, geology, and physics.
Celestial Body
Earth (planet)
Moon
Mars (planet)
Neptune (planet)
Asteroid Belt
Sun
Betelgeuse Star
Andromeda Galaxy
What’s in our Universe?
Distance from Earth
0
384,400 km
225,000,000 km
4,300,000,000 km
255,000,000 km
149,600,000 km
6,050,000,000,000,000 km
24,000,000,000,000,000,000 km
Problem Statement
Materials
Procedures (Plan of Model)
Build, draw, or map out your model on a separate paper.
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Conclusion
Create a claim, support with evidence, and explain with reasoning based on ONE of the following
questions below:
1) What are the benefits and limits of your model of the universe?
2) How would you describe the vastness (largeness) of our universe?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Teacher
STAR BRIGHT APPARENT MAGNITUDE LAB
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness),
temperature (color), size, and luminosity (absolute brightness). AA (Cognitive Complexity: Level 2: Basic
Application of Skills & Concepts)
SC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types: systematic
observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
Purpose:
 Students will demonstrate how distance affects the apparent magnitude and absolute brightness of
a flashlight and relate it to brightness of stars.
 Students will explain the apparent magnitude and absolute brightness of a star.
 Students will classify stars based on shared characteristics.
Materials (per group):
 3 pencils
 1 meter stick
 Tape
 2 flashlights
Procedures:
Preparation:
 Prepare materials
Before Activity
During Activity
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Engage:
 Teacher shows the Discovery Education Video on Brightness & Luminosity
http://app.discoveryeducation.com/player/view/assetGuid/E9FF8166-9C574D00-A9D0-169D2845F09E
 Teacher reviews vocabulary and clarifies the meaning of “absolute
brightness” and “apparent magnitude” as the terms to use.
 Teacher will ask students what other things emit light and are bright, such as
stars to transition to lab activity.
Explore:
 Teacher will pass out lab handouts and students will read background
information.
 Students will answer the pre-lab questions and teacher will begin a discussion
on the purpose of the lab.
 Students will work in groups of 3 to execute the lab activity.
 Teacher will monitor groups and ask students the following questions:
1. How does distance of the flashlight affect what you see?
The closer the flashlight is, the brighter it appears; and the further
away the flashlight is the dimmer it appears.
2. When the flashlights are the same distance from you, what do you see
and why?
When the flashlights are both close and both far their brightness is the
same. This is because both flashlights are emitting the same amount of
brightness since they are the same flashlight.
3. How does this activity relate to our objective and our knowledge
about stars?
This activity shows us how distance affects the observed brightness of
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Teacher
a star. For example, stars that are really far away may be bright but
don’t seem bright because of their distance. Stars that are closer to
Earth seem brighter because there is less distance between the star
and the Earth.
Explain:
 Students write their explanations and conclusions in their lab handout
 Students will answer the question: “What is the relationship between a star’s
apparent magnitude and distance from Earth?” in the C-E-R template
After Activity
Elaborate
 After students complete the Apparent Magnitude lab and there is sufficient
time, the teacher may pass out the following worksheet taken from
www.middleschoolscience.com to reinforce concepts related to brightness of
stars:
http://www.middleschoolscience.com/magnitude.pdf
Evaluate
 Teacher will evaluate student understanding and mastery of concept based on
responses for conclusion of lab.
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“STAR BRIGHT” Apparent Magnitude Lab
Purpose: To demonstrate how distance affects the apparent magnitude and absolute brightness of an
object.
Background:
Stars vary widely in brightness. Some appear very bright, while others are barely visible to the naked eye.
Around 150 B.C., long before the invention of telescopes, the Greek astronomer Hipparchus devised a
scale to measure apparent magnitude, the brightness of stars as seen with the naked eye from Earth. He
gave a value of 1 to the brightest star and a value of 6 to the dimmest. Today, we use a variation of his
scale to measure the brightness of stars. Instead of observing and estimating magnitudes with the naked
eye, we now use an instrument called a photometer, which produces more precise measurements. Also,
the scale has been extended beyond 1 to 6 so astronomers can measure an even broader range of
brightness. In this project, you will demonstrate the effect of luminosity (absolute brightness) and distance
on the apparent magnitude of a star. You will build an instrument to measure apparent magnitude. You
will learn how apparent magnitude differs from intrinsic (natural) luminosity, which is the amount of light
a star emits. You will also discover the difference between apparent and absolute magnitude.
Materials




3 pencils
Meter stick
tape
2 identical incandescent flashlights with new batteries
Procedures
1. Assign group members their roles.
2. Tape pencil 1 to the ground to mark the starting point of this lab.
3. Measure 3 meters from pencil 1 and tape pencil 2 to the ground.
4. Measure 3 meters from pencil 2 and tape pencil 3 to the ground. Pencil 3 should be 6 meters from
pencil 1.
5. Turn off the lights, stand beside pencil 1.
6. Instruct two of your teammates to hold flashlights and to stand side by side at Pencil 2.
7. Instruct your two teammates to turn on their flashlights and shine them toward you.
8. Look at the lights just long enough to compare their brightness and record your observations.
9. Ask one of your teammates to move to Pencil 3, while continuing to shine the light toward you.
10. Compare the brightness of the lights and record your observations.
11. Ask your other teammate to move to the third pencil while continuing to shine the light toward
you.
12. Compare the brightness of the lights and record your observations.
Pre-Lab Questions
What is the purpose of this lab?
What is the difference between absolute brightness and apparent magnitude of a star?
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Observation Notes
Flashlights turned on from Pencil
2
Flashlight 1 on Pencil 2
Flashlight 2 on Pencil 3
Flashlights turned on from Pencil
3
Post-Lab Analysis
Based on your observations and understanding of apparent magnitude and luminosity, make a claim that
answers these questions: What is the relationship between a star’s apparent magnitude and distance from
Earth?
CLAIM – A statement that describes what you think is happening.
EVIDENCE – Facts and observations that support your claim.
REASONING – An explanation that ties your evidence to your claim.
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THE MARTIAN SUN-TIMES
Next Generation Sunshine State Standards Benchmark:
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.).
Background Information for the teacher: Sources: NASA.gov and http://nineplanets.org/mars.html
Our Solar system is a part of a spiral galaxy called the Milky Way. It is comprised of our nearest star, the
Sun, and the celestial bodies that surround it. There are eight (8) planets in our solar system – Pluto was
downgraded to a dwarf planet in 2006 mainly because it orbits around the Sun in “zones of similar objects
that can cross its path.” Pluto has a more distinguished recognition because dwarf planets orbiting the Sun
beyond Neptune are referred to as plutoids. Of the eight remaining planets, there are four (4) inner
“rocky” planets and four (4) outer “gas giants.” One of particular interest, is Mars.
Mars (Greek: Ares) is the god of War. The planet probably got this name due to its red color; Mars is
sometimes referred to as the Red Planet. (An interesting side note: the Roman god Mars was a god of
agriculture before becoming associated with the Greek Ares; those in favor of colonizing and terraforming
Mars may prefer this symbolism.) The name of the month March derives from Mars.
Mars has been known since prehistoric times. Of course, it has been extensively studied with groundbased observatories. But even very large telescopes find Mars a difficult target, it's just too small. It is still
a favorite of science fiction writers as the most favorable place in the Solar System (other than Earth!).
Early in its history, Mars was much more like Earth. As with Earth almost all of its carbon dioxide was
used up to form carbonate rocks. But lacking the Earth's plate tectonics, Mars is unable to recycle any of
this carbon dioxide back into its atmosphere and so cannot sustain a significant greenhouse effect. The
surface of Mars is therefore much colder than the Earth would be at that distance from the Sun.
Materials: Computer with Internet access, various spherical objects of different sizes (i.e., basketball,
softball, soccer ball, large marbles small marbles, beads, etc.)
Objectives
Students will:
 Explore the solar system
 Gather, interpret, and compare current weather information for Mars and Earth.
 Interpret and make inferences from data.
Teacher note:
 Students are told that they are Earthling weather/news reporters for an Internet newspaper called
the Martian Sun-Times. They will write articles for the newspaper comparing weather and/or life
on Mars and Earth.
 It is recommended that you assign a team to each investigation. It is possible for students to collect
data and answer the questions in one period if there is a computer for each group.
 Another period will be necessary for them to discuss and write their article. Encourage students to
use their factual information but to consider one of the following formats when writing their
articles: travel brochure, human or Martian interest - story, fashion report, disaster report, weather
predictions, etc.
 Students will be evaluated on the basis of effort, job performance, team participation and their
literary contribution.
Your role will be to answer questions for students and assist students in their interpretations. As always is
the case, it's important for you to have done the investigations before teaching them. Occasionally, you
may need to further explain some science concept found in the "Stats" sheets.
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Part 1: Solar System Sizes
1. As a class, discuss the actual size of our solar system – the planets, moons, and the Sun. Note that all
of the measurements in the table below are in thousands, and even hundreds of thousands, of
kilometers.
2. Using a spreadsheet program or calculator, begin to calculate the needed data in column 3. Once
done, discuss these ratios as a class.
3. To complete column 4, set Earth’s diameter to the size of a large marble and recalculate the sizes
based on the ratios in column 3.
4. Try to think of objects that correspond to the calculated sizes.
Answers
Solar System Body
Equatorial
Diameter
(kilometers)
Diameter
Compared
with
Earth's
Scaled Diameters
Scaled to…
Earth=Large Marble
(cm)
Mercury
4,880
0.38
0.76
Venus
12,100
0.95
1.9
Earth
12,756
1
2
Mars
6,787
0.53
1.06
Jupiter
143,200
11.2
22.4
Saturn
120,000
9.4
18.8
Uranus
51,800
4.1
8.2
Neptune
49,528
3.9
7.8
Pluto (Dwarf planet)
~2,330
0.19
0.38
Moon
3,476
0.27
0.54
Sun
1,392,000
109
218
Everyday Object
Representing Solar
System Body
Small bead
Large marble
Large Marble
Small marble
Basketball
Soccer ball
Softball
Softball
Tiny bead
Tiny bead
Giant beach ball?
(Very Large)
Source(s) www.perkins-observatory.org and www.flpromise.org
Part 2 - Solar System Distance Scale Model Objective:
Students will use mathematical equations, measuring tools and skills to create an accurate scale model of
the solar system.
Background Information:
Distances in space can sometimes be hard to imagine because space is so vast. Think about measuring the
following objects: a textbook, the classroom door, or the distance from your house to school. You would
probably have to use different units of measurement. In order to measure long distances on Earth, we
would use kilometers. But larger units are required for measuring distances in space. One astronomical
unit equals 150 million km (1 AU = 150,000,000 km), which is the average distance from the Earth to the
Sun.
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Materials:
- receipt paper rolls (adding machine tape) or old VHS tape
- meter stick
- metric ruler
- markers or colored pencils
- scissors
Engage:
Ask students to brainstorm about all of the objects that they have seen or observed in the night sky. Then
discuss with the class how far away they think these objects (stars, planets, or satellites) are. Reinforce to
students that there are planets much closer to the Earth than stars other than our Sun.
Explore
1. As a class, decide what scale you will use to determine your measured distance from the Earth to
the Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10 cm = 1 AU).
2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape needed
to complete your scale model activity. (10 cm x 40 = 400 cm of tape).
3. Place your values in Table 2.
4. Cut the adding machine tape to the appropriate length.
Note: If you would like to include the Sun and Asteroid Belt, be sure to cut extra length (5 cm –
7cm should be adequate) at the start of your distance scale model. Students should also consider
that the Sun’s size will not be to scale.
5. Mark one end of the tape to represent the Sun.
6. Measure from the edge of your group’s drawn Sun the distances for each planet. Place a dot where
each planet should be placed. Include your scale on the model.
7. Once all of the planets have mapped out, each group member should choose one or two planets to
draw and color. Use your textbook or materials provided by your teacher as a reference.
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PLANET
TABLE 2: Scaled Distances of Planets
Distance from the
Standard-Scale
Sun in
(chosen by
Astronomical
class/group)
Units (AU)
AU x scale unit
Mercury
0.4
Venus
0.7
Earth
1.0
Mars
1.5
Jupiter
5.2
Saturn
9.5
Uranus
19.5
Neptune
30.2
Pluto (Dwarf
Planet)
40
Distance of Planet
in the chosen
scale.
(cm)
Results and Conclusions:
1. Why do you think scale models are important?
2. Why were you instructed to multiply the distances in AU by 40 to determine how long your scale
model needed to be?
3. Compare and contrast the distances of the inner and outer planets from the Sun
Extension:
4. Draw the planets by scale according to size (diameter) on the distance scale model.
5. Research other celestial bodies in the universe (other known stars and galaxies). Using AU
and units such as a light year, include these in you distance scale model.
Part 3 - Martian Sun Times Reporters
Teacher’s Procedure:
1. Divide the class into seven different groups. Each person within the group will be assigned a specific
job, e.g. secretary, researcher(s), editor, organizer.
2. Assign to each group one of the investigations to research. Use the factual information obtained to
prepare an article. This may consist of anyone of a variety of formats, e.g., a newspaper article, a
travel brochure, a human –interest (or Martian interest) story, a fashion report, weather predictions.
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Student Procedure:
1. Your group will be assigned an investigation to research and present to class.
2. Use the factual information obtained to prepare an article. This may consist of anyone of a variety of
formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian interest) story, a
fashion report, weather predictions.
3. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor,
organizer.
Summary of Investigations:
Investigation I: Weather Forecasts for Earthlings and Martians. (Comparing weather for Mars and
where you live).
Compare temperatures and wind speeds on Mars and on Earth where you live, as well as noting the
temperature ranges across the two planets.
Investigation II : A Martian Summer Day (Comparing temperatures for summer on Mars and the place
you live)
Research the typical high and low summer temperatures for Mars. Compare temperatures for the current
date on Mars and Earth based upon 30° N latitude.
Investigation III: Stormy Mars: Dust Gets In My Eyes (Finding out about dust storms on Mars).
Discover the effect of Martian dust storms on temperatures. Find out what might cause the storms and
infer the length of one storm.
Investigation IV: Probing Earth and Mars: What Should We Pack? (Finding out temperatures at
various landing sites)
If MASA (Martian Aeronautics and Space Administration) sent astronauts to Earth to places that match
the latitude and longitude of Viking and Pathfinder landing sites, where would they land and what
weather conditions would they encounter?
Investigation V: Life on Mars: Where's the Party? (Finding out about the possibility of life on Mars)
Learn about the Martian meteorite that may show evidence of life there. Are any temperatures on Mars
similar to Earth? Considering the environment of Mars what, would a Martian look like?
Investigation VI: Getting to Mars: Are We There Yet? (Finding out about Mars' orbit and NASA
Missions)
Learn about planetary orbits and interplanetary travel. How long would a trip from Earth to Mars take?
What are some of the next Martian missions planned?
Investigation VII: Exploring Mars: Oh Water, Where Art Thou? (Finding out about water on Mars)
Early observers of Mars thought they saw canals on the planet. There are no canals, but there is a lot of
evidence of once– abundant water on Mars. Students will see current Mars images and compare them to
water– formed features on Earth.
Extension:
1. Allow students to imagine that they are living on one of the planets other than Earth. They must
assume the role of a travel agent who is trying to attract visitors to their home world. They must
create an Interplanetary Travel Brochure.
Resources:
http://www.ucls.uchicago.edu/MartianSunTimes/index.html)
http://www.nineplanets.org/mars.html
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THE MARTIAN SUN-TIMES
Next Generation Sunshine State Standards Benchmark:
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.).
Objectives
Students will:
 Explore the solar system
 Gather, interpret, and compare current weather information for Mars and Earth.
 Interpret and make inferences from data.
Materials: Computer with Internet access, various spherical objects of different sizes (i.e., basketball,
softball, soccer ball, large marbles small marbles, beads, etc.)
Part 1: Solar System Sizes
1. As a class, discuss the actual size of our solar system – the planets, moons, and the Sun. Note that all
of the measurements in the table below are in thousands, and even hundreds of thousands, of
kilometers.
2. Working in groups of 3 students, use a spreadsheet program or calculator, begin to calculate the
needed data in column 3. Divide each equatorial diameter by Earth’s diameter. Once done, discuss
these ratios as a class.
3. To complete column 4, set Earth’s diameter to the size of a large marble and recalculate the sizes
based on the ratios in column 3. (multiply Diameter compared with Earth x Earth’s Scaled Diameter)
4. Try to think of objects that correspond to the calculated sizes.
5. Arrange the planets in order, be sure to identify asteroid belt, inner planets, and outer planets.
6. Complete the discussion questions.
Table 1: Ratio of the diameters of the other bodies compared with Earth's diameter.
Diameter Scaled Diameters Everyday Object
Equatorial
Scaled to…
Compared
Representing
Solar System Body
Diameter
Earth=Large
Marble
with
Solar System
(kilometers)
(cm)
Earth's
Body
Mercury
4,880
Venus
12,100
Earth
12,756
Mars
6,787
Jupiter
143,200
Saturn
120,000
Uranus
51,800
Neptune
49,528
Pluto (Dwarf planet)
~2,330
Moon
3,476
Sun
1,392,000
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Large Marble
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Discussion Questions
1. Identify the following:
a. Inner planets
b. Outer planets
c. Dwarf planet
d. Moon
e. Star
2. Compare and contrast the sizes of the planets, moon, and stars
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Part 2 - Solar System Distance Scale Model Objective:
Students will use mathematical equations, measuring tools and skills to create an accurate scale model of
the solar system.
Background Information:
Distances in space can sometimes be hard to imagine because space is so vast. Think about measuring the
following objects: a textbook, the classroom door, or the distance from your house to school. You would
probably have to use different units of measurement. In order to measure long distances on Earth, we
would use kilometers. But larger units are required for measuring distances in space. One astronomical
unit equals 150 million km (1 AU = 150,000,000 km), which is the average distance from the Earth to the
Sun.
Materials:
- receipt paper rolls (adding machine tape) or old VHS tape
- meter stick
- metric ruler
- markers or colored pencils
- scissors
Explore
1. As a class, decide what scale you will use to determine your measured distance from the Earth to
the Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10 cm = 1 AU).
2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape needed
to complete your scale model activity. (10 cm x 40 = 400 cm of tape).
3. Place your values in Table 2.
4. Cut the adding machine tape to the appropriate length. Note: If you would like to include the
Sun and Asteroid Belt, be sure to cut extra length (5 cm – 7cm should be adequate) at the start of
your distance scale model. Students should also consider that the Sun’s size will not be to scale.
5. Mark one end of the tape to represent the Sun.
6. Measure from the edge of your group’s drawn Sun the distances for each planet. Place a dot where
each planet should be placed. Include your scale on the model.
7. Once all of the planets have mapped out, each group member should choose one or two planets to
draw and color. Use your textbook or materials provided by your teacher as a reference.
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PLANET
TABLE 2: Scaled Distances of Planets
Distance from the
Standard-Scale
Sun in
(chosen by
Astronomical
class/group)
Units (AU)
AU x scale unit
Mercury
0.4
Venus
0.7
Earth
1.0
Mars
1.5
Jupiter
5.2
Saturn
9.5
Uranus
19.5
Neptune
30.2
Pluto (Dwarf
Planet)
40
Distance of Planet
in the chosen
scale.
(cm)
Results and Conclusions:
1. Why do you think scale models are important?
2. Why were you instructed to multiply the distances in AU by 40 to determine how long your scale
model needed to be?
3. Compare and contrast the distances of the inner and outer planets from the Sun
Extension:
1. Draw the planets by scale according to size (diameter) on the distance scale model.
2. Research other celestial bodies in the universe (other known stars and galaxies). Using AU and units
such as a light year, include these in you distance scale model.
Part 3 - Martian Sun Times Reporters
Student Procedure:
1. Your group will be assigned an investigation to research and present to class.
2. Use the factual information obtained to prepare an article. This may consist of anyone of a variety of
formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian interest) story, a
fashion report, weather predictions.
3. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor,
organizer.
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Summary of Investigations:
Investigation I: Weather Forecasts for Earthlings and Martians. (Comparing weather for Mars and
where you live).
Compare temperatures and wind speeds on Mars and on Earth where you live, as well as noting the
temperature ranges across the two planets.
Investigation II : A Martian Summer Day (Comparing temperatures for summer on Mars and the place
you live)
Research the typical high and low summer temperatures for Mars. Compare temperatures for the current
date on Mars and Earth based upon 30° N latitude.
Investigation III: Stormy Mars: Dust Gets In My Eyes (Finding out about dust storms on Mars).
Discover the effect of Martian dust storms on temperatures. Find out what might cause the storms and
infer the length of one storm.
Investigation IV: Probing Earth and Mars: What Should We Pack? (Finding out temperatures at
various landing sites)
If MASA (Martian Aeronautics and Space Administration) sent astronauts to Earth to places that match
the latitude and longitude of Viking and Pathfinder landing sites, where would they land and what
weather conditions would they encounter?
Investigation V: Life on Mars: Where's the Party? (Finding out about the possibility of life on Mars)
Learn about the Martian meteorite that may show evidence of life there. Are any temperatures on Mars
similar to Earth? Considering the environment of Mars what, would a Martian look like?
Investigation VI: Getting to Mars: Are We There Yet? (Finding out about Mars' orbit and NASA
Missions)
Learn about planetary orbits and interplanetary travel. How long would a trip from Earth to Mars take?
What are some of the next Martian missions planned?
Investigation VII: Exploring Mars: Oh Water, Where Art Thou? (Finding out about water on Mars)
Early observers of Mars thought they saw canals on the planet. There are no canals, but there is a lot of
evidence of once– abundant water on Mars. Students will see current Mars images and compare them to
water– formed features on Earth.
Extension:
2. Imagine that you are living on one of the planets other than Earth. Assume the role of a travel agent
who is trying to attract visitors to their home world. Create an Interplanetary Travel Brochure .
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WHAT CAUSES THE SEASONS?
Benchmark:
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth
including seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body. (AA)
Fair Game Benchmarks:
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in
an experiment. (Assessed as SC.8.N.1.1)
SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5
Overview:
Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different
times of the year. The tilt of the axis of the Earth, as well as the revolution around the sun produces the
seasons. In this experiment, a simulated Sun—a light bulb—will shine on a thermometer attached to a
globe. You will study how the tilt of the globe influences warming caused by the lighted bulb.
Objective:
 Compare simulated warming of your city by the Sun in the winter and in the summer.

Explain the causes of the cycle of seasons on Earth.
Materials:
 Globe of the Earth
 Tape
 Metric ruler
 thermometer
 Lamp with 100-watt bulb
 Ring stand and utility clamp
 20-cm Length of string
Engage:
Provide students with visuals of extreme climates and ask if anyone has lived in a climate very different
than that of Miami. Discuss possible reasons for the change in seasons. Accept all possible answers from
students and readdress ideas at the end of the lab.
Common misconception note: Students often believe that the seasons are caused due to the distance of
Earth from the Sun and may be aware of the elliptical nature of Earth’s orbit. You may note at the end of
the lab, when addressing this misconception that the Northern and Southern hemispheres have opposite
seasons, which would disprove the distance from sun hypothesis. Additionally, you may note that Earth is
actually farther from the sun during the summer than in the Northern hemisphere.
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Explore:
Procedure:
Figure 1
1. Prepare the light bulb (simulated Sun).
a. Fasten the lamp to a ring stand as shown in Figure
1.
b. Stand the ring stand and lamp in the center of
your work area.
c. Position the globe with the North Pole tilted away
from the lamp as shown in Figure
d. Position the bulb at the same height as the Tropic
of Capricorn. Note: The Sun is directly over the
Tropic of Capricorn on December 21, the first day
of winter.
2. Attach the thermometer to the globe.
a. Find your city or location on the globe.
b. Tape the thermometer to the globe with the tip of the thermometer at your location. Place the
tape about 1 cm from the tip of the thermometer.
c. To keep the tip of the thermometer in contact with
the
surface of the globe, fold a piece of paper and
wedge it under the thermometer as shown in Figure
2.
3. Position the globe for winter (in the Northern
Hemisphere) data collection.
a. Turn the globe to position the North Pole (still
Figure 2
tilting away from the lamp), your location, and the bulb in a straight line.
b. Cut a piece of string 10-cm long.
c. Use the string to position your location on the globe at 10 cm from the bulb (you may position
farther, up to 20 cm, depending on the intensity of the lamp that you are using).
d. Do not turn on the lamp until after you have recorded the initial temperature.
4. Collect winter data.
a. Record the initial temperature.
b. After 5 minutes record the final temperature.
c. Turn off the light.
5. Record the beginning and final temperatures (to the nearest 0.1°C).
6. Position the globe for summer data collection.
a. Move the globe to the opposite side of the lamp.
b. Position the globe with the North Pole tilted toward the lamp. Note: This represents the
position of the Northern Hemisphere on June 21, the first day of summer.
c. Turn the globe to position the North Pole, your location, and the bulb in a straight line.
d. Use the string to position your location on the globe 10 cm from the bulb.
e. Do not turn on the lamp until after you have recorded the initial temperature.
7. Collecting summer data.
a. Let the globe and thermometer cool to the beginning temperature that you recorded for the
winter setup.
b. When the globe and probe have cooled, begin data collection.
c. Record the final temperature after 5 minutes. Turn the lamp off.
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Explain:
Processing Data:
1. In the space provided in the data table, subtract to find the temperature change for each season.
2. How does the beginning and final temperature change for summer compare to the temperature
change for winter?
3. During which season is the sunlight more direct? Explain.
4. What would happen to the temperature changes if the Earth was tilted more than 23.5 degrees?
5. As you move the globe from its winter position to its summer position, the part of the globe
closest to the bulb changes. Describe how it changes.
6. What other factors affect the climate in a region?
7. Identify the test variable, outcome variable, and any controlled variables in the experiment.
8. Why is this model useful for understanding the seasons and how is it limited?
9. What improvements can be made to this model of the seasons?
Elaboration:
Repeat the experiment for locations in the Southern Hemisphere and other areas (different
latitudes) in the Northern Hemisphere to develop an understanding of climate zones.
Students illustrate the position of the Earth around the sun in an elliptical shape. Students must
include the following vocabulary: tilt, rotation, revolution, year, winter, spring, summer, fall,
equator, northern hemisphere, southern hemisphere.
Possible diagram:
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WHAT CAUSES THE SEASONS?
Benchmark:
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth
including seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body. (AA)
Fair Game Benchmarks:
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in
an experiment. (Assessed as SC.8.N.1.1)
SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5
Overview:
Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different
times of the year. The tilt of the axis of the Earth, as well as the revolution around the sun produces the
seasons. In this experiment, a simulated Sun—a light bulb—will shine on a thermometer attached to a
globe. You will study how the tilt of the globe influences warming caused by the lighted bulb.
Objective:
 Compare simulated warming of your city by the Sun in the winter and in the summer.

Explain the causes of the cycle of seasons on Earth.
Materials:
 Globe of the Earth
 Tape
 Metric ruler
 thermometer
 Lamp with 100-watt bulb
 Ring stand and utility clamp
 20-cm Length of string
Problem Statement: How does the tilt of Earth affect the temperature on the Northern and Southern
hemispheres?
Test Variable (IV): ________________________________________________________________
Outcome Variable (DV): ______________________________________________________
Constants:________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Hypothesis:
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
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Student
Procedure:
Figure 1
1. Prepare the light bulb (simulated Sun).
a. Fasten the lamp to a ring stand as shown in Figure
1.
b. Stand the ring stand and lamp in the center of
your work area.
c. Position the globe with the North Pole tilted away
from the lamp as shown in Figure.
d. Position the bulb at the same height as the Tropic
of Capricorn. Note: The Sun is directly over the
Tropic of Capricorn on December 21, the first day
of winter.
2. Attach the thermometer to the globe.
a. Find your city or location on the globe.
b. Tape the thermometer to the globe with the tip of the thermometer at your location. Place the
tape about 1 cm from the tip of the thermometer.
c. To keep the tip of the thermometer in contact with the
surface of the globe, fold a piece of paper and wedge it
under the thermometer as shown in Figure 2.
3. Position the globe for winter (in the Northern Hemisphere)
data collection.
Figure 2
a. Turn the globe to position the North Pole (still tilting
away from the lamp), your location, and the bulb in a straight line.
b. Cut a piece of string 10-cm long.
c. Use the string to position your location on the globe at 10 cm from the bulb (you may position
farther, up to 20 cm, depending on the intensity of the lamp that you are using).
d. Do not turn on the lamp until after you have recorded the initial temperature.
4. Collect winter data.
a. Record the initial temperature.
b. After 5 minutes record the final temperature.
c. Turn off the light.
5. Record the beginning and final temperatures (to the nearest 0.1°C).
6. Position the globe for summer data collection.
a. Move the globe to the opposite side of the lamp.
b. Position the globe with the North Pole tilted toward the lamp. Note: This represents the
position of the Northern Hemisphere on June 21, the first day of summer.
c. Turn the globe to position the North Pole, your location, and the bulb in a straight line.
d. Use the string to position your location on the globe 10 cm from the bulb.
e. Do not turn on the lamp until after you have recorded the initial temperature.
7. Collecting summer data.
a. Let the globe and thermometer cool to the beginning temperature that you recorded for the
winter setup.
b. When the globe and thermometer have cooled, begin data collection.
c. Record the final temperature after 5 minutes. Turn the lamp off.
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Student
Data:
Test Variable:
Hemisphere
Northern (Winter)
Initial Temperature
(C)
Final Temperature
(C)
Temperature Change
(C)
Southern (Summer)
Results:__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Conclusion:
Answer the question this investigation sought to answer in the C-E-R template below.
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
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Teacher
DENSITY OF BLOCKS ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses
and volumes. Assessed as SC.8.P.8.4 – Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example, density, thermal or electrical
conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties
are independent of the amount of the sample.
Background Information for the teacher:
Density is a basic physical property of any sample of matter. It is much more important than other
physical properties such as size or shape, in that the numerical value of density for a pure substance at a
particular temperature and pressure is a constant and never changes! The density may be determined in the
laboratory if the mass and volume of a sample can be determined. Density may be calculated by dividing
the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the volume. The
density of water is important to know. It is 1.0 g/mL at 40C.
In this experiment, the student will measure the mass, volume, and the length of several rocks. They will
then use their data to explore the relationship between the mass and volume of the rocks and calculate
their density.
Material
Densities of Common Substances
Source: Teacher Developed – Classroom Tested
Provide students with the following information: You have been given blocks of equal volume. You may
want to provide the Density Block samples or have students make cubes 2.54 cm x 2.54 cm x 2.54 cm
1. Based on the densities of the various substances listed in the data table above, ask students to make
predictions whether the block made of the various materials would sink or float in water.
Block
Prediction (sink or float)
Observation (sink or float)
Acrylic
Aluminum
Brass
Copper
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Oak
Pine
Polypropylene
PVC
Steel
Acrylic
Evaluate
If two blocks of pine were stacked on top of each other, would they sink or float? Explain.
Extensions:
1. Students will explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15% saltwater
solution. Discover the relationship between density and the solute concentration.
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Possible Answers
Explain
Analysis Questions:
1. Which variable is considered the test variable (independent) variable in this lab activity? Type of
rock
2. Which variable (s) is considered the outcome variable (dependent) variable in this lab activity?
density
3. If the mass of the rock increases, what could happen to the density of each sample? Increase if
volume stays same
4. If the volume of the rock increases, what would happen to the density of each sample? It would
stay the same because the mass would also increase
5. Analyze your data: What do you observe about the relationship between mass and volume for the
rocks with the larger densities and smaller densities? Give examples from the lab in your
explanation. Larger densities have larger mass compared to the object’s volume; smaller densities
have larger volume compared to the mass. Examples will vary
6. In terms of density, differentiate between an object which floats in water and an object which
sinks in water. An object that floats in water is less dense than the water or less than 1 g/cm3 . An
object that sinks has a greater density than water.
7. Show how one would set up a ratio to determine the mass of a substance with a density of
8.4g/mL and a volume of 2.0 mL. Determine the mass. 8.4g/mL = ?g/2.0 mL mass = 16.8 g
8. Show how one would set up a ratio to determine the volume of a substance with a density of 4.0
g/mL and a mass of 8.0 g. Determine the volume. 4.0 g/mL = 8.0 g/?mL volume = 2 mL
9. Based on the results of this lab, explain how unknown substances can be identified or
distinguished from one another by using their densities. All substances have a specific density. If
the mass and volume can be determined, then the substance can be found by comparing with
substances of known densities.
Bonus question:
10. Density of water is 1 g/ml or 1.0 g/cm3). What is the volume of a sample of water if the mass is
6g? Explain why this is so easy to figure out (think ratio). The density of water is a 1:1 ratio 6 g
would mean 6 mL
Evaluate
If two blocks of pine were stacked on top of each other, would they sink or float? Explain: The
blocks would float. The wood is still less dense than water. For example, if the mass doubles, so
does the volume, keeping the density the same.
Note: Use real examples for students to measure and test.
www.sciencenet.org.uk/.../Chemistry/ StructBond/c00195b.html
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Student
DENSITY OF BLOCKS ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses
and volumes. Assessed as SC.8.P.8.4 – Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example, density, thermal or electrical
conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are
independent of the amount of the sample.
Purpose
In this activity, you will measure the mass, volume, and the length of several blocks. Then, use your data to
explore the relationship between the mass and volume of the rocks and calculate their density.
Material
Densities of Common Substances
Source: Teacher Developed – Classroom Tested
Substance
Acrylic
Aluminum
Brass
Copper
Oak
Pine
Polypropylene
PVC
Steel
Water
Density (g/cm3)
1.1 – 1.2
2.7
8.4 – 8.8
8.96
0.60 – 0.90
0.35 – 0.50
0.91 – 0.94
1.39 – 1.42
7.9
1.0
Based on the densities of the various substances listed in the data table above, make predictions whether
the block made of the various materials would sink or float in water.
Block
Prediction (sink or float)
Observation (sink or float)
Acrylic
Aluminum
Brass
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Copper
Oak
Pine
Polypropylene
PVC
Steel
Acrylic
Analysis Questions:
1. Which variable is considered the test variable (independent) variable in this lab activity?
2. Which variable (s) is considered the outcome variable (dependent) variable in this lab activity?
3. If the mass of the rock increases, what could happen to the density of each sample?
4. If the volume of the rock increases, what would happen to the density of each sample?
5. Analyze your data: What do you observe about the relationship between mass and volume for the
rocks with the larger densities and smaller densities? Give examples from the lab in your explanation.
6. In terms of density, differentiate between an object which floats in water and an object which sinks in
water.
7. Show how one would set up a ratio to determine the mass of a substance with a density of 8.4g/mL
and a volume of 2.0 mL. Determine the mass.
8. Show how one would set up a ratio to determine the volume of a substance with a density of 4.0 g/mL
and a mass of 8.0 g. Determine the volume.
9. Based on the results of this lab, explain how unknown substances can be identified or distinguished
from one another by using their densities. Bonus question:
10. Density of water is 1 g/ml or 1.0 g/cm3). What is the volume of a sample of water if the mass is 6g?
Explain why this is so easy to figure out (think ratio).
Evaluate
If two blocks of pine were stacked on top of each other, would they sink or float? Explain:
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DIFFERENTIATED INSTRUCTION: OPEN INQUIRY
DENSITY OF MATTER
Objectives/Purpose:



Determine the physical properties of matter including the density of irregular solids.
Demonstrate that regardless of the size of a sample, the density of a substance will always remain
the same.
Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured
Demonstrate Achievement of the following Goals:
 Develop a problem statement based on a physical property of matter and the size of the sample
that you would like to investigate.
 State your hypothesis.
 Design an experiment to test your hypothesis.
 Carry out the experiment you designed.
 Submit a completed lab report to your teacher.
 Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your
conclusion.
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DENSITY OF ROCKS (Differentiated Lab)
Revised by: University of Miami – Science Made Sensible Fellows
Florida Sunshine State Next Generation Standards Benchmark: SC.8.P.8.4 Classify and compare
substances on the basis of characteristic physical properties that can be demonstrated or measured for
example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling
points, and know that these properties are independent of the amount of the sample. (AA)
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses
and volumes.
Background Information for the teacher:
Density is a basic physical property of any sample of matter. It is much more important than other
physical properties such as size or shape, in that the numerical value of density for a pure substance at a
particular temperature and pressure is a constant and never changes! The density may be determined in
the laboratory if the mass and volume of a sample can be determined. Density may be calculated by
dividing the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the
volume. The density of water is important to know. It is 1.0 g/mL at 4oC.
In this experiment, the student will measure the mass, volume, and the length of several rocks. They will
then use their data to explore the relationship between the mass and volume of the rocks and calculate the
rocks’ density.
Time Frame: 1-1.5 hours
Materials:









Demonstrations
Vegetable oil
Karo syrup
1 can of coke
1 can of diet coke
Aquarium/container to float cokes
Lab Activity
Rocks, four types, including pumice
stone
Plastic baggies or other container for
rocks
triple beam scales
500ml graduated cylinders




Dry ice
Container for dry ice demo
Bubble wand and soap
1 large graduated cylinder (~1000ml)




250ml Flasks
Eye droppers
Paper towels
Food Coloring dye (for demo also)
Pre-lab preparation:
1) Color the water/oil/karo syrup demo with food coloring
2) Select 4 rocks with very different densities as available. One should be pumice stone. Alter the
comic strip and student worksheet (clues) so that the “evidence” rock density matches the density
of one of the types of rock you have available.
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3) Gather and prepare demonstration supplies as desired.
Engage:
1) Engage the students by discussing the topic of density as a class, explaining how it is a
relationship between mass and volume.
2) Perform one or more of the following demonstrations:
a. Water/Oil/Syrup layering: Discuss with the class what you will be doing, and have them
make predictions of how the three liquids will layer in the 1000ml graduated cylinder. Start
with ~250ml of colored water in the cylinder, then add vegetable oil (~100ml) and finally
add Karo syrup (~100ml). Discuss why the fluids became layered.
b. Coke vs. Diet Coke: Explain what you are going to do, and have your class predict whether
the sodas will sink or float. In a clear container (aquarium) filled with water, place a
regular coke or comparable soda. Discuss why the soda sank. Next, add the diet coke (it
will float). Discuss why a can with the exact same volume will float because it has less
mass and therefore is less dense.
c. Dry ice/bubbles: In a container that is at least 12 inches deep, place the dry ice. Add some
water to speed up the sublimation process and make the gas visible to the students. Then,
blow bubbles gently on top of the CO2 gas. Discuss with your class why the bubbles did
not sink through the CO2, and how density applies to gases also. (this is also useful at the
end of the lab as they elaborate on the concept of density)
3) Engage the students further by reading the “CSI: Following the Hard Evidence” comic (source:
http://www.pixton.com/SciMadeSensible).
Explore:
1) Give the student all the supplies and the procedures worksheet. Discuss the concept of volume
displacement for determining the volume of non-geometric items.
2) Have student complete the procedures while you assist and answer questions. You may need to
help them measure the volume of the pumice stone by pushing it completely under the surface of
the water using a pencil.
Explain:
1) Have students complete the analysis questions at the end of the lab.
2) Discuss any questions as a class.
Elaborate/Extension:
1) Students can explore the density of objects with identical masses, but different volumes. Discover
the relationship among mass, volume, and density.
2) Students can explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15% saltwater
solution. Discover the relationship between density and the solute concentration.
This is a good time to do the dry ice demo in order to elaborate that the property density applies to gases
also.
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C.S.I.
Density of Rocks: Following the HARD EVIDENCE
Goal: Determine the densities of 4 different types of rocks in order to match the “hard
evidence” found at the crime scene.
Overview: The density of each rock will be calculated by using volume displacement and measuring
mass
Procedures
1) Look at the rocks and make a prediction about which one you think is the most dense or the least
dense. Record your hypothesis, independent variable, and dependent variable, controlled variables
and control.
2) Remove your rocks from the evidence bag.
3) Measure the mass of each rock on the balance, record it on this worksheet.
4) Pour 150ml of water from the 500ml beaker into the graduated cylinder. Use the dropper to adjust it
exactly to 150ml. This is the INITIAL VOLUME.
5) Place one rock into the graduated cylinder, then determine the volume of water in the cylinder by
looking at the BOTTOM OF THE MENISCUS. Record this FINAL VOLUME on your worksheet.
6) Remove the rock by pouring the water back into the beaker and catching the rock with one hand so it
doesn’t break the glass. Try not to spill!!
7) Refill the graduated cylinder to 150ml, add the next rock, measure the volume, and record it on your
worksheet. Repeat for the third and fourth rocks, drying them with a paper towel and putting them
back into their bags.
8) Calculate the volume of each rock by subtracting the initial volume of water (150ml) from the final
volume of the water with the rock. Record this on your worksheet.
9) Calculate the density of each rock on the worksheet (Density= Mass/Volume).
10) Answer the questions under the data table on your worksheet and write a conclusion.
CLUES:
1) The detectives found a rock at the crime scene that had a density of _____ grams/cm3
2) There are three suspects, each live in an area with a different type of rock.
3) The equation for density is: density= mass/volume
Data Table
Rock
Mass (g)
Final Volume
(water +rock)
Rock Volume
(final volumeinitial volume)
Density (D=m/v)
Creepy Carl
Suspicious
Susan
Naughty
Nathan
Police Station
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Questions:
1) Which rock most closely matched the density of the evidence found at the crime scene?
2) Did all the rocks sink? If not, what can you tell about the density of that rock without doing any
calculations?
3) For the rock that didn’t sink, if you put a larger sample in the water, would it sink? Why or why
not?
4) If you start with 100ml of water, how many grams of Naughty Nathan’s rock would you need to
add to your graduated cylinder to increase the volume by 100ml? (remember the equation for
density is density=mass/volume, use the density you calculated above)
5) If the mass of the rock increases, what could happen to the volume of each sample?
6) If the volume of the rock increases, what could happen to the mass of each sample?
7) Explain density in terms of a ratio. Give examples from the lab in your explanation.
8) What is the volume of a sample of water if the mass is 6.7g? Explain why this is so easy to figure
out.
9) Show how one would set up a ratio to determine the mass of a substance with a density of
5.6g/mL and a volume of 3.7 mL. Then determine the mass.
10) Show how one would set up a ratio to determine the volume of a substance with a density of 2.6
g/mL and a mass of 5.5 g. Then determine the volume.
Conclusion:
Write a conclusion using the “Claim, Evidence and Reasoning” format.
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MASS, VOLUME, DENSITY
(Comprehensive Science 3 Advanced)
Florida Next Generation Sunshine State Standards Benchmark:
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses
and volumes. Assessed as SC.8.P.8.4 – Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example, density, thermal or electrical
conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties
are independent of the amount of the sample. (AA)
Background Information:
Density is a basic physical property of any sample of matter. It is much more important than other
physical properties such as size or shape, in that the numerical value of density for a pure substance at a
particular temperature and pressure is a constant and never changes! The density may be determined in
the laboratory if the mass and volume of a sample can be determined. Density may be calculated by
dividing the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the
volume. The density of water is important to know. It is 1.0 g/mL at 4 ºC.
In this experiment, the students will measure the mass and volume of several materials. They will then use
their data to explore the relationship between the mass and volume of the materials and calculate their
density.
Literature Connection: “Archimedes and the King’s Crown”
Time Frame: 1 hour
Materials (per pair of students):
Safety goggles
50 mL of isopropyl alcohol (colored red)
50 mL of water (colored blue)
50 mL of salt-water (colored green)
Graduated cylinder
Eye dropper
Calculator
Electronic balance or triple-beam balance
Procedure
Part A: Teacher Pre-Lab Preparation and Presentation
1. Color the isopropyl alcohol red by adding a few drops of red food coloring.
2. Color the water blue by adding a few drops of blue food coloring.
3. Prepare a saltwater solution by mixing four parts water to one part salt by volume. Color the
solution green using a few drops of green food coloring.
4. Show the students the three solutions and ask them to suggest a way to compare the masses of the
three liquids.
5. Guide the discussion towards the realization that in order to compare the masses, equal volumes
would have to be massed. Ask students to predict how the masses of the different liquids would be
vary if the volume of each liquid is the same. Based on their predictions, have students formulate a
hypothesis.
6. The topic of density as the relationship between mass and volume can now be introduced.
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Part B: Student Procedure
1. On the electronic balance, mass the graduated cylinder and press "tare" to subtract the mass. If you
are using a triple beam balance, mass the graduated cylinder and record this mass to the nearest
0.01g. Record the mass of the empty cylinder in the Data Table.
2. Pour 10 mL of the red liquid into the graduated cylinder. Use an eyedropper to get the exact
amount of 10.0 mL.
3. To get a precise measurement, place the cylinder on a flat surface, bring your “eye” down to the
level of the liquid, and read the bottom of the meniscus.
4. Determine the mass of the 10.0 mL by reading the electronic balance directly, or if using a triplebeam balance, record the total mass (cylinder + liquid) in the Data Table. Then subtract the mass
of the empty graduated cylinder from the mass of the cylinder and sample of liquid.
5. Record the mass of the sample of liquid on the Data Table in the appropriate location, e.g. Red
Liquid, volume of 10.0 mL.
6. Calculate the density of the liquid by dividing the mass by the volume (10 mL).
7. Record the density on the Data Table in the appropriate location, i.e. Red Liquid; volume of 10.0
mL.
8. Add another 10.0 mL to the cylinder. You should now have a total of 20.0 mL (10 mL + 10 mL).
9. Determine the mass of the 20.0 mL by reading the electronic balance directly, or if using a triplebeam balance, record the total mass CL (cylinder + liquid) record in the Data Table.
10. Then subtract the mass of the empty graduated cylinder (CE) from the mass of the cylinder and
sample of liquid (CL). Record the mass of the sample of .liquid on the Data Table
11. Find the density again by dividing the mass by 20.0 mL and record it on the Data Table.
12. Keep adding 10.0 mL of the red liquid, recording the mass and calculating the density by dividing
the mass by the amount of liquid in the cylinder until a total of 50.0 mL of the red liquid has been
used.
13. Repeat the procedure for each of the other liquids, finding mass and density.
14. Graph mass (y-axis) vs. volume (x-axis) for each liquid on the graph paper provided. Use a
different color for each of the liquid solutions.
15. Draw a line of “best-fit” for the points of each solution.
Data Analysis
Data Table for RED LIQUID
Volume
Mass of Empty
(mL)
Cylinder
CE
(g)
Mass of Cylinder
and Sample of
Liquid
CL
(g)
Mass of
Sample of
Liquid
CL- CE
(g)
Density
(g/mL)
10.0
20.0
30.0
40.0
50.0
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Data Table for BLUE LIQUID
Volume (mL)
Mass of Empty
Cylinder
CE
(g)
Mass of Cylinder
and Sample of
Liquid
CL
(g)
Mass of
Sample of
Liquid
CL- CE
(g)
Density
(g/mL)
Mass of Cylinder
and Sample of
Liquid
CL
(g)
Mass of
Sample of
Liquid
CL- CE
(g)
Density
(g/mL)
10.0
20.0
30.0
40.0
50.0
Data Table for GREEN LIQUID
Volume (mL)
Mass of Empty
Cylinder
CE
(g)
10.0
20.0
30.0
40.0
50.0
Analysis Questions:
1. Which variable, mass or volume, is considered the test variable (independent variable) in this
experiment?
2. Which variable, mass or volume is considered the outcome variable (dependent variable) in this
experiment?
3. As the volume increases, what happens to the mass of each sample?
4. Compare your density calculations for the red liquid. Should the density be the same in each
instance? Explain your answer. Will this also be true for the blue and green liquids?
5. Analyze your data and determine which liquid is most dense and which one is least dense.
Focusing on the mass and volume of each liquid. Identify what the relationship is between mass
and volume in terms of density.
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1. Predict what would happen to the liquids, if you carefully poured each liquid into a clear
container. Write an explanation which differentiates the difference between each liquid of how and
why they layered that way including the relationship of density to the location of each liquid.
2. In terms of density, differentiate between an object which floats in water and an object which
sinks in water
3. Density of plain water is 1g/ml. What is the volume of a sample of water if the mass is 6.7g?
Explain why this is so easy to figure out.
4. Show how one would set up a ratio to determine the mass of a substance with a density of
5.6g/mL and a volume of 3.7 mL. Then determine the mass.
5. Show how one would set up a ratio to determine the volume of a substance with a density of 2.6
g/mL and a mass of 5.5 g. Then determine the volume.
6. Based on the results of this lab, design an experiment demonstrating how unknown substances can
be distinguished from one another by using their densities.
Home Learning:
Students will complete the Analysis Questions.
Extensions:
1. Have students explore the density of objects with identical volumes, but different masses (use
density cubes). Discover the relationship among mass, volume, and density.
2. Have students explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15%
saltwater solution. Discover the relationship between density and the solute concentration.
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Literature Connection:
“Archimedes and the King’s Crown”
An ancient story tells about a Greek king, a gold
crown and an amazing scientist named Archimedes.
The king had ordered a solid golden crown made.
When the court goldsmiths presented it to him, he
asked Archimedes to test it to make sure it was pure
gold. Archimedes knew that pure gold was very soft.
He could bite a piece of it, and his teeth would leave a
dent in it. (But he also knew that the king would be
mad if he returned a dented crown. He couldn't use
THAT test.) Archimedes also knew that if he took
equal volumes of gold and water, the gold would
weigh 23 times more than the water. He COULD use
this test. (The problem was measuring the volume of
the crown, an irregular object.).
One night, while filling his tub, for a bath, Archimedes accidentally filled it to the very top. As he stepped
into it, water spilled out over the top. The idea struck him, that if he collected the water, and measured it,
he would know the volume of his body. HE COULD USE THIS TO MEASURE THE CROWN! In other
words, the amount of displaced water in the bathtub was the same amount as the volume of his body.
Archimedes was so excited that he jumped out of the tub. He ran outside and down the street yelling
"Eureka! Eureka! (One of the few Greek words I know!) I found the answer!"
www.sciencenet.org.uk/.../Chemistry/ StructBond/c00195b.html
All this was fine except in his excitement, Archimedes had forgotten to put on his clothes.
He was running down the street naked! Archimedes was
able to get the volume of the crown and an equal volume
of pure gold obtained, no doubt, from the King’s
treasury. When he placed the two items into separate
pans on a two-pan balance, well, I guess you can figure
out the answer if I tell you that the goldsmith was put
into jail!
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DIFFERENTIATED INSTRUCTION: OPEN INQUIRY
MASS, VOLUME, DENSITY
Objectives/Purpose:



Determine the physical properties of liquids.
Demonstrate that regardless of the size of a sample, the density of a substance will always remain
the same.
Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured
Demonstrate Achievement of the following Goals:
 Develop a problem statement based on the density of liquids that you would like to investigate.
 State your hypothesis.
 Design an experiment to test your hypothesis.
 Carry out the experiment you designed.
 Submit a completed lab report to your teacher.
 Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your
conclusion.
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PRECIPITATING BUBBLES
Review of the Scientific Method
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a
multitude of ways to produce compounds that make up all of the living and nonliving things that we
encounter. (AA) (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1
and SC.8.P.9.3.)
Background Information:
(Reprinted from The Brain in Space: A Teacher’s Guide with Activities for Neuroscience, NASA, URL:
http://science.nasa.gov/headlines/y2002/images/playingcatch/spacebrain.pdf)
Scientists aim to gain knowledge and reach an understanding of the world around them. To achieve this
goal, scientists must be curious, make observations, ask questions, and try to solve problems. Early
scientists tended to draw conclusions from observations that were largely speculative (e.g., that the Earth
was flat or that the Sun circled the Earth). By the mid-sixteenth century, some scientists began to realize
that using a systematic approach to obtaining information and solving problems could obtain far more
knowledge. This resulted in a process which we call the Scientific Method.
Steps of a Scientific Method involving an experimental design
 Identify the problem.
 Collect information about the problem.
 Propose a hypothesis.
 Test the hypothesis by conducting experiments, making comparative observations, and
collecting data.
 Evaluate the data collected through investigation.
 Draw conclusions based on data and determine whether to accept or reject the hypothesis.
 Communicate results and ask new questions.
The problem is a statement of the question to be investigated. Observations and curiosity help to define
exactly what problem should be investigated and what question(s) answered. Once a problem is defined, a
scientist should collect as much information as possible about it by searching journals, books, and
electronic information sources. This information will provide a basis for forming the hypothesis.
A hypothesis is often considered to be an “educated guess.” The word “guess” is inappropriate, however,
because a hypothesis should be based on information gathered. A hypothesis can be defined more
accurately as a “proposed” answer to the problem, based upon background information either gathered
through research or through experience. The hypothesis is then tested through experimentation and
observation. The results of experimentation provide evidence that may or may not support the hypothesis.
To be effective, experiments must be properly planned. The plan is called the procedure, which describes
the things that actually will be done to perform the investigation. This is where decisions are made about
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which variables will be tested and which will be kept constant, what to use as a control, how many
samples to use, how large the sample sizes should be, safety precautions needed, and how many times to
run the experiment.
Many scientists investigate questions that cannot be answered directly through controlled experiments in
laboratories. For example, scientists studying global warming, the AIDS epidemic, and losses of
biodiversity must use comparative methods to examine differences that occur in the natural world.
When developing the procedure for an experiment, consider the following:
1. Test only one variable at a time.
A scientist wanting to find out “why trees shed their leaves in the fall” would have to consider the factors
that affect trees, such as the type of tree, the amount of water they receive, the temperature, the length of
daylight to which they are exposed, and the type of soil in which they are growing. These are the variables
which can cause changes to occur in an experiment.
To obtain reliable results, only one variable should be tested at a time. All others should be kept constant,
whenever possible. If the scientist’s hypothesis states that shorter daylight hours cause trees to shed their
leaves in the fall, trees of the same age should be tested. They should be placed in the same size pots with
the same type of soil, given the same amount of water, and kept at the same temperature. The only thing
changed should be the number of hours of light to which different groups of trees are exposed. Any
variable that the experimenter chooses to change, such as the hours exposed to light, is referred to as the
test variable (independent variable). The change in the experiment that happens as a result of the test
variable, such as the length of time that it takes for the leaves to fall, is referred to as the outcome
variable (dependent variable).
2. Use controls.
The control is used for comparing the changes that occur when the variables are tested. If a number of
young oak trees are placed in a greenhouse and exposed to 10 hours of light to simulate fall conditions,
how will the scientist know if a loss of leaves is due to the amount of light? It could be due to the
temperature that he/she chose or the amount of carbon dioxide in the air. To avoid such uncertainty, two
identical experiments must be set up: one in which the trees are exposed to 10 hours of light and the other,
the control, in which they are exposed to light for a longer period of time to simulate summer conditions.
All factors for the control are exactly the same as for the test except for the variable being tested—the
amount of light given to each tree.
3. Use several samples.
Using a number of samples prevents errors due to differences among individuals being tested. Some trees
are heartier than others. If only a few trees are tested, some may lose leaves for reasons that are not related
to the amount of light. This will produce misleading results. Larger numbers
of samples will provide more accurate results.
4. Always use appropriate safety measures.
Safety measures to be followed vary according to the type of experiment
being performed. For example, laboratory-based experiments frequently
require that participants wear protective clothing and safety goggles and that
dangerous volatile chemicals be used only under a vented fume hood.
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5. Repeat the experiment several times.
To make valid conclusions, the scientist must have reproducible results. Ideally, comparable results
should be obtained every time the experiment is run.
After the plan or procedure is complete, the experiment is run. It is essential that careful and accurate
records be kept of all observations during an experiment. The recorded observations and the measurement
comprise the data. It is always useful to present data in the form of charts, tables, or graphs, as these
provide a visual way to analyze and interpret the results. When drawing graphs, the test variable
(independent variable) is conventionally plotted on the horizontal axis, and the outcome variable
(dependent variable) is plotted on the vertical axis. Analysis of data from the experiment allows the
scientist to reach a conclusion. The scientist determines whether or not the data support the hypothesis
and decides whether to accept or reject the hypothesis.
The conclusion should provide an answer to the question asked in the problem. Even if the hypothesis is
rejected, much information has been gained by performing the experiment. This information can be used
to help develop a new hypothesis if the results repeatedly show that the original hypothesis is
inappropriate. After performing many investigations on a particular problem over a period of time, a
scientist may come up with an explanation for the problem, based on all the observations and conclusions
made. This is called a theory.
A Scientific Theory is an explanation, supported by data, of how or why some event took place in nature.
MAJOR CONCEPTS FOR THE TEACHER
 Our exhaled breath contains carbon dioxide gas.
 The carbon dioxide we exhale reacts with calcium hydroxide in solution to form insoluble calcium
carbonate and water.*
 Formation of calcium carbonate precipitate can be used as a test for the presence of carbon
dioxide.
 If carbon dioxide continues to be bubbled into limewater (calcium hydroxide solution) after a
period of time, the white precipitate disappears. The excess carbon dioxide forms carbonic acid in
the water and the calcium carbonate reacts with the carbonic acid to form calcium ions and
bicarbonate ions, which are soluble in water. **
Ca(OH)2
CO2
CaCO3
H2O
H2CO3
Ca++
HCO3+
= calcium hydroxide
= carbon dioxide
= calcium carbonate
= water
= carbonic acid gas
= calcium ion
= bicarbonate ion
Chemical Equations
* Ca(OH)2 + CO2  CaCO3 + H2O
** CO2 + H2O + H2CO3
CaCO3 + H2CO3Ca++ 2HCO3+
This activity demonstrates the presence of carbon dioxide in exhaled air. In Activity 1, the teacher will
blow through a straw into a solution of calcium hydroxide. The carbon dioxide in the exhaled air will
combine with the calcium hydroxide to produce a white precipitate of calcium carbonate. In Part 2,
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students will attempt to reproduce the experiment. They will not be able to do so because they will only
have water as their unknown liquid. They should conclude that the teacher had a liquid other than plain
water, resulting in a chemical reaction that changed one or more substances in the teacher’s original
solution.
The second part of this activity involves designing an experiment to test the hypotheses determined in the
class discussion. It may be handled in different ways depending on the age of the students.
Time Frame
30 minute teacher preparation
60 minutes / student activity
MATERIALS
 5 grams calcium hydroxide powder
 One liter of water
 Filter paper
 Filter funnel
 Flasks or small bottles
 Straws
 25 mL or 50 mL graduated cylinder
 125 mL Erlenmeyer flasks
 Test–tube rack
 Aluminum foil
 Stop watch
 Hot Plate
 Goggles
Procedure:
Part 1: Lab Prep
The preparation of one liter of limewater
(Should be prepared a day ahead of time): Teacher preparation
1. Add 10 grams calcium hydroxide Ca(OH)2 powder to 500 mL of water.
2. Cover and shake well. Calcium hydroxide is only slightly soluble in water and 5 grams will
provide more solid than will dissolve.
3. Allow the suspension formed to settle for a few minutes.
4. To separate the limewater from the suspension, use the filter paper and filter–funnel apparatus to
filter the suspension.
5. If the limewater filtrate is still slightly cloudy, filter for a second time, using a new filter paper.
6. Keep the limewater tightly closed when not in use, as it will react with carbon dioxide from the air
and become cloudy.
7. The calcium hydroxide and water suspension can be stored in a large bottle, and the limewater
filtered off when needed.
8. The filtered limewater can be stored in smaller bottles or flasks, 250 mL in volume, for use in
class.
Engage
Part 1:
1. Read the following background information
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2.
3.
4.
5.
6.
7.
BACKGROUND
Carbon dioxide comprises only 0.033 percent of Earth’s atmosphere, yet it is the principle
inorganic source of carbon for living organisms. Carbon dioxide and water are the raw materials
required by plants for the synthesis of sugars through photosynthesis. Organisms release carbon
dioxide back into the atmosphere as a waste product of respiration and other cellular processes.
Say to students: It is important for scientists to make careful observations, and you will practice
doing the same in this activity. Keep a record of all of your observations.
Everyone must wear safety goggles.
Fill a 125 mL Erlenmeyer flask with 15 mL of teacher liquid (filtered limewater solution).
Students record observations in notebook.
Teacher will use a straw to bubble his/her breath into the liquid slowly for no more than 2
minutes. DO NOT blow vigorously as you do not want to spill the liquid! Be very careful not to
allow any liquid to enter the mouth or eyes. Goggles are a must!
Organize students into cooperative lab groups of 3 – 4 members. Assign each member a role (see
Group Roles in the front of the packet).
Data Analysis: Teacher Directed Part 1
1. Have group members discuss the following questions and place their answers on sticky notes.
2. Have one member of the group place their answers on the poster paper (one question/poster paper)
provided by the teacher. Have another member read the group answers when called upon.
3. Questions for groups to answer:
a. What gases are present in exhaled air? Carbon dioxide gas (nitrogen, water vapor, and small
amounts of oxygen are also present.)
b. What is the clear liquid? Limewater (calcium hydroxide)
c. Why did a precipitate form? Why did the solution turn cloudy? There must have been a
chemical reaction
d. If a chemical reaction took place, what two ingredients do you think reacted? The limewater
and the carbon dioxide
e. How can we test for the presence of carbon dioxide? Bubble the gas into the clear limewater.
f. What is a positive test for carbon dioxide? Limewater is a solution of calcium hydroxide. It
chemically reacts with carbon dioxide to form solid calcium carbonate (chalk).
4. The responses from all groups will be discussed in class to ensure that all students understand the
experiment.
Data Analysis: Teacher Directed Part 2
1. Students will repeat the procedures demonstrated by the teacher.
2. Each student group is to measure 15 mL of student liquid (water) into a 125 mL Erlenmeyer flask,
and record their observations in lab notebooks.
3. Using a straw, the assigned member of each group will bubble his/her breath into the liquid
slowly for no more than 2 minutes. DO NOT blow vigorously to avoid spilling the liquid!
4. Observe the contents after blowing through the straws for approximately 1 – 2 minutes.
5. Record observations in lab notebook. These observations will be
recorded as data.
6. When the teacher is convinced that class knows exactly what
happened, he/she will say to the class, “Your teacher did the exact
same experiment but got very different results!” His/her test tube
has white precipitate.
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7. The class now has a problem to solve: How can there be no white precipitate when the teacher
performed the same experiment?
8. Groups will discuss what factors might affect the production of the precipitate (cloudy solution
which will settle into a white solid and clear liquid in time).
9. Have groups propose a factor that might have affected the results.
Possible answers might be:
 Time—how long exhaled air was bubbled into the solution.
 Adults vs. teenagers
 Rate of bubbling
 Light vs. dark
 Temperature of the liquideither hotter or colder
 Different substance
The factors identified are known as variables.
10. Each group will be assigned at least one of the variables to test.
11. Use the following questions to guide the groups in the development of their group hypotheses and
experimental design:
• Does the hypothesis offer an answer to the problem?
Yes, it does. The problem was, “Why was there a white precipitate when the teacher performed
the experiment?” The hypothesis states that the teacher may have (choose a variable).
• Does the experiment have a control?
Yes. The control is the average length of time that the students exhaled into the liquid (possibly
about one minute).
• Which materials are needed? Are the materials readily available?
• What conditions are being kept constant?
The conditions kept constant are the temperature of the liquid, the size of the straws, the rate of
bubbling into the liquid and the amount of liquid used for each test (there may be human error
here – may not blow at same rate consistently).
• What is the test variable (independent variable) being tested? This is the variable that the
experimenter chooses to change.
• What is the outcome variable (dependent variable) being measured? The outcome variable
(dependent variable) is the presence or absence of precipitate present after exhaling into the
container.
• How will each group present its data? Presentation format will vary
12. Each group must submit to the teacher prior to any experimentation
 a proposed hypothesis; a draft procedure (which may be modified as students work through the
experiment); a draft data table
Procedure: Part 3
1. Groups will be provided with the needed materials to perform their experiments, collect data, and
draw conclusions.
2. Each group must turn in a completed Laboratory Report.
3. A post-experiment class discussion may be conducted to review the conclusions made by each
group.
4. Compare the experiments performed by each group of students. For each experiment designed,
discuss the variable tested, the control, the factors kept constant (controlled variables), and the
results obtained. Note that the amount of limewater used and the size of the straws and flasks
should be the same for each experiment. A chart, such as the one below, can be developed on an
overhead projector.
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5. Add any other variables tested to the chart as necessary.
6. From the class observations, it can be concluded that only the length of time affects the amount of
precipitate formed. However, results have also varied based upon how vigorous the blowing was,
i.e. amount of carbon dioxide introduced.
7. At this point, explain that excess carbon dioxide bubbled into limewater forms carbonic acid,
which dissolves the precipitate of calcium carbonate. Place balanced chemical equation on the
board.
8. The use of a Scientific Method, specifically an experimental design to systematically test different
hypotheses will enable the students to determine which hypothesis is correct in answering a
problem.
Evaluation:
1. You will be evaluated according to the amount of effort expanded, your specific job performance,
your participation within the team, and on the final product—the laboratory write-up.
2. Your group’s experiment should be evaluated based on the appropriateness of the design you
initiated to test the group’s hypothesis (not whether the group actually found the “correct” solution.
3. Students will be asked to test the hypothesis that “the length of time that air was blown into the
solution” caused the teacher’s results to be different. Each student in a group of four will use the
same size tube and the same amount of lime water, run the experiment at the same temperature,
use the same size straws, and attempt to bubble at the same rate. Students should estimate how
long they exhaled into their liquid the first day. This could be the control time. One student in each
group will blow into his/her tube for the control time. Each of the remaining students in the group
should increase the control time by two to four minutes.
4. Explain why there was no change in the student liquid when carbon dioxide was exhaled into the
liquid.
Home Learning:
1. Work on designing and writing-up an experimental design for completion of Part 2.
2. Work on the completion of the laboratory write-up, which may include data analysis, graphing,
and drawing conclusions after completion of Part 3.
3. Discussion and provide examples of chemical changes
where new substances are formed as a result of atoms
combining – some students may discuss that this is a
result of electron bonds forming.
Extensions:
1. Have each group perform four more different
experiments, to test several variables.
2. Do not share the final chemical equation with students.
Additionally, challenge them to find the correct reaction
mechanism.
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Student
PRECIPITATING BUBBLES
Florida Next Generation Sunshine State Standards Benchmark(s):
 SC.8.N.1.1: Scientific Investigations
 SC.8.P.8.5: Combining Atoms
 SC.8.P.9.2: Chemical and Physical Changes
BACKGROUND
Carbon dioxide comprises only 0.033 percent of Earth’s atmosphere, yet it is the principle inorganic
source of carbon for living organisms. Carbon dioxide and water are the raw materials required by plants
for the synthesis of sugars through photosynthesis. Organisms release carbon dioxide back into the
atmosphere as a waste product of respiration and other cellular processes.
Part 1: Teacher Demonstration
Observations: What did you observe in the teacher demonstration?
Questions:
a. What gases are present in exhaled air?
b. What was the clear liquid in the initial demonstration?
c. Why did a precipitate form? Why did the solution turn cloudy?
d. If a chemical reaction took place, what two ingredients do you think reacted?
e. How can we test for the presence of carbon dioxide?
f. What is a positive test for carbon dioxide?
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Part 2: Repeat the procedures demonstrated by the teacher.
Procedures:
13. Each student group is to measure 15 mL of student liquid (water) into
a 125 mL Erlenmeyer flask, and record their observations in lab
notebooks.
14. Using a straw, the assigned member of each group will bubble
his/her breath into the liquid slowly for no more than 2 minutes.
DO NOT blow vigorously to avoid spilling the liquid!
15. Observe the contents after blowing through the straws for approximately 1 – 2 minutes.
16. Record observations in lab notebook. These observations will be recorded as data.
Observations:
Questions:
1. Was there a problem with the results? Explain.
2. How can there be no white precipitate when the teacher performed the same experiment?
3. What factors might affect the production of the precipitate (cloudy solution which will settle into a
white solid and clear liquid in time)?
** The factors identified are known as variables. Each group will be assigned at least one of the
variables to test. **
Group Variable:
___________________________________________________________________________________
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Part 3: Design an Experiment to Test Your Variable
Problem Statement:
The question you
want to answer
Hypothesis:
“If (this is changed) then (this will happen) because...”
Test Variable:
Factor being tested
Outcome Variable:
Factor being
measured
Control Group:
Used as a
comparison
Constant Conditions:
Purposefully kept
the same
Materials Needed:
Procedures:
Specific steps you
will take to test the
hypothesis. Be
Specific!
Data:
Observations,
Charts, Tables,
and/or Graphs
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Conclusion:
Claim:
Make a CLAIM based on what you observed in the experiment you performed today
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
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DIFFERENTIATED INSTRUCTION: OPEN INQUIRY
PRECIPITATING BUBBLES
Objectives/Purpose:



Demonstrate that organisms release carbon dioxide back into the atmosphere as a waste product of
respiration and other cellular processes.
Design an investigation based on observations
Understand that accurate record keeping, openness, and replication are essential to maintaining an
investigator's credibility with other scientists and society.
Demonstrate Achievement of the following Goals:
 After completing the “Precipitating Bubbles Essential Lab”, develop a problem statement based
on an unanswered question you have that you would like to investigate.
 State your hypothesis.
 Design an experiment to test your hypothesis.
 Carry out the experiment you designed.
 Submit a completed lab report to your teacher.
 Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your
conclusion.
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GREENHOUSE GASES IN A BOTTLE
Next Generation Sunshine State Standard Benchmark:
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously
transferred within and between organisms and their physical environment.
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (AA)
Background Information for the teacher:
Particles suspended in our atmosphere (aerosols) can absorb more sunlight or they can reflect the Sun's
energy back into space. The Earth's temperature would be much colder without the CO2 in our
atmosphere we have naturally. When we add more, the Earth warms up. The effects of atmospheric CO2
and aerosols on our planet's temperature are measurable with simple tools anyone can use. Greenhouse
gases are carbon dioxide, methane, nitrous oxide, ozone (in the lower atmosphere), water vapor and
CFCs. One greenhouse gas that has been increasing in the past 50 years is carbon dioxide. Loss of
rainforests that take in carbon dioxide and the burning of fossil fuels by cars, factories and plants that
releases carbon dioxide is part of the causes.
CLAIM-EVIDENCE-REASONING-A persistent question with regard to the greenhouse effect is,
"Why does the light energy from the Sun pass through the greenhouse gases in the layers of the
atmosphere but are trapped once the infrared light returns to space after reflected off Earth?”
Materials:








Funnel
Filter paper for measuring baking soda
Graduated Cylinder
Timer/Stopwatch
Four: 500 mL clear water bottles with the
label removed
Identical thermometers for each soda
bottle
Duct tape
Source of carbon dioxide (CO2)-vinegar
and baking soda







Modeling clay
Measuring spoons
Balloons
125 mL Erlenmeyer
500 mL of room
temperature water
Optional Heat Lamps
Triple-Beam Balance
Flask
Engage:
Read or write on the board "Why does the light energy from the Sun pass through the greenhouse gases
unhindered and the infrared energy radiated from the Earth is absorbed?"
Explain how a greenhouse is able to maintain a temperature at which plants are able to grow even though
the temperature outside the greenhouse sometimes will not support plant life. Relate a greenhouse to how
the Earth’s atmosphere traps heat. Identify the gases in the atmosphere that “act” like the glass in a
greenhouse.
Optional: Studyjams-Carbon Cycle, BBC-Carbon Cycle
Explore:
Teacher Preparation:
1. Drill the caps of the bottles to the same diameter as your thermometer. Place the thermometers
through the holes in the caps several inches. Use the modeling clay to hold the thermometers in place
and seal the hole.
2. Number bottles #1, #2, #3, and #4.
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Name:___________________________________________ Period: _______Date: ____________
Procedure:
For your source of carbon dioxide, use the following methods quickly to ensure CO2 is captured:
 Bottles #1 and #2 - Carefully mix 10 grams of baking soda and 50 mL vinegar in a flask. Cover
with balloon to capture the CO2. Add 50 mL water to bottle #1. Release the CO2 into bottle #1
and cover with cap quickly. Repeat the procedure for the bottle #2.
 Bottles #3 and #4 – Pour10 grams of baking soda into each bottle. Now add 50 mL of water to
each bottle.
3. Place the caps with thermometers onto the tops of the bottles.
4. Place bottles in sunlight. Make sure they receive the same amount of sun. NOTE: a heat lamp may be
substituted for the sun, but you must be very careful to place the bottles exactly the same distance
from the lamp.
5. Shade the thermometers by putting a strip of opaque tape on the outside of the bottles. The tape must
be the same length on all bottles.
6. Measure the temperature of the bottles over time. Record the temperature of each bottle every five
minutes for a half hour
Data Table
Dry
Elapsed Time in
minutes
Initial
5
10
15
20
25
30
Bottle 1
Wet
Bottle 2
Bottle 3
Bottle 4
Explain:
Conclusion
1. Interpret the graph and identify a trend for the change in temperature for each container during the
experiment? Did both jars show the same change in temperature? Calculate the change in temperature
for each jar.
2. Did your results support your hypothesis?
3. Explain why the temperature of the covered jar showed an increase in temperature. What part of this
setup contributed to the increase in temperature?
4. Explain how the covered jar setup represents an experimental model of the influences of the greenhouse
effect on the temperature of the Earth’s atmosphere. Identify what the light bulb and plastic wrap
represent in this experimental model.
5. Identify the tested (independent), outcome (dependent) and controlled (constant) variables in this
experiment.
6. In this experiment we only tested each setup one time (20 minute interval); explain why this will affect
the validity of the data. How can we change this experiment so the data will be more valid?
7. Based on what you learned in this activity, can you connect this knowledge to the environmental issue
of the dangers of the greenhouse effect? Explain
8. Think about what humans do that increases the amount of greenhouse gases released into the
atmosphere and develop a list of ways that we can reduce the level of these gases.
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Elaborate:
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
Optional Extensions:
1. Activity # 1. Students may want to continue the experiment and record the two temperatures every
day at the same time for a week. Graph the data and discuss how the temperatures fluctuate from
day to day.
2. Activity # 2. Green House Gases.
There is no scientific dispute about the presence of "greenhouse gases" (including carbon dioxide--CO2)
in the Earth’s atmosphere that function to trap heat from the Sun. There is also no dispute that the amount
of CO2 in the atmosphere has increased 25%. Does this mean that global warming is occurring? Nobody
knows for certain, but many atmospheric scientists are becoming concerned about the increasing amount
of CO2 in the atmosphere.
What does this mean to you? Despite the uncertainties, if global warming does occur (or if it has already
begun), it will profoundly affect human societies. Global warming may result in severe droughts, reducing
crop production necessary to feed billions of people. Rising sea levels will threaten beaches, coastal cities,
and people. The migration of millions of people would strain economic, health, and social services.
Conflicts over remaining resources could escalate. Wildlife habitat will be destroyed, with countless
species facing extinction. With the potential devastating effects of global warming, it is reasonable and
prudent to examine alternatives to fossil fuels to decrease the amount of CO2 in the atmosphere. The
transportation sector is one area that can, generally speaking, use alternative methods of fuel, since there
are already a variety of alternate fuels available. The good news is that this transition can be done
relatively easily, cheaply, and painlessly.
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STUDENT HANDOUT
DIFFERENTIATED INSTRUCTION: OPEN INQUIRY
MODELING THE GREENHOUSE EFFECT
Objectives/Purpose:
In this investigation students will:
 Create models of Earth to demonstrate the greenhouse effect.
 Relate a greenhouse to how the Earth’s atmosphere traps heat.
 Identify the gases in the atmosphere that “act” like the glass in a greenhouse.
Demonstrate Achievement of the following Goals:
 Develop a problem statement based on the concept of the “greenhouse effect” that you would like
to investigate.
 Create a model to demonstrate the concept of the “greenhouse effect” that you would like to
investigate.
 How does the model demonstrate the concept that you investigated?
 Remember to use the “Claim, Evidence & Reasoning” rubric to defend your claims.
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IMAGINARY ALIEN LIFE FORMS
Adapted from Mars Critters http://ares.jsc.nasa.gov/ares/education/program/Data/marsCritters.pdf
and
Solar System Activities: Search for a Habitable Planet
http://solarsystem.nasa.gov/educ/docs/modelingsolarsystem.pdf
Next Generation Sunshine State Standards Benchmark: SC.8.E.5.7 Compare and contrast the
properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
(AA) (Also assesses SC.8.E.5.4 and SC.8.E.5.8.);
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which
genetic variation and environmental factors contribute to evolution by natural selection and diversity of
organisms. (AA) (Also assesses SC.7.L.15.1 and SC.7.L.15.3.)
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares
and pedigrees.
About This Activity
In groups or as individuals, students will use their knowledge of Mars and living organisms to construct a
model of a plant or animal that has the critical features for survival on Mars. This is a “what if” type of
activity that encourages the students to apply knowledge. They will attempt to answer the question: What
would an organism need to be like in order to live in the harsh Mars environment?
Objectives
Students will:
• draw logical conclusions about conditions on Mars.
• predict the type of organism that might survive on Mars.
• use a Punnett Square to predict offspring genotype and phenotype
• construct a model of a possible Martian life form.
• write a description of the life form and its living conditions focusing on necessary structural adaptations
for survival.
Background
To construct a critter model, students must know about the environment
with extremes in temperature. The atmosphere is much thinner than the
Earth’s; therefore, special adaptations would be necessary to handle the
constant radiation on the surface of Mars. Also the dominant gas in the
Mars atmosphere is carbon dioxide with very little oxygen. The
gravitational pull is just over 1/3rd (0.38) of Earth’s. In addition, Mars
has very strong winds causing tremendous dust storms. Another
requirement for life is food—there are no plants or animals on the surface
of Mars to serve as food!
Scientists are finding organisms on Earth that live in extreme conditions
previously thought not able to support life. Some of these extreme
environments include: the harsh, dry, cold valleys of Antarctica, the
ocean depths with high pressures and no Sunlight, and deep rock
formations where organisms have no contact with organic material or Sunlight from the surface.
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Vocabulary
Ecology, adaptations, gravity, geology, atmosphere, radiation exposure, weather, environment, genotype,
phenotype
Part 1
Materials
 paper (construction, tag board, bulletin board, etc.)
 colored pencils
 glue
 items to decorate critter (rice, macaroni, glitter, cereal, candy, yarn, string, beads, etc.)
 pictures of living organisms from Earth
 Student Sheet, Mars Critters
 Student Sheet - Activity 1, If You Went to Mars
 Mars Fact Sheet (pg. 56)
Procedure
Advanced Preparation
 Gather materials.
 Set up various art supplies at each table for either individual work or small group work. This
activity may be used as a homework project.
 Review the “If You Went to Mars” sheet, Mars Fact Sheet, and the background provided above
along with the research conducted in the Martian Sun-Times activity or other desired research.
Classroom Procedure
1. Ask students to work in groups to construct a model of an animal or plant that has features that
might allow it to live on or near the surface of Mars.
2. Have them consider all the special adaptations they see in animals and plants here on Earth.
3. They must use their knowledge of conditions on Mars, consulting the Mars Fact Sheet, If You
Went to Mars, and other resources such as web pages if necessary. Some key words for a web
search might be “life in space” or “extremophile” (organisms living in extreme environments).
4. They must identify a specific set of conditions under which this organism might live.
Encourage the students to use creativity and imagination in their descriptions and models.
5. If this is assigned as homework, provide each student with a set of rules and a grading sheet,
or read the rules and grading criteria aloud and post a copy.
6. Review the information already learned about Mars in previous lessons.
7. Remind the students that there are no wrong critters as long as the grading criteria are
followed.
8. Include a scale with each living organism.
9. Students select two different organisms that will mate.
10. Revisit/Introduce Genetics:: Select one trait, the height of the “Mars Critter,” and generate a
Punnett Square to predict the genotype (genetic make-up) and phenotype (physical
characteristics) of the offspring that the two organisms would produce, if mated. Students will
learn more about this in upcoming topics. For simplicity – tell students that the height trait
will have a paired allele, each parent giving one possible allele to the offspring and tall is
dominant and expressed in the offspring when present. Complete a sample Punnett Square, as
a reminder. Advanced students may explore incomplete dominance.
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As an extension, mate offspring and/or generate Punnett Squares for other characteristics.
Genotype
TT
(dominant tall)
tt
(recessive short)
Tt (mixed hybrid)
Phenotype
Tall
Short
Tall
Teacher Guide
Source: www.exploringnature.org/db/detail.php?dbID=22&detID=2290
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Description and Questions
Use another page if more space is needed.
1. The critter’s name:
2. Describe the habitat and climate in which your critter lives.
3. How does it move? Include both the form and method of locomotion. (For example: The miniature
Mars Gopher leaps on powerful hind legs.)
4. What does it eat or use as nutrients? Is it herbivorous, carnivorous, omnivorous, other? What is its
main food and how does it acquire this food?
5. What other creatures does it prey on, if any: How does it defend itself against predators?
6. How does your creature cope with Mars’ extreme cold, unfiltered solar radiation, and other
environmental factors?
7. Suppose two Mar’s critters mated. One was Tall and the other was short. Using a Punnett Square,
predict the offspring’s possible heredity of the tall gene. Each parent has two alleles for the height gene.
Dad is homozygous tall (TT) and mom is short (tt). Predict the genotype (genetic make-up) and
phenotype (physical characteristics) for the offspring
Dad
Genotype: _____% TT ____% tt ____% Tt
Phenotype: ______% Tall ______% short
Genotype
TT (homozygous tall)
tt (homozygous short)
Tt (heterozygous)
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Tall
Offspring
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Student
MARS FACT SHEET
If You Went to Mars
From: “Guide to the Solar System.”
By the University of Texas, McDonald Observatory
Mars is more like Earth than any other planet in our solar system but is still very different. You would
have to wear a space suit to provide air and to protect you from the Sun’s rays because the planet’s thin
atmosphere does not block harmful solar radiation. Your space suit would also protect you from the bitter
cold, temperatures on Mars rarely climb above freezing, and they can plummet to -129oC (200 degrees
below zero Fahrenheit). You would need to bring water with you, although if you brought the proper
equipment, you could probably get some Martian water from the air or the ground.
The Martian surface is dusty and red, and huge duststorms occasionally sweep over the plains, darkening
the entire planet for days. Instead of a blue sky, a dusty pink sky would hang over you.
West Rim of Endeavour Crater on Mars
Image Credit: NASA/JPL-Caltech/Cornell/ASU
http://www.nasa.gov/mission_pages/mer/multimedia/gallery/pia11507.html
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Fourth planet from the Sun
Distance from the Sun:
Minimum: 206,000,000 kilometers
Average: 228,000,000 kilometers
(1.52 times as far as Earth)
Maximum: 249,000,000 kilometers
Eccentricity of Orbit:
0.093 vs. 0.017 for Earth (0.00 is a perfectly circular orbit)
Distance from Earth:
Minimum: 56,000.000 kilometers
Maximum: 399,000,000 kilometers
Year:
1.88 Earth years - 669.3 Mars days (sols) – 686.7 Earth days
Day:
24.6 Earth hours
Tilt of Rotation Axis:
Size:
25.2o vs. 23.5o for Earth
Diameter: 6794 kilometers vs 12,76 kilometers for Earth
Surface Gravity: 0.38 9 or ~ 1/3) Earth’s gravity
Mass: 6.4 x 1026 grams vs. 59.8 x 1026 grams for Earth
Density: 3.9 grams/mL vs. 5.5 grams/mL for Earth
Surface Temperature:
Cold
Global extremes: -125oC (-190oF) to 25oC (75oF)
Average at Viking 1 site high 010oC (15oF); low -90oC (-135oF)
Atmosphere: Thin, un-breathable
Surface pressure: ~6 millibars, or about 1/200th of Earth’s -Contains 95% carbon dioxide,
3% nitrogen, 1.5%argon, ~0.03% water (varies with season), no oxygen. (Earth has 78%
nitrogen, 21% oxygen, 1% argon, 0.03% carbon dioxide.)
Dusty, which makes the sky pinkish. Planet-wide dust storms black out the sky.
Surface:
Color: Rust red
Ancient landscapes dominated by impact craters
Largest volcano in the solar system (Olympus Mons)
Largest canyon in the solar system (Valles Marineris)
Ancient river channels
Some rocks are basalt (dark lava rocks), most others unknown
Dust is reddish, rusty, like soil formed from volcanic rock
Moons
Phobos (“Fear”), 21 kilometers diameter
Deimos (“Panic”), 12 kilometers diameter
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Part 2: Search for a Habitable Planet
Next Generation Sunshine State Standards:
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (AA)(Also
assesses SC.8.E.5.1 and SC.8.E.5.2.)
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.)
Objective:
This lesson focuses on characteristics of planets that make them habitable. Living creatures need food to
eat, gas to breathe, and a surface that provides a comfortable temperature, gravity, and place to move
around. These requirements are related to what the planet’s surface and atmosphere are made of, and how
large (gravity) and close to the Sun (temperature) the planet is located. The inner planets are small (low
gravity), relatively warm, and made of solid rock. Some of them have atmospheres. The outer planets are
large (high gravity), cold, and made of gaseous and liquid hydrogen and helium. A creature that might be
comfortable on a gas giant would not be comfortable on a small rocky planet and vise versa.
Vocabulary: habitable, life requirements, planet characteristics, surface and atmospheric composition
(chemical examples)
Time Required: One to two 45 minute class periods
Materials: Creature Cards Solar System Images and Script Planet Characteristics Table
Students will define the life requirements of a variety of creatures and learn that these relate to measurable
characteristics of planets the creatures might inhabit. By evaluating these characteristics, students
discover that Earth is the only natural home for us in our solar system and that Mars is the next most
likely home for life as we know it.
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Procedures
Activity 1. Define Habitability and Design Creatures
This lesson has students take the places of extraterrestrial creatures exploring our solar system in search of
new homes. They define creature life requirements and relate them to planet characteristics in order to
choose homes. Several of these creatures have life requirements quite unlike life as we know it, where
water and carbon are essential, and some are downright impossible. The goals here are not to study
biochemistry, but habitability of planets. Bizarre creatures had to be invented for them to find homes on
some of the planets in our solar system. Another goal is to encourage creativity and teamwork in
designing creatures and selecting planets. This activity is one that is outside of the box.
ENGAGE
1. Set the stage by reading introduction:
We are space travelers from a distant star system. The crew of our spaceship includes six different
types of creatures who live on different planets in that star system. Our star is expanding and getting
very hot. Our home planets are heating up and soon we will need new places to live. It is our mission
to find habitable planets for our six different types of creatures with different life requirements. In all
we need to find new homes for five billion inhabitants.
First we need to know what makes a planet habitable so we can set up probes to measure the
characteristics of various planets. The different requirements for life can be related to measurable
planetary characteristics. What do creatures require to live?
EXPLORE
2. Brainstorm on requirements and characteristics. Lead the students in producing a table similar to the
one below. Encourage free-thinking, there aren't specific right answers, but lead students to the
following topics, among others.
Life requirements
food to eat
gas to breathe
comfortable temperature
ability to move
Planet characteristics
surface & atmosphere composition
atmosphere composition
temperature range
surface type (solid, liquid, gas) gravity size
3. Ask students what kinds of probes might be used to measure these characteristics. Answers may
range from general to specific and may be based on science fiction. Examples may include cameras,
radar, thermometers, and devises to measure magnetics, altitude, and light in all wavelengths from
radio waves, through infrared, ultraviolet, and X-ray to gamma-ray. [Secondary school classes might
do one of the excellent activities on the electromagnetic spectrum or activities related to solar system
missions.]
4. Divide students into six or more teams (more than one group can design the same creature). Explain
that each team represents one of the six different types of creatures on our mission. Today we will
make models of creatures having specific life requirements. Later we will collect data on a new
planetary system in order to search for new homes.
5. Distribute one creature card to each team. Each card contains the information on a single line A-F
below. Tell students that each team is supposed to create a creature that fits the characteristics on
their creature card. Students may select art supplies (or drawing supplies) and should be able to
complete their creatures in approximately 15-20 minutes. Students will name their creature
ambassador and be ready to introduce it to the class. Encourage teamwork and creativity.
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[Teacher, you may get questions on some of the food or gases. Handle these as they come, but do not
provide this vocabulary ahead of time unless it comes up during brainstorming. Simply explain that they
are various chemical elements or compounds. They are needed only for matching with planetary
characteristics and should not be tested vocabulary.]
6. Ask each team to introduce their creature ambassador and to explain their creature's needs and any
specific features of the model. This will take longer than you expect because students really get
involved with their creatures.
Creature
A
B
C
D
E
F
Food
helium
rock
carbon
methane
water
carbon
Breathes
hydrogen
carbon dioxide
oxygen
hydrogen
carbon dioxide
oxygen
Motion
flies
flies
walks
swims
walks
swims
Temperature
cold
hot
moderate
cold
moderate
moderate
Assessment: Evaluate team presentations and collect descriptions of how their creature meets its life
requirements.
EXPLAIN
Activity 2. Tour solar system and evaluate for habitability
1. Prepare students for solar system tour. Tell students that they will have to take notes on the planets to
report back later. Students will work in the same teams as when they made creatures. The grade
level/ability will determine how the teacher structures the information gathering. Each team may
record the information on all planets or on just one or two planets. Young students may simply
compare planet characteristics to those on their creature cards and check off boxes of matching
characteristics on the planet chart.
2. Distribute copies of the blank planet characteristics chart or put it on the blackboard/overhead. Show
slides/photos of the planets and read the text provided below. For elementary students, exclude the
data in parentheses. For secondary students, include the data. As you tour the planets, it may be
necessary to repeat each section twice for younger students to get enough information to report.
3. Compile information on overhead or blackboard planet characteristics chart as teams report data they
recorded on planet (size, surface type, composition, atmosphere and temperature). Attached table
gives suggested answers. Students will probably be able to name the planets, but this is not a test.
Alternatively, each student could fill in a chart to allow evaluation of listening skills. Also, students
could work cooperatively to complete one chart per team.
4. Have teams compare the characteristics chart on the planets with the creature requirements on their
creature card. Decide which planets (if any) would be suitable homes for their creature. Report their
choices orally and explain, if necessary. Tabulate on the blackboard.
Creature Planet(s)
A
4, 5 (Saturn and Jupiter), but also 2,3 (Neptune and Uranus)
B
8 (Venus)
C, F
7 (Earth)
D
2,3 (Neptune and Uranus)
E
6 (Mars)
No creatures can live on planets 1 or 9 (Mercury or Pluto)
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5.
Ask students to create a finale or read the finale below.
Now that the creatures have evaluated habitable planets we will send down spaceships to check
out the surfaces in detail. Creatures A, B, D and E find uninhabited planets that are just suited to
their needs. They decide to settle on their chosen planets. Creatures C and F are both interested in
the same planet. Creature F finds the salt water to be a perfect home for it, while creature C finds
the land to be overpopulated and polluted. They decide that there isn't room for one billion more
inhabitants and decide to look for a habitable planet in another solar system.
Assessment: Collect Planet Characteristics tables and compare with the suggested answers above. Do not
require a perfect match, but allow students to think critically and creatively. Allow adaptations of the
environment (such as turning water into hydrogen and oxygen) and other reasonable modifications.
EVALUATE
Writing assignment: Ask students to write a paragraph explaining why the planet they found will or will
not be suitable for their creature. The paragraph could be in the form of a news report to be sent back to
their dying solar system.
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CREATURE CARDS
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature A
Food
Helium
Breathes
Motion
Hydrogen
Flies
Temperature
Cold
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature B
Food
Breathes
Motion
Temperature
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Flies
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148
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature C
Food
Breathes
Motion
Temperature
Carbon
Oxygen
Walks
Moderate
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature D
Food
Breathes
Motion
Temperature
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Hydrogen
Swims
Cold
149
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature E
Food
Breathes
Motion
Temperature
Water
Carbon Dioxide
Walks
Moderate
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature F
Food
Breathes
Motion
Temperature
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Oxygen
Swims
Cold
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Search for a Habitable Planet
Solar System Images and Script
Today we are traveling through an outer section of the Milky Way galaxy.
There are many, many stars. We are approaching a medium-sized star, the
type that often has habitable planets. As we draw closer we see that there
are nine planets orbiting this star.
We will tour this planetary system and use our probes to measure planet
characteristics in our search for a habitable planet. Record this information
about your planet then when we have completed our tour we will collect all
our results. We will evaluate our results to look for a new place to live.
We will now tour this new planetary system, starting from the outside and
going toward the star: We are approaching the first planet.
The first “planet” is tiny (2350km). In fact, it was downgraded from a
planet to a dwarf planet in 2006 mainly because it orbits around the Sun in
“zones of similar objects that can cross its path.” It is made of rock and
methane ice. It has almost no atmosphere (just a trace of methane) and is
very cold (-230oC).
The second planet is a medium large (49,500km) and made of liquid
hydrogen and helium. It has a thick atmosphere of hydrogen, helium and
methane. It is very cold (-220 oC).
The third planet is very similar to the 2nd except that it has a small ring
system. It is medium large (51,000 km) and made of liquid hydrogen and
helium. It also has a thick atmosphere of hydrogen, helium and methane
and is very cold (-210 oC).
The fourth planet is large (120,500 km) and has an extraordinary ring
system. It has no solid surface, but is a giant mass of hydrogen and helium
gas outside and liquid hydrogen inside. It is cold (-180 oC).
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Search for a Habitable Planet
Solar System Images and Script
The fifth planet is the largest (143,000 km) in this planetary system. Like
the fourth, it is a gas giant made of hydrogen and helium with no solid
surface. It is also cold (-150oC) in the upper atmosphere, but increases in
temperature and pressure and becomes liquid in the interior.
The sixth planet is small (6786 km) and rock. There is some water ice in
polar regions and a thin atmosphere of carbon dioxide. The temperature is
moderate (-23oC).
The seventh planet is medium small (12, 750 km). The surface is made of
liquid water and rock with some carbon compounds. The atmosphere is
mostly nitrogen and oxygen with some carbon dioxide and water vapor.
The temperature is moderate (21oC).
The eighth planet is also medium small (12,100 km). The atmosphere of
carbon dioxide is so thick that we can’t see the rocky surface beneath it,
but need our radar probes. The temperature is very hot (480oC).
The ninth planet is tiny (4880 km) and rocky. It has almost no atmosphere
(just a hint of helium). Temperatures are generally hot, but extreme
variable, ranging from -180oC on the space-facing side to 400oC on the
star-facing side.
We have now finished our tour and it’s time to compile all of
our data. Each team will report its results and we will make
a comparison chart.
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PLANET CHARACTERISTICS
(Teacher Key)
Size
Surface Type
and
Composition
Atmosphere
Temperature
Name
Pluto
1
tiny 2350 km
solid rock,
methane ice
none (methane)
very cold -230 C
2
medium large
49,500 km
liquid hydrogen,
helium
thick hydrogen,
helium, methane
very cold
C
-220
Neptune
3
medium large
51,100 km
liquid hydrogen,
helium
thick hydrogen,
helium, methane
very cold
C
-210
Uranus
4
large 120,500 km
liquid hydrogen
cold -180 C
Saturn
5
very large
143,000 km
liquid hydrogen
thick hydrogen,
helium
thick hydrogen,
helium
cold -150 C
Jupiter
6
small
km
solid rock, water
ice
thin carbon
dioxide
moderate -23 C
Mars
7
medium small
12,756 km
solid rock, liquid
water, carbon
compounds
medium nitrogen,
oxygen
moderate 21 C
Earth
8
medium small
12,100 km
solid rock
thick carbon
dioxide
very hot 480 C
Venus
9
tiny 4878 km
solid rock
none (helium)
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variable range 180 to 400 C
Mercury
153
Student
PLANET CHARACTERISTICS
Size
Surface Type
and
Composition
Atmosphere
Temperature
Name
1
2
3
4
5
6
7
8
9
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PLANETARY EXPLORATION & EXTREME LIFE FORMS
(Differentiated Lab)
Revised by: University of Miami – Science Made Sensible Fellows
Next Generation Sunshine State Standards:
SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our
knowledge of light and space travel to understand this distance.
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition.
SC.8.E.5.7 Compare and contrast the properties of objects in the solar system including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt
within a changing environment may contribute to the extinction of that species.
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares
and pedigrees.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on
native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
Objective: Students will research a planet in our solar system, including information about the
atmosphere, surface conditions, etc. Then they will have to design an alien life form that would be
adapted to live on their planet. They will present their planet research and alien life forms to the class.
They will also use a Punnett Square to predict offspring genotype and phenotype.
Engage: Introduce adaption and extreme environments. Scientists are finding organisms on Earth that
live in extreme conditions previously thought not able to support life. Some of these extreme
environments include the harsh, dry, cold valleys of Antarctica and the bottom of the ocean under high
pressure, no oxygen and no light. If life forms on other planets were to exist, what conditions would they
face? How would they survive? What type of adaptations might they need? Explain that students will
first research a planet, and then create a life form that had adapted to survive the conditions on their
planet.
Materials:
 computers with internet access
 books on the planets
 construction paper
 markers/crayons/colored pencils
Teacher Notes: Assign one group to each planet excluding Earth. For the first part of the activity,
students will research their planet, filling in a data sheet. All information can be found on the websites
provided on the student handouts. Emphasize the importance of using appropriate internet sources, no
Wikipedia. Once students have completed their planet worksheet, they should start on the alien life form
worksheet. They will also draw their life form on construction paper. Groups will present both their
planet research and their aliens including explanations of its specific adaptations that allow it to survive
on their planet. Upper level students could be required to do a PowerPoint presentation.
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Student
Name: ____________________________________ Date: ___________________ Pd: __________
Planet Research Worksheet
Fill in the worksheet below about your assigned planet; be sure to include units where necessary. Some
helpful websites for your research are:
http://nineplanets.org/
http://solarsystem.nasa.gov/index.cfm
www.windows2universe.org/our_solar_system/solar_system.html
www.exploratorium.edu/ronh/weight/index.html
Planet: _____________________________ Planetary Symbol: ___________________________
Diameter: ___________________________ Mass: _____________________________________
Order from the Sun: ___________________ Distance from the Sun: _______________________
Gravity: ____________________________ Gravity compared to Earth: ___________________
If you weigh 100 lbs. on Earth, how much would you weigh on your planet? _________________
Temperature Range: ___________________ Average Temperature ________________________
Length of Day (rotation period): _________ Length of year (revolution period): ______________
Tilt of axis: __________
Eccentricity of Orbit: ________
Number of Satellites: ________
What is the atmosphere like on your planet? What gases? Poisonous? Dry? Etc.
Describe the surface of your planet.
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Describe what your planet looks like including any unique features such as rings.
In complete sentences, list 5 additional interesting facts about your planet that are not already discussed
on this worksheet.
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Student
Name: ____________________________________ Date: ___________________ Pd: __________
Extreme Alien Life Forms
You will create an alien life form that has adaptations enabling it to survive on your assigned planet.
Keep in mind the information you learned about your planet during your research. Complete the
questions below, and then draw your life form on the provided construction paper. Make sure to label the
aspects of your life form that let it survive on your planet. Include your life form’s name, your planet, and
your name and class period on the front of your drawing. You will be presenting your drawings to the
class.
Your Planet:
The name of your life form:
Describe the habitat and climate in which your life form lives:
How does it move? Include both the form and method of locomotion. (For example: The miniature Mars
Gopher leaps on powerful hind legs.)
What does it eat or use as nutrients? Is it herbivorous, carnivorous, omnivorous, or other? What is its main
food and how does it acquire this food?
What other creatures does it prey on, if any? How does it defend itself against predators?
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Describe other adaptations your life form has developed to cope with your planet’s unique environment.
Suppose two alien creatures mated. One was tall and the other was short. Using a Punnett Square,
predict the offspring’s possible heredity of the tall gene. Each parent has two alleles for the height gene.
Dad is homozygous tall (TT) and mom is homozygous short (tt). Predict the genotype (genetic make-up)
and phenotype (physical characteristics) for the offspring.
Dad →
______
______
______
Offspring
______
Mom ↑
The resulting offspring:
Genotype:
__________% TT
Phenotype:
__________% tall
Genotype
TT (homozygous tall)
tt (homozygous short)
Tt (heterozygous)
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__________% Tt
__________% short
Phenotype
Tall
Short
Tall
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STUDENT HANDOUT
DIFFERENTIATED INSTRUCTION: GUIDED/OPEN INQUIRY
PLANETARY EXPLORATION AND
EXTREME ALIEN LIFE FORMS
Objectives/Purpose:
In this investigation students will:
 Compare and contrast the properties of objects in the solar system (gravitational force, distance
from the Sun, speed, movement, temperature, and atmospheric conditions.)
 Describe and investigate various limiting factors in the local ecosystem and their impact on native
populations, including food, shelter, water, space for these “alien” environments
 Relate how the inability of an “alien” species to adapt within a changing environment may
contribute to the extinction of that species
Demonstrate Achievement of the following Goals:
 Develop a problem statement based on the concept of “planetary exploration and extreme alien life
forms” that you would like to investigate.
 Model the concept/idea that you outlined in your problem statement above.
 How does the model demonstrate the concept that you investigated?
 Remember to use the “Claim, Evidence & Reasoning” rubric to defend your claims.
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ANTI-DISCRIMINATION POLICY
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in
employment and educational programs/activities and strives affirmatively to provide equal
opportunity for all as required by law:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color,
religion, or national origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on
the basis of race, color, religion, gender, or national origin.
Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of
gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination
on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages
to women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with
disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up
to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical
reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the
basis of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender,
national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from
discrimination because of race, color, religion, sex, national origin, age, handicap, or marital
status.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and
Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.
Revised 9/2008
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