Miami-Dade County Public Schools
Office of Academics and Transformation
Department of Science
Grade 8 Science Content and Pacing – Quarter 1
September 23, 2015
Facilitator: Catalina Hidalgo
8:30 – 8:45
8:45 – 10:15
Welcome and Ice Breaker
Fostering Open Inquiry – (Conservation of Mass)
 Asking questions and testing
 Defining new knowledge (CER)
 Digital Convergence
10:15 – 10:30
Break
10:30 – 11:30
Literacy in the Content Area


Reading vs. Decoding
Reading Based Activity
11:30 – 12:30
Lunch
12:30 – 1:45
STEM Activity – Air bag Challenge
1:45 – 2:00
Break
2:00 – 2:45
Edgenuity
2:45 – 3:15
Building a 5E Lesson Plan
3:15 – 3:30
Evaluation and Exit Ticket
Follow up: Complete all three portions of the new MyLearningPlan Instructional Evaluation:
Due: Friday, October 9, 2015
 All parts of the Evaluation can be found in the Team Room within the same form.
o Part 1: Professional Development Evaluation And SMART Goal
o Part 2: Instructional Evaluation – Application
o Part 3: Instructional Evaluation – Impact
5E lesson plan must be submitted with the evaluation
Teacher
CONSERVATION OF MASS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved
when substances undergo physical and chemical changes. (Assessed as SC.8.P.9.2)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.)
Background information:
The “Law of Conservation of Mass” states that when matter goes through a physical or chemical change,
the amount of matter stays the same before and after the changes occur. In other words, matter cannot be
created or destroyed.
Materials:
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon
 Baking Soda
 Triple Beam Balance
 Spoon
Before
activity:
What the teacher will do:
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?”.
Have students use the background information to develop a problem statement.
During
activity:
What the teacher will do:
Explore
a. Monitor students to make sure they are remaining on task and are following proper
lab protocol.
b. Review the experimental design diagram by asking individual students in groups to
explain the different parts of the experiment.
1. Follow laboratory procedural plan; making sure to model proper laboratory
safety and use of equipment.
2. While walking around, ask students within their group what is the temperature
in the thermometer to make sure they remember how to read it.
3. Emphasize importance of data collection by groups.
c. Have students use the Discussion Questions provided to apply the exploration to
expected learning.
Answer Key:
1. Name the reactants: Baking Soda and Vinegar
2. Name the products: Sodium Acetate, Water, and Carbon Dioxide
Teacher
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?
What the teacher will do:
Explain
Have students complete the Claim-Evidence-Reasoning to respond to their own
problem statement.
Elaborate
Design and create a model to describe the flow of energy and cycling of matter in a
food web.
Evaluate:
Create a poster that defines and illustrates the Law of Conservation of Mass.
FCAT Connection
After
activity:
1. A student adds water and sugar to a jar and seals the jar so that nothing can get in
or out. The student then finds the mass of the jar containing the water and sugar.
After some sugar dissolves, the student finds the mass of the jar and its contents
again.
What will happen to the mass of the jar containing the water and sugar after some of
the sugar dissolves?
Teacher
A.
B.
C.
D.
The mass will stay the same.
The mass will increase.
The mass will decrease.
The mass will depend on how much sugar dissolves.
2. Joey is performing an experiment in science class. He mixes two liquids in a test
tube, and gas bubbles appear at the surface of the test tube. Which of the following
describes what is most likely taking place?
A. A physical change is causing a change in phase from liquid to gas.
B. A chemical change has caused the liquids to undergo combustion and gas is
escaping.
C. A physical change is causing the solution to exhibit different properties than the
original substances.
D. A chemical change has resulted in the production of a new substance, which is
being given off as a gas.
3. Suppose you put popcorn kernels into an airtight popcorn popper and measure the
mass of the popper and measure the mass of the popper with the kernels. After the
popcorn has popped, what would you expect to find regarding the mass of the
popper and the popcorn?
A. The mass after popping will be less than the original mass because the popped
corn is less dense than the kernels.
B. The mass after popping will be equal to the original mass because the airtight
container did not allow any materials to enter or leave the popper.
C. The mass after popping will be greater than the original mass because the
volume of the popped corn is greater than that of the kernels.
D. The mass after popping will not be able to be determined accurately because of
the steam that is released from the kernels during the popping.
Student
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 or electronic scale
 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 or scale, find the mass of the closed system. (Flask, vinegar, balloon, and
baking soda) Record the mass in the data table.
7. With the balloon still attached to the flask, firmly hold where the balloon is attached to the flask and lift the
balloon so that the baking soda falls into the flask and combines with the vinegar. Swirl gently.
8. Record/draw all observations.
Student
Observations: (diagram your observations)
Before
Mass of System
Start (g)
Mass of System
End (g)
After
Mass of System
Gas Released (g)
Student
Procedure - Part 2:
1. Using your balance or scale, find the mass of the closed system once the chemical reaction has completed. Be
sure to keep balloon attached.
2. Record the info into the data table below.
3. Carefully remove the balloon and let all the gases escape.
4. Place the deflated balloon back onto the Erlenmeyer flask.
5. Find the mass again using your balance or scale.
6. Record your info into the data table above.
Explain:
Look at the chemical equation below:
*NaHCO3 + CH3COOH → NaOOCCH3 + H20 + CO2
Baking + Vinegar →
Soda
Sodium + Water + Carbon
Acetate
Dioxide
Discussion Questions
1. Name the reactants:_______________________________________________________
2. Name the products:_______________________________________________________
3. Name the gas produced:___________________________________________________
4. Compare the mass of the closed system before and after the reaction. Explain your results.
5. Were any new elements introduced into the closed system? Where did the gas come from? Explain.
6. What evidence did you observe to indicate that a chemical reaction took place?
7. After the gas was released, what happened to the mass of the system and why?
8. Did your results support this statement? Why/Why Not?
Student
Conclusion
Problem Statement: (From the beginning of the lab)
Claim:
Make a CLAIM based on what you observed in the experiment you performed today that answers your
problem statement.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
Student
1. A student adds water and sugar to a jar and seals the jar so that nothing can get in or out. The student then
finds the mass of the jar containing the water and sugar. After some sugar dissolves, the student finds the
mass of the jar and its contents again.
What will happen to the mass of the jar containing the water and sugar after some of the sugar dissolves?
A.
B.
C.
D.
The mass will stay the same.
The mass will increase.
The mass will decrease.
The mass will depend on how much sugar dissolves.
2. Joey is performing an experiment in science class. He mixes two liquids in a test tube, and gas bubbles
appear at the surface of the test tube. Which of the following describes what is most likely taking place?
A.
B.
C.
D.
A physical change is causing a change in phase from liquid to gas.
A chemical change has caused the liquids to undergo combustion and gas is escaping.
A physical change is causing the solution to exhibit different properties than the original substances.
A chemical change has resulted in the production of a new substance, which is being given off as a
gas.
3. Suppose you put popcorn kernels into an airtight popcorn popper and measure the mass of the popper and
measure the mass of the popper with the kernels. After the popcorn has popped, what would you expect to
find regarding the mass of the popper and the popcorn?
A. The mass after popping will be less than the original mass because the popped corn is less dense than the
kernels.
B. The mass after popping will be equal to the original mass because the airtight container did not allow
any materials to enter or leave the popper.
C. The mass after popping will be greater than the original mass because the volume of the popped corn is
greater than that of the kernels.
D. The mass after popping will be not able to be determined accurately because of the steam that is released
from the kernels during the popping.
CIS: Strontium: Breakthrough Against Osteoporosis
by Ward Dean, MD http://www.worldhealth.net/news/strontium_breakthrough_against_osteoporo/
1
2
3
Mention strontium to most people, and they will almost always think of strontium-90, a highly dangerous, radioactive
component of nuclear fallout produced during atmospheric testing of nuclear weapons in the 1950s. As a result of aboveground nuclear testing, radioactive strontium spread throughout the environment and contaminated dairy products and
other foods, and subsequently accumulated in the bones of both children and adults.
The media made us well aware that strontium-90 could cause our bones to become radioactive, causing cancer or some
other horrible disease as a result. So, in the minds of many, strontium is a poison to be avoided, just like other toxic
metals such as lead, mercury, cadmium and aluminum.
However, stable strontium - meaning nonradioactive - is nontoxic, even when administered in large doses for prolonged
periods. It also appears to be one of the most effective substances yet found for the prevention and treatment of
osteoporosis and other bone-related conditions. Furthermore, repeatedly administering stable strontium can even
gradually eliminate radioactive strontium from the body. The stable form slowly replaces the radioactive form in bone, and
radioactive strontium is excreted in the urine.
4
Strontium is element number 38 of the periodic table of elements. It was discovered in 1808 and was named after
Strontium, a town in Scotland. Strontium is one of the most abundant elements on earth, comprising about 0.04 percent
of the earth's crust. At a concentration of 400 parts per million, there is more strontium in the earth's crust than carbon.
Strontium is also the most abundant trace element in seawater, at a concentration of 8.1 parts per million. The human
body contains about 320 mg of strontium, nearly all of which is in bone and connective tissue.
5
Strontium is in row IIa of the periodic table, just below calcium. Like calcium, strontium has two positive charges in its ionic
form. Because of its chemical similarity to calcium, strontium can replace calcium to some extent in various biochemical
processes in the body, including replacing a small proportion of the calcium in calcified tissues such as bones and teeth.
Strontium in these tissues provides additional strength to these tissues. Strontium also appears to draw extra calcium into
bones. When rats or guinea pigs are fed increased amounts of strontium, their bones and teeth became thicker and
stronger.
6
Strontium has been safely used as a medicinal substance for more than a hundred years. It was first listed in the British
journal Pharma-copoiea in 1884. Subsequently, strontium was used therapeutically in the United States and Europe. For
decades in the first half of the twentieth century, strontium salts were administered in dosages of 200 to 400 mg/day
without toxic effects.
Strontium and Osteoporosis
7
8
Strontium tends to accumulate in bone - especially where active remodeling is taking place. In 1959, researchers at the
Mayo Clinic investigated the effect of strontium in 32 individuals suffering from osteoporosis. Each patient received 1.7
grams of strontium per day as strontium lactate. Eighty-four percent of the patients reported marked relief of bone pain,
and the remaining 16 percent experienced moderate improvement. No significant side effects were seen, even with
prolonged (up to three years) administration of strontium. X-rays taken at the beginning and end of the study showed
“probable” increased bone mass in 78 percent of the cases. This is not surprising, considering the symptomatic
improvement reported by the patients. Unfortunately, measurement of bone mass in 1959 was pretty crude, leading the
researchers to qualify their interpretation of the X-rays. Sophisticated tests such as CT scanning as used today were not
available at the time this study was conducted.
Nevertheless, because of the “strontium scare” of the 1950s, little follow-up was conducted until nearly 30 years later. In
1986, scientists administered 0.27 percent strontium to mice in their drinking water. This resulted in an increased rate of
bone formation and decreased rate of bone resorption. In another study, rats given extra strontium showed increased
bone formation and greater bone density than rats fed a control diet. These reports suggested that the amount of
CIS: Strontium: Breakthrough Against Osteoporosis
strontium we ingest may reduce our risk of developing osteoporosis, and that strontium may play a role in the prevention
of osteoporosis.
9
10
In 1985, Dr. Stanley C. Skoryna of McGill University in Montreal conducted a small-scale study that pointed to a potential
role for strontium in the treatment of humans. Three men and three women with osteoporosis were each given 600 to 700
mg/day of strontium in the form of strontium carbonate. Bone biopsies were taken in each patient from the hip bone,
before and after six months of treatment with strontium. Biopsy samples showed a 172 percent increase in the rate of
bone formation after strontium therapy, with no change in bone resorption. The patients receiving strontium remarked that
the pains in their bones had diminished and their ability to move around had improved.
Recently, interest in strontium has been rekindled by a number of studies using the strontium salt of ranelic acid
(strontium ranelate). A large multi-center trial known as the strontium ranelate (SR) for treatment of osteoporosis
(STRATOS) trial was designed to investigate the efficacy and safety of different doses of strontium in the treatment of
postmenopausal osteoporosis.
11
Another study included 353 osteoporotic women with at least one previous vertebral fracture and low bone density.
Patients received placebo or strontium in doses of 170, 340 or 680 mg/day for two years. The scientists evaluated
vertebral and hip bone mineral density (BMD) using dual-energy X-ray absorptiometry (DXA). Vertebral BMD increased
in a dose-dependent manner.
12
Also, there was a significant reduction in the number of patients with new vertebral fractures in the second year of the
group receiving the 680 mg/day dose. In the 680 mg/day group, there was also a significant positive change in markers
of bone metabolism. The authors concluded that the 680 mg/day dose offered the best combination of efficacy and
safety, and stated without equivocation that strontium ranelate therapy increased vertebral BMD and reduced the
incidence of vertebral fractures.
13
A much larger trial by the same research team included 1,649 osteoporotic postmenopausal women. These subjects
received 2 g/day of strontium ranelate (providing 680 mg strontium) or placebo for three years. Calcium and vitamin D
supplements were also given to both groups before and during the study. In addition to suffering fewer fractures,
patients in the strontium group noted a risk reduction of 49 percent in the first year of treatment and 41 percent during
the three-year study period. Patients in the strontium group increased lumbar bone mineral density by an average of
14.4 percent and femoral neck BMD an average of 8.3 percent. The authors concluded that “treatment of postmenopausal
osteoporosis with strontium ranelate leads to early and sustained reductions in the risk of vertebral fractures.”
Strontium and Cavities
14
Strontium also has been shown to reduce the incidence of cavities. In a 10-year study, the United States Navy Dental
Service examined the teeth of about 270,000 naval recruits. Of those, only 360 were found to be completely free of
cavities. Curiously, 10 percent of those 360 individuals came from a small area around Rossburg, Ohio, where the
water contains unusually high concentrations of strontium. Epidemiologic studies have shown that strontium
concentrations of 6 to 10 mg/liter in the water supply are associated with a reduced incidence of cavities. Administering
these levels of strontium also reduced the incidence of cavities in animal studies.
CIS: Strontium: Breakthrough Against Osteoporosis
Conclusion
15
16
Strontium in doses up to 1.7 g/day appears to offer a safe, effective and inexpensive approach to preventing and
reversing osteoporosis and may be of benefit in patients with osteoarthritis as well as possibly helping to prevent dental
cavities. Doses of 680 mg/day appear to be the optimum dose, although lower doses are clinically effective.
Dr. J.Y. Reginster (2002), one of the principal strontium researchers, cautions that co-administration of strontium with
calcium appears to impair strontium absorption, “so I recommend that strontium be taken on an empty stomach, and
that it especially not be taken with other multi-minerals that usually include calcium.” Although the more recent studies
used strontium ranelate, earlier studies used other salts of strontium, including strontium carbonate, strontium lactate,
and strontium gluconate. It appears that the active ingredient is strontium, and whatever salt of strontium used is less
important than the amount of strontium consumed.
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a studentcentered learning environment in which students investigate and engineer solutions to real-world problems,
and construct evidence-based explanations of real-world phenomena within their science content. Students
are also provided the opportunity to re-design models they have developed, based on peer feedback and
reviews. Through these engineering practices within the content, students can gain a deeper understanding
of science and are exposed to how STEM relates to their education and future career goals.
Air Bag Challenge
Engagement or
Introduction:
Introduce the challenge and show video of the basic hull designs.
https://www.youtube.com/watch?v=Us-k6KwBNKI
Standard
Alignment:
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.
SC.8.N.2.2: Discuss what characterizes science and its methods.
Teacher Set-Up
SC.8.N.4.1: Explain that science is one of the processes that can be used to inform
decision making at the community, state, national, and international levels.
Suggested Student
Timeframe:
Cross-Curricular
Standards:
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
SC.8.P.9.1: Explore the Law of Conservation of Mass by demonstrating and
concluding that mass is conserved when substances undergo physical and chemical
changes.
2.5 Block periods/5 regular periods
LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements or performing technical tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including
a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen
Teacher
details; use appropriate eye contact, adequate volume, and clear pronunciation.
Step 5
Define
Problem/Scenario:
Your company wants to be hired to design a cost-effective airbag from nonflammable
chemicals that will inflate quickly and prevent injury.
Expected Task:
Build a prototype of an airbag that will prevent an egg from breaking simulating a car
crash.
Research and
Citations:
Written information by the students about the need or problem being solved with
citations noted.
Vocabulary:
mass, volume, physical change, chemical change, law of conservation of mass,
design, solution, test
Criteria:



Costs: 10 mL of vinegar= $500
1 grams of baking soda= $100
Each group should consist of 3-4 students
Constraints:



Air bag doesn’t explode
Protects passenger (egg) from a minimum of 50 cm.
Maximum amount of vinegar 50 mL and 5 grams of baking soda
Materials:










Vinegar
Baking soda
Meter stick/measuring tape
Electronic scale/triple beam balance
Plastic sandwich bags
Hard boiled eggs
Clear plastic cups
Graduated cylinders
Masking tape
Optional: shoebox or plastic container to hold air bag in place.
Building of the
Product
(Prototype, model
or Artifact):
Brainstorm ways in which to create a chemical reaction that will sustain the impact of
an egg being dropped from 50 cm. Think of ways to hold your air bag in the container
to avoid the egg from bouncing out.
Construct a
Prototype
Identify the Need or
Problem
Research the Need
or Problem
Develop Possible Solution(s)
Select the
Best Possible
Solution(s)/
Step 4
Step 3
Step 2
Step 1
MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities. Describe patterns such
as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
Test and Evaluate the
Solution(s)
Step 6
Teacher
Testing of the
Product
(Prototype, model
or Artifact):
Test the air bag by dropping the egg from 50cm height for first trial. Repeat each drop
by increasing the height by 5cm. Record the maximum height of the egg before it
cracks and/or explodes the air bag. Record the height on the class chart.
Peer-Review
Questions:

Did you the budget of materials play a role in your design? How?

How did you choose which ratios of vinegar and baking soda to try?

What research did you use to design your air bag?

What other designs did your team consider?

What would you change to improve in the design of your air bag?
Each team will create a presentation (poster, PowerPoint, etc.) of their company’s
airbag and the reason their airbag had the most efficient design.
Communicate the
Solution(s)
Redesign
Step 8
Step 7
Project Summary:
Presentation of
Final Solution:
Students will present their team’s air bag design and budget to the class. They will test
to see the maximum height their air bag can maintain the egg passenger safe. A class
data chart will be constructed where the ratio of vinegar and baking soda is recorded
with respect to the maximum height the egg was “safe” per team.
Re-designing of
the Prototype
Students will adjust or re-design their boat and re-test based on peer reviews, teacher
input, and analysis of proposed solution.
Teacher Notes:


Boiled eggs work best in order to avoid messes. Groups should be given at least
three eggs to test their prototype.
Quart size bags may be used instead of sandwich size taking into consideration
the ratio of vinegar and baking soda will need to increase.
Identify the
Need or
Problem
Your company wants to be hired to design a cost-effective airbag from
nonflammable chemicals that will inflate quickly and prevent injury.
Expected Task:
Build a prototype of an airbag that will prevent an egg from breaking
simulating a car crash.
Research the
Need or
Problem
Research and
Citations:
Develop Possible Solution(s)
Vocabulary:
mass, volume, physical change, chemical change, law of conservation of
mass, design, solution, test
Criteria:



Costs: 10 mL of vinegar= $500
1 grams of baking soda= $100
Each group should consist of 3-4 students
Constraints:














Air bag doesn’t explode
Protects passenger (egg) from a minimum of 50 cm.
Maximum amount of vinegar 50 mL and 5 grams of baking soda
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Communicate the
Solution(s)
Project Summary:
Step 7
Vinegar
Baking soda
Meter stick/measuring tape
Electronic scale/triple beam balance
Plastic sandwich bags
Hard boiled eggs
Clear plastic cups
Graduated cylinders
Masking tape
Optional: shoebox or plastic container to hold air bag in place.
Construct a
Prototype
Step 5
Select the
Best
Possible
Solution
(s)/
Test and Evaluate the
Solution(s)
Step 1
Step 2
Step 3
Step 4
Step 6
Define
Problem/Scenario:
Presentation of
Final Solution:

Did you the budget of materials play a role in your design? How?

How did you choose which ratios of vinegar and baking soda to try?

What research did you use to design your air bag?

What other designs did your team consider?

What would you change to improve in the design of your air bag?
Each team will create a presentation (poster, PowerPoint, etc.) of their
company’s airbag and the reason their airbag had the most efficient
design.
Students will present their team’s air bag design and budget to the class.
They will test to see the maximum height their air bag can maintain the egg
passenger safe. A class data chart will be constructed where the ratio of
vinegar and baking soda is recorded with respect to the maximum height
the egg was “safe” per team.
Redesign
Step 8
Re-designing of
the Prototype
Adjust or re-design your boat and re-test based on peer reviews, teacher
input, and analysis of proposed solution.