Record Keeping and Replication (GAK) Lab (Teacher Copy)
Florida Sunshine State Standards Benchmark: SC.H.1.3.4 AA
The student knows that accurate record keeping, openness, and replication are
essential to maintaining an investigator’s credibility with other scientists and
society.
Objective: SC.H.1.3.4
I can replicate a substance called GAK when I have an accurate record with
detailed procedures outlining how to create it, and I can share with others so
that they can duplicate the process.
Background Knowledge:
Science begins with direct observations of the world around us. When
conducting research, scientists must use the standard tools to measure and
record data. Data should be recorded using the metric system. Doing so allows
scientists from different countries or different fields of science to share and
compare data. Tools must be used correctly and precisely. For example, read
the bottom of the meniscus when using a graduated cylinder, calibrate a triple
beam balance when measuring mass, and when reading these tools, place them
on a flat surface and read at eye level.
Scientists must keep accurate and detailed records of their observations and
procedures. All observations, procedures, and data must be made available for
other scientists to review. This practice allows other scientists to replicate an
investigation and confirm or deny the results of any experiment. Other scientists
should be able to repeat an investigation in the same way that the original
investigation was conducted. Experiments that explore theories and laws in
science must be replicated by other scientists several times before the results
can be accepted. Scientists remain credible with other scientists and society
when their investigations can be duplicated.
When scientists repeat an investigation and obtain different results, they should
thoroughly examine the reasons for the differences in the results. Scientists must
determine whether the procedures of the experiment are flawed. They also
must determine if they made an incorrect measurement or procedural error. If
an error has not occurred, scientists must determine if the differences in the data
are great enough to suggest another explanation for the results (Holt Science &
Technology, Blue).
In this lab, the students will be creating GAK with no specific instructions other
than watching a quick demonstration by the teacher. The students will be
challenged to create the same consistency of GAK that the teacher has created.
Once the products are made and the students observe the results, the teacher
will discuss how important accurate records are in replicating a product.
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Although the lab is focusing on accurate record keeping and replication, share
with the students that GAK is a mixture of Elmer’s Glue with Borax and water
which produces a putty-like material called a polymer. A polymer is a long
molecule made of many repeating parts. For more information about polymers,
view the BrainPOP entitled Plastics.
Problem Statement: How can I replicate an accurate form of GAK without a
written record of the procedure?
Hypothesis:
If (independent variable),
then (dependent variable)
Engagement:
Introduce GAK to the class. Pass it around and let them explore the texture of it.
You can tell them that they have been hired as scientists by the GAK Foundation
to replicate the product. Have the students make predictions on what GAK could
be used for. Once the students have examined the GAK, demonstrate how to
make it. Do not give them specific measurement instructions. Have them make
observations of what you are doing. Tell them that they will be expected to
create the same product with a similar texture.
Procedure for GAK:
1. This recipe is based on using a brand new 8 FL OZ bottle of Elmer’s Glue
(225 mL). Empty the entire bottle of glue into a mixing bowl.
2. Fill the empty bottle with warm water and shake.
3. Pour the glue-water mixture into the mixing bowl and use the spoon to
mix well.
4. Add a drop or two of food coloring. (optional)
5. Measure 1/2 cup (125 mL) of warm water into the plastic cup and add a
teaspoon (5 mL) of Borax powder to the water.
6. Stir the solution – do not worry if all of the powder dissolves. This Borax
solution is the secret linking agent that causes the mixture to turn into a
putty-like material called a polymer.
7. While stirring the glue in the mixing bowl, slowly add a little of the Borax
solution.
8. It is time to abandoned the spoon and use your hands to do the serious
mixing.
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9. Keep adding the Borax solution to the glue mixture (don’t stop mixing)
until you get a perfect batch of GAK. As the teacher you will determine
the perfect batch.
Materials:
Each group will need:
 Elmer’s Glue (8 FL OZ or 225 mL
bottle of Elmer’s Glue-All)
 Borax (a powered soap found in
the grocery store)
 Large mixing bowl
 Spoon





Beaker
Plastic cup of warm water
Food coloring (optional)
Paper towel
Measuring spoon
Explore:
Procedure:
1. Place students into lab groups of two or three.
2. Send them to their lab stations where they will find all the materials they
need to create the GAK. (You can have the Borax solution already created
or you can choose for the students to make it. It will depend on if you
created the Borax solution in front of them for the Engage section.)
3. Give the students 10 minutes to make their version of the GAK.
4. Have the students clean up and write their responses to the “Results and
Conclusion” section of the lab.
5. TEACHER TIP: Some students may not be able to reproduce the proper
consistency of GAK. That is the point of this lab. Replication is difficult
and sometimes impossible without precise measurements and detailed
procedures. After you complete the “Explain” section of the lab, you may
choose to give each group or one volunteer a second set of materials with
precise measurements and detailed procedures. Challenge the groups or
volunteer to make another batch of GAK. Have students discuss as a
group how the new procedures made the process easier.
Explain:
The focus for this lab is for the students to understand that you need to have
accurate record keeping, openness among scientists and the ability to replicate
an experiment. Have the students compare the GAK from each group. Discuss
why there are differences between the different groups’ GAK. Have the students
explain what they think would happen in the world if scientist did not keep
accurate records or were not open with their investigations.
Elaborate:
The students can name their product and write a commercial for it. They would
be required to discuss the importance of accurate record keeping, being open
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with other scientists and the importance of replication during their
advertisement.
Evaluate:
The teacher may use the student’s data sheet, questions, and conclusion as an
evaluation.
FCAT Style Question
A microbiologist working at a pharmaceutical company is conducting a research
project on a new medicine used to treat the common cold. Why is it important
for the scientist to keep accurate notes about the research?
A.
B.
C.
D.
Accurate notes
Accurate notes
Accurate notes
subjects.
Accurate notes
methods.
are required to get the predicted results of the test.
will help other scientists replicate and validate the results.
are necessary for experiments conducted on human
will help to ensure that no one uses the same experimental
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Scientist: ____________________________ Date: ____________ Period: _____
Record Keeping and Replication (GAK) Lab (Student Copy)
Objective: SC.H.1.3.4 AA
I can replicate a substance called GAK when I have an accurate record with
detailed procedures outlining how to create it, and I can share with others so
that they can duplicate the process.
Background Knowledge:
Science begins with direct observations of the world around us. When
conducting research, scientists must use the standard tools to measure and
record data. Data should be recorded using the metric system. Doing so allows
scientists from different countries or different fields of science to share and
compare data. Tools must be used correctly and precisely. For example, read
the bottom of the meniscus when using a graduated cylinder, calibrate a triple
beam balance when measuring mass, and when reading these tools, place them
on a flat surface and read at eye level.
Scientists must keep accurate and detailed records of their observations and
procedures. All observations, procedures, and data must be made available for
other scientists to review. This practice allows other scientists to replicate an
investigation and confirm or deny the results of any experiment. Other scientists
should be able to repeat an investigation in the same way that the original
investigation was conducted. Experiments that explore theories and laws in
science must be replicated by other scientists several times before the results
can be accepted. Scientists remain credible with other scientists and society
when their investigations can be duplicated.
When scientists repeat an investigation and obtain different results, they should
thoroughly examine the reasons for the differences in the results. Scientists must
determine whether the procedures of the experiment are flawed. They also
must determine if they made an incorrect measurement or procedural error. If
an error has not occurred, scientists must determine if the differences in the data
are great enough to suggest another explanation for the results (Holt Science &
Technology, Blue).
5
Problem Statement: How can I replicate an accurate form of GAK without a
written record of the procedure?
Hypothesis:
If (independent variable),
then (dependent variable)
Materials:
Each group will need:
 Elmer’s Glue (8 FL OZ or 225 mL
bottle of Elmer’s Glue-All)
 Borax (a powered soap found in
the grocery store)
 Large mixing bowl
 Spoon
 Beaker




Plastic cup of warm water
Food coloring (optional)
Paper towel
Measuring spoon
Procedure:
1. Using the materials at your lab station, try to create the same form of GAK
that your teacher demonstrated for you.
2. Record the measurements that you used to make your GAK.
3. Answer the Results and Conclusions section of your lab sheet.
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Results and Conclusion:
1. Record the measurements that you used to create your GAK.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Observe your GAK. Describe the texture of the GAK.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Compare and contrast your GAK to the GAK your teacher made.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
4. Describe the steps that it would take for the class to be able to replicate an
exact form of GAK.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Short Response
Desiree is repeating an experiment performed by a scientist in another country.
She bought the same tools and is using fresh samples as the procedure indicates.
Desiree also has a videotape from the other scientist of the complete
experimentation that was done. Explain why Desiree’s results would be more
scientifically valid if she were to videotape her own experiment?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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