Weathering Lab
Grade Level/Subject
Middle School, Applied Earth Science & and General Earth
Science classes
Unit
Geology
Enduring Understanding
SOL Objectives
Understanding how surface area can affect the rate of wreathing
and the difference between physical and chemical weathering
ES.2 The student will demonstrate an understanding of the nature of
science and scientific reasoning and logic. Key concepts include
evidence is required to evaluate hypotheses and explanations;
observation and logic are essential for reaching a conclusion; and
evidence is evaluated for scientific theories.
Title
Weathering Lab
Lesson Objective
For students to observe, record, interpret and analyze the affect
surface area has on the rate of chemical wreathing, and compare
the difference between physical and chemical wreathing.
Inquiry Level
2
Materials Required
Sugar Cubes (20)
2 Markers, different colors
2 Shaker Bottle (clear)
2 Beakers and two shallow dishes
Penny
Warm Water
4 thin rubber bands
Catch Basin or sink availability
Time: 30 minutes for lab and write up
Suitability: Middle School, Applied Earth Science & and General Earth Science classes
Objective: For students to observe, record, interpret and analyze how surface area can affect the rate
of wreathing and the difference between physical and chemical weathering
Overview: Students will set up two labs and then observe change and compare the rate of change.
They will also analyze how surface area affects the rate of weathering and describe how it apply it to
everyday situations.
Set Up: Teams of 2
Each lab set up takes about 10 minutes and 5 to minutes to record change.
Differentiation:
1. Have the solid cube premade and marked and rubber banded.
2. Preform it as a class lab with help and students timing.
3. Fill out lab chart on smart board
4. Use spray bottles rather than beakers to pour from
Name:___________________ Partner ____________________ Date:___________
Weathering Lab
Objective: Students will investigate the processes of mechanical and chemical weathering.
Materials needed:
Sugar Cubes (20)
2 Shaker Bottle
Penny
Catch Basin or sink availability
2 Markers, different colors
2 Beakers and two shallow dishes
Warm Water
Part A: The Abrasion of Sugar Cubes
Predict: Two sugar cubes will be placed in the shaker bottles and shook vigorously.
What do you think will happen to the sugar cubes after shaking?


Put two sugar cubes in to each of the shaker bottles. Into one add the penny.
You and your partner each shake a bottle, record results every 20 shakes.
DATA Describe & draw the condition of cubes
Shakes
Bottle sugar cubes only
Bottle with sugar cubes and penny
20
40
60
80
100
1. What change did you notice in the sugar cubes?
2. Were these changes due to chemical or physical weathering? ____________________
3. Did the sugar change into something other than sugar? _________________________
4. How did the penny effect the change the cubes appearance?
5. Describe where this occurs in nature and what the penny might represent in nature.
Procedure B: The effect of surface area on Weathering
Step One
Lab Partner A
Place 8 sugar cubes on a shallow dish. Stack to make a 2 x 2 x 2 cube of the cubes
Carefully put a dot on each side of the sugar cubes that are exposed.
One dot on each cube side that is facing out, include the bottom also.
Carefully put the thin rubber bands around the cube to hold its shape.
Lab Partner B
Place 8 sugar cubes on a shallow dish. Leave the cubes spread out not stacked at all.
Carefully put a dot on every side of the sugar cubes that
are exposed. One dot on each cube side, don’t forget the
bottoms of each cube also. Count the dots on each set.
Step Two
Place the shallow dishes over the catch basin. Mark the beginning time and start to
carefully, slowly, at the same rate, pour warm water over the two sets of cubes. Let the
water overflow the dish and drain into the basin. (Pour slowly to allow the sugar to dissolve,
not wash away). Pay attention to the time it takes for your set of cubes to dissolve.
Partner A (Solid cube)
Partner B (Separated cubes)
Number of
cube sides
Time it took
to dissolve
6. Which structure of sugar dissolved more quickly?
solid or separated
Why?
7. Was the dissolving of the sugar a changes due to chemical or physical weathering?
8. Describe where this occurs in nature.
9. What is the difference between physical and chemical weathering?
10. What is one factor demonstrated here that affect the rates of weathering?
11. Give two examples of physical weathering.
12. Give two examples of chemical weathering.