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A CONSTRUCTIVIST APPROACH TO
TEACHING A 7th GRADE MATTER UNIT

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6/01 c:/CIRC/DareDuo.p65-p.15

A CONSTRUCTIVIST APPROACH To
TEACHING A 7TH GRADE MATTER UNIT

By

Philip A. Ewing

A THESIS

Submitted to
Michigan Sate University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE
Division of Science and Mathematics Education

2002

ABSTRACT

A CONSTRUCTIVIST APPROACH To
TEACHING A 7TH GRADE MATTER UNIT

By
Philip A. Ewing

This research project studied the effectiveness of a 7th grade matter unit.
The activities and materials in the unit incorporated a constructivist approach —
students had many hands-on activities and constructed meaning from these
experiences. The objectives of the unit were: 1. Describing and classifying
matter and 2. Describing physical and chemical changes. The effectiveness of
the unit was evaluated using imbedded assessments and a pre/post test.

Overall the unit was effective. There were many lessons learned which
are discussed. These lessons are the basis for further revising the unit. The

constructivist approach was successful.

To my wife for her love and patience, and to Jesus who has begun a good
work in me.

TABLE OF CONTENTS

LIST OF TABLES .................................................................................... vi
LIST OF FIGURES .................................................................................. vii
INTRODUCTION ...................................................................................... 1
Scientific background and common misconceptions ......................... 7
IMPLEMENTATION ............................................................................... 11
EVALUATION ........................................................................................ 29
DISCUSSION ......................................................................................... 52
APPENDIX A: LABS AND ACTIVITIES ................................................. 58
A-1 Description contest ................................................................... 59
A-2 Density measurement lab ......................................................... 64
A-3 Density column lab ................................................................... 71
A-4 Film can inference lab .............................................................. 79
A-5 Creating model atoms .............................................................. 82
A-6 Atoms and molecules model .................................................... 85
A-7 Separating solids activity .......................................................... 89
A—8 Melting ice lab .......................................................................... 92
A-9 Chemical reaction model .......................................................... 96
APPENDIX B: DISCUSSION GUIDES ................................................... 98
8-1 Describing distance .................................................................. 99
8-2 Describing volume ................................................................ 101
8-3 Describing mass and weight .................................................. 103
B-4 Mass/volume take home investigation ................................... 105
3-5 Matter concept map ............................................................... 106
3-6 Dry ice day ............................................................................. 108
8-? Phase change quiz and discussion questions ........................ 110
8-8 Dehydration of sugar demonstration ...................................... 112
APPENDIX C: ASSESSMENT TOOLS ................................................ 114
C-1 Correlation of standards and benchmarks with activities ....... 115
C-2 Pre/post test ........................................................................... 118
C-3 Correlation of pre/post test to standards and benchmarks ..... 120
C-4 Prelpost test analysis spreadsheet ........................................ 123
C-5 Student opinion survey .......................................................... 127

APPENDIX D: PHOTOGRAPHS AND STUDENT WORK ................... 128

0-1 Density column lab ................................................................. 129
0-2 Student work on candle observation activity .......................... 131
0-3 Various student activities ....................................................... 133
BIBLIOGRAPHY .................................................................................. 135

LIST OF TABLES

Table 1: Matter Unit Overview .......................................................................... 12
Table 2: Pre/post test question #2 ................................................................... 30
Table 3: Pre/post test question #3 ................................................................... 31
Table 4: Pre test question-by-question analysis ............................................. 123
Table 5: Post test question-by-question analysis ........................................... 125

vi

Figure 1:
Figure 2:
Figure 3:
Figure 4:
Figure 5:
Figure 6:
Figure 7:
Figure 8:
Figure 9:
Figure 10:
Figure 11:
Figure 12:
Figure 13:
Figure 14:
Figure 15:
Figure 16:
Figure 17:
Figure 18:
Figure 19:
Figure 20:

Figure 21:

LIST OF FIGURES

Description contest objects .............................................................. 14
Students with hydrogen model ......................................................... 19
Dehydration of sugar ....................................................................... 27
Pre/post test comparison of individual questions ............................. 29
Student work on post test question #4 ............................................. 32
Description contest comparison ....................................................... 37
Student work on description contest ................................................ 38
Student work on density column lab ................................................ 42
Student work on film can inference lab ............................................ 44
Student work on atoms and molecules model ................................. 45
Student work on melting ice lab ....................................................... 48
Student work on candle observation activity .................................... 50
Survey results of unit preference ..................................................... 51
Students comparing liquid density ................................................. 129
Students observing density column ............................................... 129
Students comparing densities of aluminum foil wads .................... 130
Student work on candle observation activity .................................. 131
Student work on candle observation activity .................................. 132
Film can inference lab .................................................................... 133
Separating solids activity ............................................................... 133
C02 fire extinguisher ...................................................................... 134

vii

Figure 22: Fire department demonstration ...................................................... 134

viii

Introduction

Why does a massive metal object, a ship for instance, not sink in water
when a paper clip does? What is the difference between weight and mass?
Does water disappear when it evaporates? What causes combustion or
explosions? What causes the “sweat” on the outside of a cold drink in the
summer? My seventh grade students were having trouble providing clear,
scientific explanation to these and other related questions. Yet these are
reasonable questions that a curious mind might ask. The answers to these
questions are required knowledge in the Michigan science content standards and
benchmarks. The primary reason I chose this unit for development and analysis
was to help my students better understand the difficult concepts of matter and
energy and changes in matter. Another reason is that the students had been
disruptive and disinterested the previous year - evidently not enjoying science. I
enjoy science and understanding the world around me, but my students
considered it boring. I wanted my students to enjoy studying about even these
abstract concepts and realize that science is an interesting field, perhaps even a
career field. In summary, the students were not “getting it” and not having fun, so
I decided to improve the unit on matter.

The development of this unit was a shift in emphasis in my teaching style.
The previous year had been my first year teaching seventh grade science after
three years at the high school level. I was new to the material and age level;
hence my teaching relied heavily on a textbook. I did a lot of lecturing and

student activities were likely to be filling in worksheets. There was limited hands-

on science — the experiments that we did were not well connected to the content
objectives. In addition, the labs were more for confirmation than exploration of a
topic. We would discuss the expected results and then perform a lab to allow
students to confirm the class discussion. The math that we used before this new
unit was more the “plug and chug” style: just divide the two numbers and get the
result. I did not dwell on why the formula gave us a useful number or where the
dimensional units came from.

To solve this problem I completely redesigned the matter unit. My
hypothesis was that using a constructivist approach would make an effective unit,
that is one in which students would understand the key concepts with greater
interest. Hence I designed the new unit around this theory, which describes the
central role that Ieamers’ ever-transforming mental schemes play in their
cognitive growth (Brooks and Brooks, 1999). Philosopher D.C. Phillips (1995)
identified three distinct roles in the constructivist classroom. The first role is the
active Ieamer: knowledge and understanding are actively acquired. Students are
not passive receptors of knowledge. Instead they construct knowledge by
observing, handling, hypothesizing, and investigating. This is the hands-on
component of a constructivist Classroom. The next role is that of social Ieamer:
knowledge and understanding are socially constructed. Rarely do we construct
meaning individually. More often we co-construct meaning. This is the social
component of a constructivist classroom. This would require activities in which
students worked in pairs, groups of four, and larger groups, including the entire

class. This would also require arranging the chairs in groups, instead of rows

and columns as I had in the past. Students need to discuss newly constructed
meanings in a social environment. The third role is that of creative Ieamer:
knowledge and understanding are created or recreated. This is the discovery
component of a constructivist classroom. Lowery calls this rehearsal: something
new that the brain can assimilate into its prior constructions, thus enriching and
extending those constructions (1998). Experience alone is not enough. Levy
reports that we do not learn from experience; we Ieam from reflecting on
experience (1999). Students need the opportunity to reflect and construct
meaning, and sometimes to rediscover what could easily have been told. It’s
often been said, “You don’t need to rediscover the wheel.” But when you do, you
gain a much richer appreciation for the benefits and uniqueness of the wheel.

The benefits of using a constructivist approach have been widely
documented. The US. Department of Education and the National Science
Foundation (1992) endorsed curricula that promote active learning, inquiry,
problem solving, cooperative learning, and other instructional constructivist
methods that motivate students. Rutherford and Ahlgren report that students
need to have many and varied opportunities for collecting, sorting and cataloging;
observing, note taking and sketching; interviewing, polling, and surveying (1990).
Project 2061, a comprehensive effort of the American Association for the
Advancement of Science (AAAS) to reshape science, mathematics, and
technology education in America, advocates a balanced constructivist approach.
At the middle school level, students need to become more systematic and

sophisticated in conducting investigations. Further, student investigations ought

to constitute a significant part - but only a part - of the total science experience
(1993)

Another strength of the constructivist approach is its use of multiple
learning styles. In the old unit (described above), students learned primarily
through reading and hearing. This engaged visual and auditory learners. But
effective teaching usually combines several approaches so the child uses more
than one sense at a time while learning (Setley, 1995). Constructivism, with its
activity-based learning emphasis, appeals to tactile/kinesthetic learners while still
serving the auditory and visual learners. Tactile/kinesthetic Ieamers are students
who learn best through actively exploring the physical world around them and
may be distracted by their need for activity and exploration (Bogod, 2002).
Sandra Rief, whose work includes ADD/ADHD students, has found that students
retain 10-20% of what they read or hear. However when information takes other
paths (seeing, saying, and doing) into the brain, retention improves. She reports
a 90% retention rate for information that students say and do. A constructivist
unit should be effective because it appeals to multiple learning styles.

Another component of the constructivist model is the use of inquiry.
Inquiry is tickling a student’s curiosity and then providing an opportunity for the
student to scratch the tickle. Since students construct their own meaning, then
certainly Ieamers control their own learning (Brooks & Brooks, 1999). Students
must be willing to be active Ieamers. How then do we motivate the student into
the role of active learner? Discrepant events tickle the curiosity. Liem describes

the discrepant event as surprising, counter-intuitive, unexpected, paradoxical,

mind capturing, and intuition-offending (1987). Piaget says the state of perplexity
and doubt is a necessary first step in Ieaming (1974). To Ieam, a person’s
existing conceptions of the world must be unreliable, unviable. When this
happens we create new meaning based on our experiences and the help of
those around us (Lorsbach and Tobin, 1997). Festinger explains that the
discrepant event produces a mental dissonance, which is psychologically
uncomfortable. This motivates the person to try to reduce the dissonance and
achieve consonance (1957). This motivates the active learning and cooperative
Ieaming components of the constructivist classroom - the Ieaming that takes
place is scratching the tickle. Haury comments that inquiry-oriented teaching
engages students in investigations to satisfy curiosities. Curiosities are satisfied
when individuals have constructed mental frameworks that adequately explain
their experiences (1993). Inquiry-based programs at the middle school grades
have been found to generally enhance student performance, particularly as it
relates to laboratory skills and skills of graphing and interpreting data (Mattheis
and Nakayama, 1988).

A final benefit of constructivism theory is the natural connections that are
produced. As students construct meaning they make connections to other
disciplines and past experiences. One broad connection is between science and
math. Integrating these disciplines makes the instruction in both more effective.
Indeed, Project 2061 of the American Association of the Advancement of
Science (AAAS) recommends that core studies should include connections

among science, mathematics, and technology (1993 pXIl). Using a constructivist

approach would also include making connections with past experiences such as
why basketballs are flat on a cold day and why hot air balloons rise. These
connections improve student recall and understanding. Levy states that
experience forms the vessel for the concept to fill. Connecting concept to
experience is at the heart of understanding (1999). Basing this unit on
constructivist theory should produce an effective unit.

I used numerous resources to put together this unit. The most useful
reference was Invitations to Science Inguigy by Tik L. Liem. The book contains
several hundred demonstrations. The procedures are written in such a way to
arouse curiosity, hence the title. He also lists several thought-provoking
questions for each demonstration. The book was published and revised in the
1980’s. Thus some of the chemical usage and precautions are not current. For
example, his density column uses gasoline, carbon tetrachloride, and mercury.
Another useful resource was the Battle Creek Area Mathematics and Science
Center unit Matter Matters (1999). This unit is geared to the Michigan content
standards and is activity based. Despite the fact that it is a fifth grade unit, I used
or modified several activities from this book. I also used the science book,
Matter: Building Block of the Universe (Maton, 1993). It targets an older
audience, but contained some ideas for activities and demonstrations. | used
some of the activities and materials that Sheldon Knoespel uses in his Division of
Science and Math Education middle school science class at Michigan State
University (2000). I also examined a unit developed at University of California at

Berkeley called Discovering Density (Barber 1988). And certainly I used the web

to get ideas and inspiration for new angles on teaching my objectives through
questions and activities. Another resource that I used was the web site “Hands
on technology” (Candelora, 2000).

Scientific background a_nd common misconceptions. The first part of the
unit is on measurement. Mass measures the amount of matter in an object; it Is
measured in kilograms or grams. Weight is the force of gravity acting on an
object; it is measured in Newtons. Volume is the amount of space an object
takes up; it is measured in milliliters or cubic centimeters. Meters, which
measure distance, can be used to measure area (m2 or cmz) as well as volume
(m3 or cm3). Density is the measure of how much mass is contained in a given
volume; we used the units of g/mL or g/cm3. The mathematical relationship
between mass, volume, and density is: Density = MassNolume. Some common
misconceptions of middle school students: gasses do not have mass or volume;
weight and mass are the same; bigger objects are more dense; mass and
volume are the same property because they both describe an amount of matter;
and objects sink or rise because of their weight rather than their density (Battle
Creek Math and Science Center, 1999).

Atoms are the basic building blocks of matter. There are over 100 known
families of chemically similar atoms - called elements. Atoms can be divided,
but they are the smallest particle of an element that still has all the properties of
that element. Atoms are made of protons, neutrons, and electrons, but are
mostly empty space. Atoms link together (bond) to form molecules. If the

molecule has atoms that are all the same, the molecule itself is classified as an

 

element. If the molecule contains two or more different kinds of atoms, it is
classified as a compound. When different atoms or molecules are mixed without
bonding, this is classified as a mixture. Some common examples are copper
(element), water (compound), and air (mixture). Some common misconceptions:
substances that dissolve in water disappear — the substance no longer exists,
and atoms are solid objects.

Substances normally occur in one of three states: solid, liquid, or gas.
When the atoms or molecules of a substance are locked in a crystal stnrcture
and do not have enough kinetic energy to slide past each other (but are still in
motion), they are called a solid. The liquid state is when the atoms or molecules
have more kinetic energy, but still stick to one another. When the atoms or
molecules have enough kinetic energy to move independently they form a gas.
Substances can exist in any of these states depending on the temperature and
pressure. Adding heat energy to a solid causes it to melt, forming a liquid.
Adding more heat energy eventually causes the liquid to boil and form a gas.
When heat energy is removed from a gas it condenses, becoming a liquid.
Removing more energy causes the liquid to freeze into a solid. Some
substances (e.g. iodine and carbon dioxide) change directly from a solid to a gas:
this process is called sublimation. The reverse process, changing directly from a
gas to a solid, is called deposition. Some common misconceptions: the “sweat”
on the outside of a glass of cold water is water that has leaked through the glass;
the cloud that forms over a boiling tea kettle is water vapor; melting and boiling

points only apply to water; when heat is added to a boiling liquid, the temperature

continues to increase; boiling is the only process in which a liquid changes to a
gas; to lower temperature you add “cold”; particles of solids have no motion; and
there is no gaseous state of water because liquid water disappears and turns into
air.

Changes in state (phase changes) are considered physical changes
because the substance remains the same. No new substance is formed.
Physical changes also include changing the size and shape of objects, for
example ripping paper. Another type of physical change is forming mixtures, for
example dissolving sugar in water. Chemical changes are processes that
produce new substances. During chemical changes the connections (bonds)
between atoms and molecules are broken and reformed in new ways. Matter is
conserved in chemical changes, in other words atoms are neither created nor
destroyed only the bonds are created or destroyed. Common examples are
combustion and photosynthesis. Indications that a chemical change may have
occurred include change in color, evolution of a gas, producing or absorbing
heat, and producing light. Chemical changes can be described in terms of
reactants and products. The reactants always combine in set proportions and
the products are always produced in set proportions. For example, the
electrolysis of water always produces twice as much hydrogen as oxygen.
Some common misconceptions: when matter is heated/cooled it always
expands/contracts; separate molecules and atoms of a compound have the
same properties as the compound itself; and expansion of matter is due to the

expansion of particles instead of increased particle spacing.

The new unit needed to emphasize hands-on science. This would
require time to plan the activities and more time to get the materials and
equipment ready. I spent five weeks at Michigan State University evaluating
labs and activities from a variety of sources. I had to find labs that addressed the
unit’s objectives: Matter and Energy (Standard SCI.IV.1) and Changes in Matter
(SCI.IV.2) (Michigan Teacher Network, 2000). Appendix C-1 details the specific
benchmarks and correlates the labs to the benchmarks. I tested the labs to
make sure they were practical, and yet challenging for seventh graders. l refined
the procedures and readied necessary materials. Finally I prepared the lab
sheets and discussion guides that the students would use.

The class that formed the basis for this study was a seventh grade class in
Holt, Ml. Holt is a middle-class suburb of Lansing, MI. The class had 24
students, 10 male and 14 female. Four students received special education
assistance. Six students received free or reduced lunch. They were fairly typical
of our student population. (Holt Public Schools’ K-12 population in 2000 was
5304. Of that population, 12.9% receive free or reduced lunch. The major ethnic
groups are 89% white, 4% Hispanic, 4% black, 2% Asian, and 1% Native
American. There are no students with limited English proficiency. (Standard and
Poors, 2002) Approximately 60% of Holt graduates attend two or four year
colleges or other institutions for advanced training. All 24 students participated in
the study, indicating their willingness by their signatures and their parents”

signatures on an informed consent form.

10

ImplemeLmtion

The unit that I planned and implemented is an Introduction to concept of
matter. The unit was designed using a constructivist approach. This is why the
unit has many labs, activities, and demonstrations into the unit. Twenty-seven
out of forty-nine days in this unit were devoted primarily to student-based
activities. (Of course other days had some student activity, but it was not the
primary focus.) The emphasis was on observation, questions, and discussion.
The activities were from a variety of sources and were keyed to the content
objectives. All of the labs were based on one or more unanswered questions.
Students were required to observe carefully and construct their own conclusions.
I had to resist the urge, and sometimes the students’ pleas, to “Just tell us the
answer.” We had a textbook (Maton, 1993) available as a reference, but rarely
used it. Instead, the students developed their own notebooks of important
information including discussion guides, activity sheets, and labs. I also made a
point to explain the math we used. Some of the math was very challenging for
seventh graders. My students worked independently only during the pretest and
post test, two quizzes, and the description contest (although they discussed the
results with their partner after the contest). During all other activities the students
worked with partners or in larger groups. Table 1 is a general outline of the unit.
Labs, activities, and discussion guides marked with * were developed for this unit

(not used the previous year).

11

Table 1 — Matter Unit Overview

 

 

 

 

 

 

 

 

 

 

 

 

Monday Tuesday Wednesday Thursday Friday
W Admin needs Edible candle Describing Describing Describing
k Discrepant Description Distance“ Volume“ mass and
1 events" Contest“ Show consumer weight“
Introduce Pretest products Define matter
Description
Contest
W Review Density Density Density Re-measure
k Mass/volume measurement measurement measurement suspect data
2 take home lab“ preview lab share and lab graph and
investigation" and gather analyze data discuss
data
W Graph data Finish lab Description Correct lab Density column
k questions contest graphs and lab“ preview
3 Quiz questions and Part 1
W Density column Density column Density column Density column Atom/element
k lab Part 2 lab Part 2 lab Part 3 & 4 lab questions intro
4 Al foil Film can
discrepant inference lab“
events preview
W Finish film can Creating model Discuss atoms, Atoms and Introduce
k inference lab atoms activity“ molecules, molecules mixtures
5 and model“ Video 5374 10 “
compounds
W Review density Reinforce: Return and Discuss Discuss
k and atoms worksheets review work- mixtures separating
6 sheets/quiz mixtures
W Separating Matter Concept Review and Discuss phase Dry Ice day -
k solids activity“ Map“ grade concept change density and
7 map Preview melting phase
ice lab“ changes
W Melting Ice Lab Completed Video 5787 18“ Gas thermal Physical
k melting ice Phase change expansion chemical
8 Lab quiz Grade quiz changes.
Thermal Dry the shirt
expansion worksheet“
demo
W Evaporation Discussed Begin chemical Complete Dehydration of
k race evaporation reaction chemical sugar demo“
9 Begin long term and model“ reaction model Unit review
evaporation condensation
lab Fngtory“
W Candle Baking soda fire Term test Fire Dept
k observation“ extinguisher demo“
1
0

 

 

 

 

 

 

12

 

The following is a description of the major labs and activities. Student
sheets and teacher notes for the major labs and activities are included in
appendix A. Handouts and discussion guides that were prepared for this unit are
included in appendix B. The prelpost test is appendix C-2. Photographs of labs
and activities are in appendix D.

Discrepant events. The unit started with demonstrations of four discrepant
events in the first two days. The first was a Cartesian diver using a dropper for
the diver. Initially students could not explain why the dropper was sinking and
rising, and then they discovered that squeezing the container controlled the
motion. Then I asked them to observe more closely and try to explain why this
controlled the diver’s location. In the second discrepant event, I then poured
water and alcohol into separate beakers. (Both fluids were stored in a bottled
water container so most students assumed they were both water.) Then I put a
larger candle in the alcohol and a smaller candle in the water. The students
thought the larger one sank because of its size. I then put the candles into the
opposite beakers and the results were reversed. It wasn’t the size, but could
they explain why the candle sunk in one, but floated in the other? I didn’t allow
the students to be close enough to smell the alcohol. I didn’t explain what was
happening, but promised that by the end of the unit they would be able to explain
what they just observed. My third discrepant event was to extinguish a candle by
pouring C02 from a beaker of vinegar and baking soda onto the flame. The
students had a hard time explaining why the flame was extinguished when “only

air” left the beaker. The fourth discrepant event was on the second day, before

13

the description contest. I lit a banana candle (slivered almond for wick), then
blew it out and ate it. At first, most students thought I was eating wax. When
they saw me chewing they recognized their mistake and noticed that it was
actually a banana. These demonstrations encouraged careful observation rather
than a cursory glance.

Description Contest (Appendix A-1). The next few days were spent
describing distance, volume, and mass. The discussion guides are in appendix
B. To introduce and assess this topic I had a description contest on Day 2 and
repeated it on Day 13. This contest was loosely based on the Write-It Do-lt event
in the Science Olympiad. The purpose of the contest was to see how well
students could describe objects, an important science skill. I put twelve objects

(cylinders or rectangular blocks of wood) on each table. The students worked in

 

Figure 1: Description Contest Objects

14

pairs. The first student was assigned six of the twelve objects (Figure 1). These
objects were labeled with element symbols (Fe, He, Kr...). The student wrote the
symbol and then a description of the object on a form (last page of Appendix A-1)
that I provided. I removed the part of the form with the symbol and give the
description to the second student. The second student had to read the
description and determine which object (of the twelve) was being described. The
second student wrote the symbol next to the description. I collated the first
student’s symbols with the second student’s symbols to evaluate how well the
team did at encoding and decoding written descriptions.

Denésitv Measurement Lab (Appendix A-2). The first lab activity in this unit
was a density lab. We explored the concept of density by answering two
questions: 1. Is density different for different substances? 2. Does the size of
an object affect density? In preparation we discussed and practiced measuring
distance, volume, and mass. Students worked in pairs during this lab. Each pair
of students measured the mass and calculated the volume of one of four different
rectangular blocks of pinewood. Then they measured the mass and volume
(water displacement) of one of four different lengths of half inch copper pipe.
Finally they measured the mass and volume of a specified amount of water.
These measurements were recorded on a data sheet, shared with three other
teams, and placed on a single mass vs. volume graph. They also calculated the
density for each of the twelve samples, and then the average density for each
substance. Students evaluated their results numerically and graphically. They

had one day to redo measurements or calculations for data that appears

15

inconsistent. They discovered that regardless of the length, each copper pipe
had the same (nearly) density. They discovered that the density of copper is
much different than wood or water. They also discovered how graphing data
could quickly point out inconsistent data. The students had the mass and volume
of an unknown substance already plotted for them as an example. In the
analysis section they were given a table of densities and asked to identify the
unknown substance by calculating the density. Besides emphasizing the main
points of the lab, the analysis questions also asked students to think about lab
errors and why the density graphs would pass through the origin if extended. I
measured the effectiveness of the lab in two ways: 1. reviewing their (the
students) data tables and the graphs; 2. grading the analysis questions.
Density Column Lap (appendix A-3). The next lab is a qualitative
exploration of density. This lab is adapted largely from activity #6, “Exploring
Density" of the Matter Matters unit of the Battle Creek Area Mathematics and
Science Center. Students complete this lab with a partner, but discuss the
results throughout the lab with the other partner teams at their lab station. This
lab has four parts and took five days to complete. In part one the students
observe a column of six different liquids. The liquids are colored if necessary to
make sure the layers and their boundaries are obvious. They sketch the layers
and write down their observations. (Many students want to write conclusions
about what the liquids are - especially based on color. This makes a great

teaching moment for differentiating between observations and conclusions.)

16

In part two, the students investigate whether two known liquids float or
sink when placed in the same test tube. They choose three pairs of liquids,
predict which will float on the other, careful put them together, and record what
happens. Students watch this distinct boundary form three different times. This
does not give any pair of students enough information to identify the six layers
from part one. When we pooled the observations of the entire class, we could
conclude what each substance was.

In the third part students investigate solid objects floating on the different
layers. They predicted and then observed where various familiar objects would
float. This demonstrated that each object had its own unique density. Then they
took a rubber band of three different sizes and predicted where each piece would
float. If the weight determines where the object floats, then the largest piece will
float the lowest (this was a common prediction). If density determines where the
object floats, then each piece will float at the same level. Students discovered
that each piece floats at the same level. In this part I also challenged them to
think about a single substance that seemingly had different densities. They each
got a chance to make aluminum foil wads and drop them into the column. Could
they make a wad float on each boundary? Why can an object made of the same
substance float at different levels - what was the difference in the way they made
the different wads.

Part four is a series of assessment questions. Students had to use the
concept of density to explain the level at which different objects floated in a

density column. They had to recognize and refute the misconception that

17

different size pieces of the same soap will float at different levels. I evaluated
this lab using their completed drawings, class discussions of Part 2 results, and
the assessment questions in part 4.

flm Can Inference IQ (appendix A-4). On Day 20 we moved beyond
measurement and density into atomic structure. I introduced the topic using this
lab. It is modified from the Shoe Box Atoms laboratory investigation from Ma_tte_r
(Maton, 1993). The purpose is to establish that we can investigate things that we
can’t see. This allowed students to better understand how scientists have
deduced the structure of atoms. In addition the students got a chance to try
various methods to investigate unseen object(s). They were quite successful. In
this lab students worked in pairs within lab groups of eight. Each pair was given
two black film canisters and had to investigate what was inside. They were not
allowed to open the canister, but could use a magnet, electronic balance, and
manipulate the canister while listening. They had to describe the number of
object(s), the shape and Characteristics of the object(s), and even sketch what
they thought the object(s) looked like. I assessed this activity by reviewing their
observation data tables and their sketches. I also made a game out of opening
the canisters to reveal what was actually inside. Of course they were curious,
and surprised to see how accurate they were.

Creatinq Model Am (appendix A-5). Having established that we can
investigate unseen objects, we next investigated the basic structure of the atom.
I used an activity called creating atoms from the web site,

www.galaxy.net/~k12/matter, last updated March 31, 2000 and copyright D. M.

18

Candelora. In this activity students built models of the first ten atoms in the
periodic table — this kept the models simple while giving a mix of familiar (H, C,
N, O) and unfamiliar (Be, Li, B) names. I used packing peanuts (Candelora
suggested cotton balls, but packing peanuts were easily acquired and seemed
easier to color and glue.) for the nucleons and beads for the electrons on a pipe
cleaner, which represented the electron cloud. I did not cover different shells or
orbitals; for each element, the electrons all went on one pipe cleaner. The
kinesthetic Ieamers used their hands to investigate atomic structure. I assessed
this activity with a couple of discussion questions: compare/contrast the model
with actual atom and look for structural patterns in the sequence of these first ten

elements. The students worked in pairs to make the atoms. Figure 2 shows a

    

Figure 2: Students with hydrogen model

sample model. Each atom was labeled with Chemical name and numbers of

protons, neutrons, and electrons. We hung the models from the ceiling and had

19

them to refer back to through the course of the unit. This was especially useful
when we talked about chemical reactions and how atoms link up.

Atoms and Molecgles Model (appendix A-6). We then discussed how
atoms form molecules and compounds. Here I used an activity that expanded on
Knoespel’s paper clip model of compounds. We used colored paper clips to
model atoms. Each color of paper clip represents a different kind of atom. This
method seemed much better than the gumdrop model I had used before. It
wasn’t as messy and it was easy to make and break bonds (link and unlink the
paper clips). For example, two blue paper clips (hydrogen) and one yellow paper
clip (oxygen) linked together represented H20. I did not insist on the correct
bonding structure. First I explained the model and used a Power Point
presentation to show the difference between elements, compounds, and mixtures
and discuss various examples. (The presentation allowed me to enlarge the
paper clips for the students to see.) The students then worked in pairs to make
their own models. First I classified the substance for them and they explained
why it was an element, compound, or mixture. They also wrote the chemical
formula for the substance. The second step was for the student to build, classify,
and explain their model. I used a worksheet as the record of which models they
had completed (the paperclips had to be reused) and to assess their
understanding of the differences between elements, compounds, and mixtures.

I also used a 10 min video to help students recognize that matter is made
of invisibly small particles. The video was ”Molecules: First Film” produced by

BFA in 1972. (available from REMC 13 as VH5374). Despite being 30 years

20

old, it provides some fascinating demos that I could not easily reproduce in the
classroom. It draws an analogy between the behavior of moving sand and
moving water. One demonstration places a steel ball on top of a column of sand
and a ping-pong ball at the bottom. When the sand is at rest the steel ball rests
on top and the ping-pong ball stays buried. But when the sand particles are put
in motion (vibrated) the steel ball sinks to the bottom and the ping-pong ball rises
to the top. Because the two balls behaved the same way they would have in
water, the viewer may conclude that water is made of small particles in motion.
The film also shows Brownian motion (without naming it) and demonstrations that
suggest gas, too, could be made of particles in motion. I used the video for
several reasons. First, the narrator asks many good questions which allowed us
to pause for a class discussion before the answer. Second, the video uses
several models and shows how models can be used to help us grasp difficult
concepts. Finally the video presents evidence supporting the particulate nature
of matter, but requires students to synthesize their own conclusions.

Separating Solids Activng (appendix A-7). As we talked more about
mixtures, I used an activity to demonstrate that mixtures can be separated using
mechanical methods. This activity was adapted from Candelora’s website. The
students had a mixture of pepper, sugar, sand, and iron fillings. They had to
devise a method of separating them based on their physical properties. I gave a
suggested procedure using attraction to static charge to separate the pepper,
magnetism to separate the iron fillings, and solubility/filtering to separate the

sand from the sugar. As an extension I asked the students to examine the

21

separated substances and see how pure they were (still mixtures). We could
also evaporate a thin film of the sugar solution. This let them see the sugar and
also foreshadow an upcoming topic: evaporation (phase change). We concluded
this portion of the unit with a concept map (included as appendix B-5) that helped
the students connect the major ideas of matter and measurement.

The next part of the unit was on physical and chemical changes. After a
day of introductory discussion we had a day devoted to fun with dry ice. I did five
demonstrations — making connections back to matter and density and also
fowvard to physical and chemical changes (see appendix B-6). First we covered
thermal contraction using a brass ball and ring. At room temperature the ball
passed through the ring, but after a few minutes of contact between the ring and
the dry ice the ball would no longer fit. How could we explain this with our
understanding of matter? Next, I put some dry ice into a balloon and measured
the combined mass. As the volume Changed, did the mass change? Even
though we can’t see it, 002 has volume and mass. Next I used CO2 as a fire
extinguisher. In an open aquarium, with water and dry ice in the bottom, the
lower candles went out first. Then I poured “air” out of a beaker containing dry
ice and water to extinguish the flame. How does our understanding of density
explain these observations? Why does the candle stop burning in the presence
of CO2 - is this a chemical change? When I put dry ice in an aquarium and blew
soap bubbles, the bubbles slowly descended until they appeared to hit a barrier
or boundary above the water and dry ice at the bottom. Some even remained

suspended above the bottom of the aquarium. Again, how does our

22

understanding of density explain these observations? Finally we found and
described some phase (physical) changes: dry ice crystals sublime on black
construction paper (solid —> gas); what caused the “smoke” that they saw
(gas—>liquid); what happened in the beaker to the water that surrounded the
chunk of dry ice (liquid—>solid).

Melti_nq Ice Lab (appendix A-8). The next activity for investigating phase
change was a lab on melting ice. In this lab we investigated both qualitatively
and quantitatively what happens to ice as it melts. I began by asking the
students what they think a graph of temperature versus time would look like for
ice melting. The majority of students selected a graph showing a constant rise in
temperature (this set up a discrepant event). Students were given a test tube
with a thermometer frozen into about 4mL of ice. From a starting temperature of
about —8° C they put it into their hands and recorded temperature every 30 sec.
They also observed the ice-water mixture and recorded what time the ice was
mostly gone. They stopped recording at 20° C, which took about 7-10 min. This
data was plotted on a temp/time graph. The graphs all showed a constant
temperature during phase change followed by a sharp rise in the water
temperature. The students’ graphing skills were much better at this point than
during the measuring density lab. I assessed this lab with the graph and
answers to analysis questions about what happened to the ice. One of the tricky
things about the melting ice lab is that for water, the solid phase is less dense
than the liquid phase. So I repeated the thermal expansion demo (adding heat

this time) with the brass ball and ring and with a bi-metallic strip after the lab. To

23

demonstrate that most materials expand when heated.

The next day I showed a video comparing physical and chemical changes.
The title of the video is “Changes in Matter” produced by AGO/United Learning
and runs for 18 min (REMC 13 code VH10026). The video had a quiz at the end,
which I used along with a discussion guide to assess the students” understanding
of the activities and discussion to this point. (The quiz and discussion guide are
in appendix B.) Another reason for the video was to accommodate the visual
Ieamers in the classroom. It started with a description and examples of physical
changes. Then it described chemical changes and important indications of
chemical changes. The video concluded by comparing and contrasting the two
types of changes.

As we moved into investigating evaporation and condensation, I had the
students do a quick activity called the evaporation race. We had already
discussed the process of evaporation, including factors that affect the rate of
evaporation. In addition they had already discussed and written a paragraph on
the fastest way to dry 3 wet shirt. Now working in groups of three they raced to
see which group could evaporate a dropper full of water placed on their desk in
the shortest time. The winning techniques demonstrated what we’d been
discussing in class: spreading out the puddle of water (greater surface area),
blowing on the water (removing evaporated water molecules), and trying to warm
the water (increasing the kinetic energy of the molecules). To investigate
condensation I used a reading/writing assignment from the Battle Creek

materials: “A Fog Story”. The story is a diary entry in which the writer

24

encountered condensation on nine different occasions. Students fill in a data
table and record where the water appeared, what was the source of the water,
and how air temperature compared with surface temperature for each of the nine
situations. Students discovered a pattern and drew conclusions about the
causes condensation. | used the data table and their conclusion to assess
students’ understanding of evaporation and condensation.

Chemical Reaction Model (appendix A-9). As we moved into the final
phase of the unit and explored Chemical reactions, I brought back the paper clip
model of atoms. Once again the students linked different colored paperclips, but
now they also broke the bonds in the reactants and formed new bonds to make
the products. I had them make the paperclip models representing these two
equations H2 + 02 —9 H20 and 2H2 + 02 -+ 2H2O. Then they laid the models side
by side on their worksheet while I came around and discussed their work. I told
them that balanced equations show that atoms are neither created not destroyed,
and asked them to consider which equation was balanced. It was clear that both
equations said that hydrogen and oxygen react to form water, but that the first
equation did not have the same number of oxygen atoms on both sides. I also
had them model another equation and explain why it was balanced. As an
extension I challenged students to find other chemical reactions (from class
discussions, the video, or the intemet - perhaps iron and oxygen forming iron
oxide) and model them with paperclips. During this exercise I also introduced
chemical reaction symbols (+ , —>) and discussed the new terms reactants and

products. I used the reaction involving water because it is common substance

25

that we’d used throughout the term and the oxygen and hydrogen pipe cleaner
models were hanging from the ceiling for reference. I assessed this activity with
the worksheet they completed, which included an additional question about
predicting the properties of a compound. This activity was also adapted from
Knoespel’s materials.

As part of our discussion about chemical changes I chose to do the
dehydration of sugar as a demonstration. I did this as a comparison: in one
container I combined water and sugar and in another I combined concentrated
sulfuric acid and sugar. One was the common physical change, sugar dissolving
in water. The other looked the same, a clear liquid added to sugar, but produced
a definite chemical reaction. One nice feature of this reaction is that it takes
about a minute for the sugar to begin to turn brown. Not all chemical reactions
are as rapid as combustion or explosions. Another nice feature of this
demonstration is the drama. A column of black frothy mass rises from the
container. (The time delay heightens this effect.) Of course the students
enjoying the noxious sulfur smell - which necessitates it being outside (or in a
fume hood). This reaction also demonstrates several of the indications of
chemical reactions: production of a new substance, change of color, production
of gas, and production of heat. The idea to do this as a contrast between
physical and chemical changes came from Liem (p 135). I also used a
discussion guide (appendix B-8) to review chemical and physical changes after

the demonstration.

26

Another activity we did to contrast chemical and physical changes was an

. “i"

    

Figure 3: Dehydration of sugar
observation of a burning candle. This activity was adapted from a lab in the

Prentice Hall text Matter (p.52). The students carefully observed the candle and

 

documented these observations with a sketch and a written description. They
had to identify physical changes (melting wax) and chemical changes
(combustion). They also noted indications of the chemical change (light, heat,
soot, etc.) l was pleased with how intently the students worked and how detailed
the descriptions were. I assessed this activity with the descriptions the students
handed in.

We finished the unit with two more fire activities. First, we extinguished
candles using CO2 produced by mixing baking soda with vinegar. After the
students did the activity, we discussed two of the chemical reactions. I told the
students that the first reaction was vinegar + baking soda -) sodium acetate +
carbon dioxide + water (in chemistry notation: HC2H302(aq) + NaH003(aq)
-)NaC2H302(aq) + H20(t) + C02(g)). We identified the reactants and the
products and discussed indications that a chemical change has occurred. The
second reaction is commonly called combustion: fuel + oxygen in the presence of

heat combine to form carbon dioxide + water + heat. One type of fuel (wax) is

27

C25H52, so in chemistry notation: C25H52 + 02 -) C02 + H2O, or balanced: C25H52
+ 3802 -) 25C02 + 26H20. Again we identified the reactants and products.
Then we discussed why the chemical reaction stopped. I had the students write
the reactions on a sheet of paper and answer the question “Why could you pour
the CO2 onto the flame?” l assessed this activity with these papers.

My other fire activity was inviting the fire department to come and discuss
fire extinguishing. The fire marshal began by describing a fire triangle, which
reinforced the previous discussion of reactants. Then he discussed water, C02
and powder extinguishers and the different way in which each extinguisher
interrupts the chemical reaction. Then he discussed the different classes of fire,
which extinguisher to use when, and some personal experiences. Finally he
demonstrated the techniques for each extinguisher and we went outside and let
the students practice discharging the extinguishers. This provided an outside
context to the chemical reactions we had been studying in Class. It also gave the
students a potentially life saving skill. The students really enjoyed this activity.

Evaluation Tools (appendices C-2 and C-5). To assess the unit I
administered a post test at the end of the unit. It was identical to the pretest.
The questions are provided in appendix 0-2. I also used a student opinion
survey at the end of the school year (when the students from the matter unit had
returned to my room for an earth science unit). I taught these students only
during the first and fourth quarters of the year. This survey is appendix 0-5. I
asked their opinion of the matter unit and I asked them to compare the matter

and earth science units.

28

Evaluation

An overall evaluation of the unit can be found in the pre and post test data. A
copy of the test and a question-by-question breakdown of each of the 24
student’s performance on both the pre and post test are in appendices C-2 and
C-4. Each of the questions on the test was aligned with the objectives of the unit
(this correlation is in appendix C-3). Figure 4 graphically compares the pre and

post test average scores on each question. Students made improvements on

1 00.0%

 

1 2 3 4 5 6 7 6 9 10 11 12

Figure 4: Pre/post test comparison of individual questions

each question, although some of the improvements were minimal. I will list each
question and evaluate the results.
1. When people go fishing, why is lead commonly used for a sinker? For full
credit I required mentioning the higher density of lead compared to water

and that this high density would cause it to sink easily. Even by the post

29

test the average (51%) was failing (< 60%). The question should be

explicitly worded to elicit a discussion of density. (For example one

student answered that if you didn’t use a sinker the hook would just float

on top of the water.) Also some students did poorly on the question

because they do not fish, so they didn’t know what a sinker was. The

wording of the question may have hindered students from demonstrating

their understanding of density on this question. So either they could not

use the concept of density to describe why objects sink or the question

was bad. The discussion section details changes I will make to my

instruction and to the assessment to improve student understanding of

density.

2. Would the following items be more likely to be measured using mass or
volume?

 

Item

Mass Volume

 

 

Ice cream

 

Hamburger

 

Potatoes

 

Milk

 

Jelly beans

 

 

Maple symp

 

 

 

 

Table 2: Pre/post test question #2

The post test average was passing, but the gain was minimal. This was

disappointing. Students had lots of practice measuring and describing objects in

grams and mL. They also had a take home activity in which grocery store items

were identified as being sold according to mass or volume. (For example, jam is

measured in mass — 907 g.) This connection between science and shopping

30

was not strong enough to be used at the end of the unit and needs to be
strengthened.

as ’ or mixture:
Element Mixture

3. the

    

    

Table 3: Pre/post test question #3

The post test average was passing (71%) while the pretest was failing (56%);
students made a reasonable gain on this objective. On the post test most
students identified oxygen and hydrogen as elements, but many were unsure
about water, bean soup, salt, and Pepsi. One source of this weakness is that
students did not know that Pepsi is basically sugar and water. Another cause
was a lack of connection between the paper clip models of molecules and what
they eat and drink on a daily basis. I was especially disappointed with the
inability to classify water and salt because we had discussed and made models
of these two compounds.

4. In the boxes below draw a model of what you think the molecules in a
solid, liquid, and gas would look like. Briefly explain your drawings.

 

 

 

 

 

 

 

 

 

 

 

 

Solid Liquid Gas
A full credit answer required that they show increasing spacing and describe

increasing motion from solid to gas. Students came into the class with a

reasonable understanding of this concept, and improved to significantly (90%

31

average) by the post test. This is an important concept of matter and l was

 

 

 

 

 

 

 

 

 

 

 

 

0065629060 00' (3 '

ie it ”

ore-0 00. 0 Tc
/Solid . Liquid Gas
1"“ ”10% Walked in a

T hC WI€C “(er ‘H'IC (01d ’ 01 {e
' ~ ’ ~ 5611169 yas i“ 5C0» I
M” W  ... - fly evev vie

   

Figure 5: Student work on post test

pleased to see their mastery of it by the end of the unit. Figure 5 shows a
student sample from the post test.

5. Explain why “sweat” forms on the outside of a glass of ice water in the

summer.
A full credit answer required discussion of the difference in temperature between
the air and the glass and how this affected the molecules of water vapor. They
also had to identify the source of the water. Students received no credit for
merely identifying the process (“Due to condensation”) This was a major
weakness at the beginning of the unit (23%). Many students left if blank or
described how water from the inside got to the outside. Some thought that the
hot air made the glass actually perspire and that's where the “sweat” came from.
Students made a tremendous improvement (scores up 51%) in this area and
could describe how condensation occurs.
6. Hydrogen gas is given off when hydrochloric acid is added to zinc. The
$2321; :that remains is zinc chloride. Scientists might write the reaction

zinc + hydrochloric acid 7‘ hydrogen gas + zinc chloride.
Classify these substances as products or reactants.

32

Products Reactants
Students needed to tell me that the reactants were zinc and hydrochloric acid
while the products were hydrogen gas and zinc. The pretest score was
miserable (16%), the post test average was more than double (36%), but still
poor. This was likely the first time many of the students had seen this notation.
On the pretest, many students left it blank and I had to minimize their frustration
by explaining that this was just the pre test - they weren’t expected to know
everything on the test. One student expressed her fmstration with the answer “I
aint this smart!” Even though students had difficulty identifying the products and
reactants, they were not ovenrvhelmed by the concept or vocabulary of the
question. On the post test only two students left it blank and even the previously
mentioned student attempted an answer. I would like to have seen better
numerical results. Perhaps emphasizing the terminology more classroom
examples and including these terms on the concept map would give better
results.

7. Patrick and Franklin’s mother was filling the gasoline tank of her van.
Franklin soon smelled gasoline. He asked Patrick how he could smell the
gasoline when it went into the tank. Write what you think Patrick said to
explain to Franklin how he was able to smell the gasoline. Use the idea of
molecules.

Students received full credit for this question if they discussed evaporation and
the movement of molecules in the air. Students made tremendous gains on this

question. The pretest showed little ability to discuss the molecular level (average

32%) with a typical answer being, “because the air carys (sic) the smell.” The

33

post test showed much greater ability to use these concepts to explain a
common phenomenon. The post test average was 83%.
8. Water freezes at 32°F. What is the approximate melting temperature for

chocolate candy bar?

a. 20°F b. 80°F 0. 32 °F d. 212°F
The correct answer was 80 °F. Students had to realize that chocolate, like any
other substance melts. For chocolate this occurs at temperatures greater than
water freezing, but less than water boiling. Students scored well on the pretest
(74% ave) and showed slight gains by the post test (87%). We did not discuss
the properties of chocolate in class; this was a question where students had to
apply their understanding to a new situation. I was somewhat disappointed with
this result. Each student that missed this question selected 32 °F as the correct
answer. Water is a common, familiar substance. It is convenient to use as an
example in class and labs, but I need to use other substances so that all students

realize that other substances have different freezing points than water.

9. Ice melts at 32 °F. What is the approximate freezing point for ice water?
a. 20°F b. 80°F 0. 32 °F d. 212°F

The freezing point for water is approximately 32 °F. To receive credit students
needed to realize that the phase change from solid to liquid and the phase
Change from liquid to solid occur at the same temperature (for the same
conditions). Students did poody on this question on the pretest (35% ave) and
showed minimal improvement by the post test (39% ave). This is especially
perplexing due to the fact that question #8 states that water freezes at 32°F!
Moreover I would think that any student who has been in Michigan in the winter

should know that 32°F is the freezing point. The responses to this question show

34

that the unit failed to make the connection between freezing and melting points.
A logical place to demonstrate this connection is in the melting ice lab. I may
have some students freeze their sample of water using a salt/ice mixture or dry
ice. We could compare graphs within the class and notice the phase change
occurs at the same temperature, regardless of whether heat is being transferred
in or out of the substance.
10. The density of the human body in grams per cubic centimeter is about:

a. 1 glcc b. 5 glcc c. 10 g/cc d. 50 glcc
The density of the human body is approximately 1 glcc. Nobody answered this
correctly on the pretest and only one person answered it correctly on the post
test. Both results are worse than just random guessing. Both results surprised
me, but for different reasons. This unit was the first discussion of density for
most students and certainly the first exposure to the units of glcc. Thus I would
expect little understanding on the pretest, but why 25% of them did not guess
correctly is still puzzling. (Another teacher’s class took the same pretest and
averaged just 13% on this question.) By the end of the unit, we had measured
and discovered the density of water (1 g/cc) several times. Either the students
did not remember this fact, or they could not connect it with the fact that for the
most part the human body is water (which was not covered in class). I have no
data to indicate whether it was a lack of recall or a lack of connection - either is
bad. I may add another question to the test to help differentiate. Our school has
a swimming pool; I may be able to easily measure the density of some student
volunteers in the future to help reinforce this point.

11. Lindsay was studying how fertilizer affects plant growth. She planted
beans in four containers. Each container got the same amount of sunlight

35

and water. She put a small amount of fertilizer in the first container, 8 little
more fertilizer in the second container, and lots of fertilizer in the third
container. She didn’t put any fertilizer in the fourth container. What was the
purpose of the fourth container?
A full credit answer required a discussion of the concept of comparison or
control. The pretest average was low (48%) and the post test average was much
improved (83%). This was a significant increase. This question is seemingly
unrelated to the unit, but tests the ability to design and conduct investigations.
This was not overtly taught in this unit, thus I was pleased to see it was learned

through the discussions and lab exercises.

12. Frances read that Dr. Zhou linked pollution from a local factory to lung
cancer. What further information would cause her to believe the report?

a) Dr. Zhou is a world—renowned expert in the diagnosis and treatment of lung
b) gzgfgreas without the pollution had lower rates of lung cancer.

c) Frances’ friend Chris read the same report in the moming newspaper.

d) Four of her friends had grandparents who died of lung cancer.

The best response was the other areas without the pollution had lower rates of
lung cancer. This question showed many misconceptions in the pretest (48%
ave) and showed some improvement by the end of the unit (61% ave). This A
question tested the student’s ability to analyze claims for their scientific merit.
This concept was not directly taught in the unit. It is common for students to
accept without questioning claims from an “expert" (e.g. class brain). Six of the
nine students who missed this question selected answer a). I encourage
students to discuss results in class and try to convince their peers that they are

right. This could probably be covered directly during the discussion of the atom's

structure. How do we know what we know? What evidence is adequate to

36

support the claim that the atom is mostly empty? While investigating the
unknown film canister, do we rely on personalities or coincidences? This would
be a good time to discuss what evidence is credible when supporting scientific
claims.

Let me comment on a couple of irregularities in the question-by—question
pre and post test analysis contained in appendix C-3. Student X did not take the
pretest because he joined the class after the first week of the unit. His post test
score is not factored into the overall class gain (20.6%). Student 0 took the
pretest, but was absent for the post test. His pretest score also was not used to
calculate the overall class gain. Thus, the 22 students that took both the pretest
and post test generally gained a better understanding of the course objectives

during this unit.

I 28-Aug

I 14-Sep

numbers of students

 

number of matches

Figure 6: Description contest comparison

37

I think it is important to evaluate some of the individual activities of the
unit. The first activity was the description contest. The objective of this activity
was to demonstrate the importance of, and to give students a chance to practice,
making detailed descriptions. I ran the contest on the second day of class and
repeated it about two weeks later after we had practiced different methods to
describe matter. Students worked in pairs. Each pair got a point for each object
the second student correctly identified using the first student’s description.
Figure 6 compares the distribution of points from the first to the second contest.
Clearly the distribution of students has shifted to higher numbers of correctly
identified objects by the September 14 contest. Notice there are eight students

with 0-2 matches in the first contest, but every student had at least three matches

W “Pp: fight)! 6. C U
: ' l28Aug '

~ + +
W WU”?

E_e_ ‘bm 9.5 ’
1W Ac-hotn fins 143““
fig; 9g.

Figure 7: Student work on description contest

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

by the second contest. In fact the mean increased from 3.04 to 3.95 matches. In

general the students’ descriptions became more thorough and in a couple of

38

cases even quantitative (mass or length). Figure 7 is a sample of the same
student describing the same object on the two different days. On 14 September
she included more information and her partner correctly identified the object. My
conclusion is that students were more successful at describing objects after this
activity.

The next major activity was the measuring density lab, describing density
quantitatively. This was a very ambitious lab for the beginning of the school year.
I had planned for two and a half days for the lab, but we needed five days to
complete the lab and associated work. The major problems included the
complexity of the calculations, complexity of instructions, careless
measurements, and plotting and interpreting a scatter graph. I had anticipated
difficulties so I provided a data table to facilitate taking data and a graph with
points from an unknown substance plotted as an example. Students worked in
pairs and shared data in a larger group of eight students. Careless calculations
(e.g. using mass of water and graduated cylinder instead of mass of water)
caused numerous erroneous data points on their graphs. This was a good
opportunity to discuss what to do with “bad” data. They learned to spot
questionable points and recheck their calculations and measurements as
needed. Because each team of two students had to share their data with three
other teams, it also provided opportunity to work on group skills. By the end of
the data crunching all of the students had data points that were roughly linear. l
graded them on final results: all densities about the same and points forming a

rough line. The class average for this assessment was 87%. In the second part

39

of the lab the students constructed knowledge from the data. Some of the
students had required so much help with the math and plotting that they were
puzzled by their data. For example, two pairs of students still answered this
question incorrectly: “For objects made of the same substance, does the density
change if the object is bigger or smaller?” One team’s response was “Yes
because when the wood is bigger is bigger density if it smaller the density is
smaller (sic).” On the other hand some students showed much better
understanding. A middle capability (0 students) pair responded to the question
about how to use density to determine if pennies are pure copper as follows, “If
the pennies are pure copper they would match exactly the graph line for copper.”
Another team answered, “You could get copper you know is real that is the same
size and weigh wich (sic) one weighs more.” I assigned a numerical grade to
their responses — the class average was 80%. By the end of this lab, most of the
students were able to discuss and apply the concept of density.

The next activity was the density column lab. This was the best lab of the
entire unit for engaging the students and having them think and rethink their
understanding of density. Appendices D-1 through D-3 are unposed pictures that
evidence the students’ interest and focus. Students worked in pairs. I assessed
their understanding based on the lab report they submitted. In part one, students
observed a density column, sketched what they saw, and wrote down
observations. The sketches were remarkably detailed. Many sketched the
bubbles and minute mixing at the boundaries. Several students went beyond

observations and wrote guesses (conclusions) about what the substances were.

40

This was a good opportunity to discuss the difference between an observation
and a conclusion.

In part two, each pair chose four liquids and made a miniature density
column in a test tube. Before they added each liquid they predicted where the
new layer would form. They noted which liquids formed which layers and
recorded these observations with words and sketches. Students stayed focused
and enjoyed this part of the lab. The subsequent discussion validated the
accuracy of their observations. The class combined their observations to
discover what the six layers in the original density column were. Students
successfully resolved disagreements about which substance floated and which
sank. Now we were drawing conclusions. Despite the fact that some of the
liquids had been colored, they still they correctly identified each substance! This
was also valuable as an exercise in cooperation and teamwork.

In part three, students predicted and observed where various objects
would float in the density column. To emphasize that an object’s density
determines at the level at which it floats, and that objects of the same substance
have the same density regardless of size, the students used a rubber band cut
into three different sized pieces. Twenty out of twenty-four students predicted
that the large rubber band would float at a level below the small rubber band.
But every student observed all of the pieces floating at the same level. Figure 8
shows a typical paper. For those 20 students this was a discrepant event: their
observation was incongruent with their current understanding. They had to

construct a new understanding. And they did. Every student answered a follow

41

 

Figure 8: Student work on density column lab

up question by correctly explaining that the density of all three pieces was the
same and thus they floated at the same level. Finally they dropped wads of
aluminum foil into the density column. The challenge was to get a wad to float on
as many different layers as possible, and explain why. This was optional (extra
credit), but each group was interested enough to participate. The best groups
had aluminum wads floating at five different levels. This was the only part of this
lab that I developed. Floating the aluminum wads at different levels caused them
to stretch their understanding of density beyond what they had just done with the
rubber band. Here identical sizes of foil made of the same substance were
floating at different levels. Most students could explain this either verbally (e.g.
the one on top was loosely packed so it included lots of air thus its density was
less than the liquid and it floated), as I counted their wad levels, or in writing on
their lab papers.

In part four, students answered questions using the knowledge they had

42

gained about density. One question gauged how well they understood and
applied the rubber band lesson of part three: “One student predicts that the
bigger piece of soap will sink lower than the smaller piece because it has more
mass. Explain why you agree or disagree with this student.” Most students (22
out of 24) answered this question correctly despite having the same
misconception the previous day! l evaluate this lab as a success for several
reasons. The students were interested and engaged during the different
segments of the lab. They practiced and demonstrated excellent observation
and sketching skills. They had several chances to practice the cycle of
predicting, observing, and constructing meaning. Students were required to
cooperate and problem solve in groups as big as eight. Finally, they
demonstrated a much-improved understanding of density by the end of the lab.
In the film can inference lab, students investigated objects they could not
see. We live in a world where seeing is believing; I wanted the students to
discover that you can scientifically investigate unseen objects. Each lab pair was
given two film canisters with unseen object(s) inside. They reported the results in
a larger group of eight. I assessed them based on their documented
observations and how close their conclusions were to the actual object. Every
student participated and was ready to share their observations and a prediction.
Most were able to extend beyond the tests I provided by suggesting additional
tests to Ieam more. The students enjoyed the activity and were extremely eager
to test their predictions by opening the canisters. The students were amazingly

accurate. One group distinguished between a quarter and a washer of almost

43

Calif

 

 

 

 

 

.flmwmlflpmmflefllw
6! II _ 3.90 fh‘é- har‘fe Care‘vt'wl/yl‘a
:41 WW. -~ Irrcre. 1’) 'If‘v Myer/2:9,
if!) ”112stth 0c
{£01113 h pi “HA-Chang,
Wmmwaondotolm
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Weir/w

Figure 9: Student work on film can inference lab

 
   

identical size. Another group identified a packing peanut by sound and weight.
Finally, one group identified not just that the object was a group of paper Clips,
but the precise number (3). Figure 9 is an example of one of the most accurate
predictions. Again the teams worked well in reaching a consensus. I evaluate
this as a success because students found out how to investigate and describe
objects without being able to see them.

The creating model atoms activity was effective in teaching students the
basic sthcture of an atom. Each pair of students had the correct number of
protons, neutrons, and electrons. They also had the electrons in an outer shell

and the neutrons and protons in a nucleus. In addition, 19 out of 24 students

44

provided at least two similarities and two differences between their models and

the atom they were modeling. All the students noticed the pattern of electrons

and protons in the table on their activity sheet.

The next activity to evaluate, modeling atoms with different color paper

clips, was used at two separate times. The first time was after we had

constructed model atoms and
were investigating how atoms
bond to form molecules. Then
we classified the molecules as
either elements or compounds.
We also put different types of
molecules together to model a
mixture. l assessed this in two
ways. While they were doing the
first part, with lots of guidance, I
walked around and checked that
each pair of students had the
correct paperclip representations
and the correct explanations for
why they were elements,
compounds, or mixtures. In the

next part they put together a

 

 

 

 

 

 

 

 

. iigfi,
formed?! ”so

 

 

 

 

Figure 10: Student work on atoms

and molecules model

model that I had specified, classified it as element/compound/mixture, explained

45

their classification, and wrote the Chemical symbol. I graded these papers; the
class average was 81%. Figure 10 is included as a typical sample (the dark
marks are mine). They had a reasonable understanding of atoms being linked
(bonded) or unlinked and classifying the paper clip models. As has already been
noted, the students had difficulty transferring this concept to commonplace
substances like Pepsi or bean soup. Despite being hands-on, this activity was
very mechanical, more about Ieaming vocabulary than investigating or wondering
or even trying to answer a question. It was only minimally successful because
they could not apply this understanding to question #3 on the post test. This
inability to apply their understanding may have been because they did not
identify the common names for their models. For instance they had a mixture of
NaCI and H20. They knew it was a mixture, but may not have known it was salt
water.

The second time we used the paper clips was at the end of the unit as we
were discussing Chemical reactions. Students modeled different equations and
determined why some equations were balanced. We discussed not creating or
destroying atoms. They demonstrated an understanding of balanced equations
on a followup question, which everyone answered correctly. We finished with a
discrepant event for (some students): given the properties of sodium and the
properties of chlorine predict the properties of sodium chloride. Some knew it
was table salt, but many thought it might explode or give off a poisonous gas. I
threw some salt into the water in the sink and jumped back! Then we discussed

how compounds could have completely different properties than their component

46

elements. This use of paper clips was better, but still rather mechanical and not
investigative. I think it was successful in showing students chemical reactions
and what it means to be balanced.

The next activity was separating solids. In this activity I wanted them to
gain a deeper understanding of the mechanical means of separating mixtures by
using a mixture of pepper, sugar, sand, and iron fillings. This lab was probably
too structured. Their handout asked them what physical properties could be
used to separate this mixture and how they would do it. The back listed a step-
by-step procedure for separating the mixture. When the students brainstormed
their own procedure, it looked very similar to the procedure on the back. Thus
everyone used this procedure. It became a confirmation lab, lacking an element
of discovery. However, the students did a nice job of following the procedure.
They saw that pepper really is attracted by a static electricity charge. They
practiced folding filter paper. They learned that their separation techniques were
far from perfect - would they really use the pepper they had separated out? This
activity could be improved, but succeeded in allowing the students to separate a
mixture.

The next activity was the melting ice lab. We wanted to investigate what
happened to the temperature of water as it changed phase from solid to liquid. I
first asked them to predict which of three graphs of temperature vs. time they
expected. Only one group made a correct prediction, but I think they all had
difficulty interpreting the graphs. However, students did experience an “aha!”

when they completed graphing their data. The small amount of ice melted in less

47

than eight minutes, so this lab was easy to finish in one class period. Many of
the students had trouble reading the scale on the thermometer. After we worked

through this problem everyone get data that showed a constant temperature

 

 

 

 

 

 

Figure 11: Student work on melting ice lab

during the phase change. Their ability to graph two variables was much

improved since the measuring density lab. Figure 11 is a typical data table and

48

graph. This lab was a good chance for students to practice and demonstrate lab
techniques and plotting skills. I also assessed the students on their ability to
explain the shape of their graphs. Only a few related the constant temperature
with the phase change at the molecular level. They were to observe the time at
which the ice was gone or barely visible and mark this time on their graphs. Most
students noted the ice gone after the temperature was above 10° C. I think this
was the reason they missed the connection between 0° C and the phase change.
In the future I will have them record the point at which most of the ice is gone.
This should better make the connection that the heat that is being added is not
increasing temperature, but increasing the kinetic energy to allow the molecules
to move out of their orderly, crystalline structure.

The final activity I will evaluate is the observation of a burning candle.
This activity was at the end of the unit after we had discussed both physical and
chemical changes. The purpose was to have students make careful observations
and identify and describe any physical and chemical changes they observed.
Student included a substantial amount of detail in their sketches and the written
descriptions. Figure 12 shows a portion of a C student’s sketch, and was typical.
Appendix D has additional samples - one from an A student and one from an E
student. The detail in the sketches is evidence of very meticulous observation,
regardless of academic achievement. In addition to their understanding of the
unit’s objectives, these students had also gained powerful ability in an important

scientific skill: observation.

49

 

Seven months after teaching the unit I surveyed the students and asked
them what they liked, what they didn't like, and what I should change. The labs
and activities were their favorite part of the matter unit. Of the 24 students, 13
responded that they liked the experiments, or the change they recommended
was more experiments. Four other students responded by naming one of the
labs as what they like best (3 density column and 1 model atom). Thus 17 of 24
students specifically commented about the labs after seven months had lapsed.
When I asked the students to compare the matter unit with the earth science unit
the results surprised me. Only four students preferred the matter unit while
eleven students preferred the earth science unit (a score of 4 indicated no

preference). I think this is because the earth science unit is less abstract than

50

the matter unit. It does not deal with invisibly small particles and processes such
as atoms and gases and molecular bonding. Rocks, volcanoes, rivers, and soil
are easier to touch and experience. There was no field trip in the matter unit, but
in the earth science unit we took a field trip to Grand Ledge. Figure 13 shows
this distribution. The first year I taught this unit, I did not ask, but I expect even
fewer students would have preferred the matter unit to the earth science unit. I
think the survey confirms I studied and revised the unit that most needed

improvement.

 

 
     
 

1-strongly
prefer matter
unit

4- no
preference

7 —strongly
prefer earth
science unit

 
   
   
   
 

I # students

 
     

O-‘Nw-hO'ICD‘IQID

 

1 2 3 4 5 6 7

 

 

 

Figure 13: Survey results of unit preference

51

Discussion

I have already made many changes to the unit based on the experiences
gained this year. One major change is switching the order of the two density
labs. Next year we will do the density column first and measuring density
second; we will start with the qualitative and move to the quantitative. This will
provide context and, I hope, additional motivation to lead into measuring density.
Also students will begin the density column lab by predicting whether a penny or
a block of wood will sink in water. I expect students will use terms like light and
heavy, but the piece of wood will have more mass than the penny. I will ask
them to explain why the object with less mass sinks, but the one with more mass
floats. I expect that this will lead them to begin thinking of a relationship between
mass and volume. This should prepare them to investigate density.

There are several changes that I made to the measuring density lab. I
revised the data table to more Clearly indicate which data are used for calculation
and which need to be graphed. Also the pre-plotted points on the graph are
removed. Instead, during the prelab discussion the students will calculate the
density of the unknown substance (from the given data), plot the three points with
the correct symbol, and discuss their linearity. They will also identify the
unknown substance and complete that analysis question in class. There is an
additional question about the density of water in the required analysis questions.
Students need to know the value for the density of water as a reference point.
There is also a new optional analysis question about the density of the human

body, with the possibility of actually measuring a student. (We would measure

52

the volume of water that spills out as a student gets into a large garbage can
filled to the lip with water. Then we would measure their weight and convert to
mass. I know other teachers who do this; the students enjoy it and it connects
with their experience of floating or sinking in water.

Another lab with several Changes is the melting ice lab. Before we collect
data I will pass out the thermometers and ask students to read the air
temperature. This should help with reading the increments and noting that
Celsius is different than Fahrenheit (It’s only 23° in here?) Then they will put the
thermometer in their hand and practice measuring the new temperature. I may
also have some of the Class clothe experiment with a substance (e.g. Chocolate)
other than water that melts at a temperature such that body heat alone can
cause the phase change. Water is a common substance and we use it as an
example throughout the unit, but I want them to experience that other substances
change phase. Several students showed the ice molecules more tightly packed
than the water molecules. So I modified analysis question #3 to read, “Is ice
more or less dense than liquid water? How do you know? Draw a picture and
describe the difference between solid and liquid water molecules.” Analysis
question #4 is changed to read, ‘What was happening while the temperature was
constant (the flat part of your graph)? Why did the temperature not increase
during this time?” (The temperature did not increase because the heat energy
added was to break the inter-molecular bonds or break the molecules out of their
orderiy, crystalline structure.) This should elicit more of a discussion and

understanding of what happens at the molecular level during the phase change

53

and how that affects temperature. I added a new question, “Sketch a graph of
temperature versus time for 23°C water that is put into a freezer and label the
state in each portion of your graph.” to help students understand that freezing is
just the reverse process.

I also made changes to the pre and post test. I modified the first question
to read, “Which object would sink in water a penny or a block of wood? Explain
why.” I did this to remove the connection to fishing, which is unfamiliar to some
students, distinguish between density and size. There is a new question near the
beginning of the test, “T he density of water in grams per cubic centimeter is
about: a. 1 g/mL b. 5 g/mL c. 10 g/mL d. 50 g/mL” to see if students can recall
this important number. Also it will help determine if poor performance on the
question about human density is a lack of knowledge of density or an inability to
connect human body to water density. Finally, in the questions about
temperature the units are changed to Celsius. This is the scale we used in Class
and I would like to know if they are proficient with this scale.

The unit also needs numerous minor changes. I want to make more of a
connection between non-school uses of mass and volume. Next Fall I will use
the discussion guide on mass, volume, and density before the density labs (the
density portion is deleted). This will provide immediate reinforcement of the
connections between mass and volume and items purchased at a store. The
concept map (Appendix B-5) I used in this unit already had the bubbles and lines
drawn. Student just filled in the blanks. This stimulated some discussion, but is

probably best used as an assessment tool. Next year I will have the students

make their own concept map and make their own connections. I currently do this
in my earth science unit and have been very pleased with the way students
discuss the connections and struggle to find the “right” way to arrange the words.
Each group finds their own connections and then briefly explains their concept
map for the entire class. In the first paper clip activity when we are modeling
elements, compounds, and mixtures I would like to make more of a connection
between the models and substances familiar to the students. I changed the
worksheet to require students to give the common name for each substance.
This will help build the connection between their model and substance they are
familiar with: water, salt, salt water, carbonated water, etc. I have also added
additional questions such as, “Air is mostly composed of oxygen and nitrogen
molecules that are not linked together. What would this look like with paper
clips? ls air an element, compound, or mixture?” to try and build these
connections. Finally, in the separating solids activity students will brainstorm
methods for separating the solids before they get the worksheet and a
procedure. Students may use their own procedures (or the one provided later)
and perhaps compare purity of separated materials to assess whether their
procedures were effective. Also I plan to add a demonstration (a match is
extinguished when passed near the surface of freshly opened soda pop) of
separating carbon dioxide from carbonated water as the students do this activity.

In general, adding more discrepant events, demonstrations, and questions
that challenge the students” thinking and motivate them to seek answers will

improve the unit. Student volunteers could set up simple demonstrations. The

55

 

class would benefit from the demo, and the volunteer would benefit doubly
through his/her hands-on participation. For example in the measuring density
lab, when we have the question of humans floating or sinking, a natural
demonstration would be an egg sinking in tap water, but floating in salt water.
The demonstration would include appropriate questions to explain the behavior
using the concept of density. This also demonstrates why humans float in the
Great Salt Lake and Dead Sea. Another example, during the thermal expansion
discussion, would be for a student to prepare a pop bottle and straw thermometer
for the class. Such mind stimulating exercises are especially needed in the
atoms to physical/Chemical change portion of the unit. As shown by survey,
students preferred the density part of the unit. The atoms portion needs more
discovery, wonder, interest. I will be searching for means to tickle their curiosity.
I also think the unit would be more effective at producing in-depth understanding
by using more frequent assessment and problem solving exercises. For
example, use density to determine if a penny is pure copper.

In our teaching unit of approximately 75 students, all three of the core
teachers teach a matter unit in the Fall. I shared this matter unit and its activities
with both of my colleagues. Teacher A used some of the activities. Teacher B
used this unit almost entirely, but didn’t get quite as far as I did (and l in turn did
not do all the activities that I had planned). Teacher B was extremely
enthusiastic about the effectiveness of the unit. She said she had more fun
teaching this unit last fall than any previous year. The students were more

focused and involved than ever before. Through class discussion and

56

assessments, she felt the students gained a deeper understanding using this unit
than her past methods. She feels like this would be a good unit to share with
other teachers; we have discussed the possibility of presenting at the MSTA
conference. The other unit that she teaches is the hydrosphere and weather.
She said that teaching this unit has challenged her to add more activities and
hands-on science to that unit. In short, she considers this to be a very effective
unit. I also enjoyed teaching this unit last fall. And having reviewed this unit, I
feel better prepared and more enthusiastic about teaching it again this fall!

The constructivist approach produced a successful unit. The matter unit
incorporated the major tenets of constructivism. Students were put in the role of
the active Ieamer. They constructed knowledge by observing, handling,
predicting and investigating. They constructed this knowledge as social Ieamers.
They shared observations, data, predictions, and understanding while working in
groups. They were stimulated and encouraged to be creative Ieamers.
Discrepant events and their thoughtful questions sparked their curiosity. The
teachers that taught this unit saw students engaged in their work. Students
reported they enjoyed the labs and activities. As discussed in the evaluation
section, the labs and activities generally accomplished their objectives. Student
understanding of the standards and benchmarks improved. Using a
constructivist approach requires lots of research and preparation. Nonetheless
the benefits outweigh the costs. I plan to use this approach in my other science

unit and in the math classes that I teach.

57

APPENDIX A - Labs and Activities
Description contest
Density measurement lab
Density column lab
Film can inference lab
Creating model atoms
Atoms and molecules model
Separating solids activity
Melting ice lab

Chemical reaction model

58

Appendix A-1 Description contest

name: Description Contest

 

How good are you at describing things? Good scientists make detailed descriptions of
what they observe. In this activity you will have a chance to practice and improve on this
skill. You will write descriptions and then read and interpret someone else’s
descriptions.

Here’s how it works:
There are twelve objects. I’ll assign you six of those objects to describe. I’ll write down
the symbols of six objects in the blanks in part 1.

You write your name in the area marked part A. Also write your name on this side of the
paper. Then, in part B, describe the object carefully, without describing its color. (If you
use a word that describes color your entry will be disqualified.) Do not use the symbol
on the object as part of your description. You will have 5-10 minutes to finish. Work
by yourself because you are competing with your classmates. Give me your paper when
you are finished. You are now finished writing.

Next I’ll detach part A and give your descriptions to another student. That student will
be the other half of your team and will be assigned randomly.

You will get the other student’s description to read and interpret. Read the descriptions
in part B. Decide which object is being described. Write the symbol of this object in part
C. You will have 5 minutes to finish. Work by yourself because you are competing with
your classmates. Write your name in part C. Hand in your finished paper. You are now
finished reading.

Be as detailed as possible. The pair that gets the most correct matches wins. Good luck!

59

Part A:

 

Name

Part B:

Appendix A-1 Description contest

Part C:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

60

Name

Appendix A-1 Description contest
Notes for the Teacher:

1. The purpose of the contest is to see how well students can describe objects. This is an
important science skill; I plan to use this contest more than once.

I plan to use the following objects:

 

Note:

cylinders are all the same length.

He large diameter wood dowel Kr steel table leg
Xe pipe insulation Ne copper pipe
Ar small diameter wood dowel Rn gray pipe insulation

Fe, Pb, and Mg wood pieces same shape and size, but different grain
Ti, Cu, and Zr larger wood pieces, same shape and size, but different grain
* these objects will be the same length (can’t be distinguished by length).

2. I plan to label the objects with element symbols. This should prevent the students
from using them in their description, because they are not familiar with these

symbols. A separate file prints the necessary labels.

3. I hope the competition will prevent students from collaborating on writing the
descriptions or reading the descriptions.

61

Appendix A-1 Description contest

4. Each student will describe six of the twelve objects so the reader cannot use process
of elimination.

5. One sample description sheet with the symbols already on them is after this page.

62

 

Part A:
Name

1. Xe
2. Kr
3. He
4. Pb
5. Ti
6. Fe

Part B:

Appendix A-1 Description contest

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

63

Part C:

 

Name

Appendix A-2 Density measurement lab

Lab —— Measuring Density

Objective: Explore the concept of density.

Questions: 1. Is density different for different substances?

Plan:

2. Does the size of an object affect density?

p—n

. Measure the density of several different substances.
2. Measure several different sizes for each substance.
3. Analyze the information using calculators and graphs.

Materials: Each lab group (~8 students) will need:

Cl four blocks of wood

four pieces of copper pipe

two 100 mL graduated cylinders
four rulers

access to the digital balance
supply of water

DDEIEICI

Procedure:

Each student pair will complete and turn in a data sheet, graph, and analysis write-up.

Each student pair will measure the density of a wooden block, a copper pipe, and water.
Then share this information with the others in you lab group to complete the data table
and analysis questions.

 

Wood:

1. Select a piece of wood and use the balance to find its mass.
Record the mass in grams to the nearest tenth. (45.5 g in
picture)

2. Measure the length, width, and height of the wood in
centimeters. Record each value to the nearest tenth.

3. Calculate the volume by multiplying length x width x height.
Record this to the nearest
tenth.

4. Finally calculate density as

 
   
  
  

mass + volume. Thus the
number will have the unit
g/cc or g/mL. Record the
value to the nearest tenth.

Appendix A-2 Density measurement lab

Copper Pipe:

1.

2.
3.

. Measure the exact water level in mL

. Calculate the volume of the pipe by

. Calculate the density of the copper pipe as

Measure the length of your pipe in centimeters. Record your value to the nearest
tenth. This will help you identify your pipe.

Use the balance to find its mass. Record the mass in grams to the nearest tenth.
Put 50-70 mL of water into a 100 mL graduated cylinder. Measure the exact water
level in mL (estimate to the nearest tenth). If the water level is not straight across,
measure it at its lowest point. Record this as the volume of water.

. Make sure step 2 is complete. Carefully place the pipe into the graduated cylinder -

slide it down the wall of the cylinder as shown in the picture so that it doesn’t splash
and doesn’t hit the bottom with a lot of force.

(estimate to the nearest tenth) and record this
as the volume of water and pipe.

subtracting the volume of the water and pipe
from the volume of the water.

mass + volume. The unit will be g/mL.
Record this value to the nearest tenth.

 

Water:

 

    

1 Water
II

‘ Level
‘. (step 5)

65

5.

6.

Appendix A-2 Density measurement lab

Measure the mass of the empty graduated cylinder. Round to the nearest tenth and
record this as the mass of the empty cylinder.

Put about 20-30 mL or 45-55 mL or 70-80 mL or 90-100 mL (depending on which
sample your student pair is doing) of water into the graduated cylinder.

Measure the mass of the graduated cylinder and water. Round to the nearest tenth
and record this as the mass of the cylinder + water.

Find the mass of the water by subtracting: (mass of cylinder + water) — (mass of
cylinder). Record this value as mass of water.

Measure the volume of water in the cylinder in mL, estimate to the nearest tenth.
Record this as volume of water.

Calculate density of the water as mass -:- volume. Record the value of density.

Average density:

1.

2.

After you have four densities for each substance, calculate the average density by
adding the four values together and dividing by four.
Record these values in the average density blank.

Graph your data on the supplied graph:

1

2.
3.
4.

 

Graph each value of volume and mass for wood. (use the symbol %

Graph each value of volume and mass for copper. (use the symbol

Graph each value of volume and mass for wood. (use the symbolA )

As an examfithe points for an unknown substance are already graphed with the

 

 

 

 

symbol
Volume (mL) Mass (g) Density?
3.7 27.8
6.4 48.6
9.7 71.6

 

 

 

 

 

66

Appendix A-2 Density measurement lab

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DATA SHEET for Density Lab

Wood:

Mass (g) Length Width (cm) Height Volume Density

(cm) (cm) =lxwxh =mass+
(cc) VOIUIHC
(5&0)
Average density:

Copper (Cu) Pipe:

Length Mass (g) Volume of Volume of Volume of Density

(cm) water (mL) water and pipe = mass +

pipe (mL) itself(mL) V°1um°
[subtract] (glee)
Average density:

Water:

Use about Mass Mass of Mass of water Volume Density

this much empty cylinder + (g) [subtract] of water = mass +

water: cylinder water (g) (mL) vomme
(e) (W)

20-30 mL

45-55 mL

70-80 mL

90-100

mL

 

 

 

 

 

 

Average density:

67

 

 

 

Appendix A-2 Density measurement lab

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Density Lab Graph
100
Legend:
9 G Wood
[2' Copper
80 . 0 Water
fl * Unknown
‘1

70-

Mass,

measured

in
60' grams
5 it
40
30 it
20 II
10

10 20 30 40 50 60 70 80 90 100
T Volume, measured in cubic centimeter or milliliters (1 cc = 1 mL)
origin

68

Appendix A-2 Density measurement lab

Analysis: (Ieam from the information you’ve gathered and graphed)
Answer all of these four questions in complete sentences using data you collected in this

lab to back up your statements.

1. Do different substances have different densities?

2. For objects made of the same substance, does the density change if the object is

bigger or smaller?

Draw a straight line through the origin (bottom left hand comer of the graph) and one

of your data points for water. The other data points should be close to or on this line.
Explain why these points form a line — why don’t they curve or bend?

What is the unknown substance? The measurements of volume and mass are listed

with the graphing directions; also the points are plotted on your graph. Use the data
table on page 22 of your book and this data table:

 

 

 

 

 

 

 

 

 

 

 

Material Density Material Density Material Density

(g/mL) (g/mL) (g/mL)
Hydrogen .00082 Carbon dioxide .001 80 Ethyl alcohol .789
Table sugar 11.587 Table salt 2.164 Aluminum 2.7
Iron 7.86 Copper 8.94 Silver 10.5
Gold 19.3 Osmium 22.6

 

69

 

Appendix A-2 Density measurement lab

Analysis: (learn from the information you’ve gathered and graphed)

Answer three of these questions in complete sentences using data you collected in this lab
to back up your statements. You may answer more questions for extra credit. Write your
answers on the back of the data sheet.

1. Why did the line that contained your data points go through the origin?

2. The data for the copper pipe are scrunched into a tiny portion of your graph. This
makes it difficult to graph and analyze accurately. Graph the data for the copper pipe
on a separate graph using scales that will spread this data out over the whole page.
You may use a computer to make this graph.

3. Describe how you could use the concept of density to determine if pennies are pure

copper.

4. What are some sources of error in your lab? In other words, what are some factors
that may have caused your results to be a little different from the “book results”?

5. How could you redo the lab to minimize the sources of errors you identified in the
question above?

6. You have a piece of wood that has length=200 cm, width=12 cm, and height=8cm. lt
has mass of 16,320 g (16.320 kg). Is this the same type of wood you used in the lab?

7. What mass would you expect for a volume of water of 42.6 mL? What about 0 mL?
What about 150 mL?

70

Appendix A-3 Density column lab
Part 1 (each student work independently and complete part 1):

1. Look at the density column at your lab group. Do not tip or shake the container.
Draw and label what you see.

 

C >

 

 

2. Write down anything you observe about the density column. Explain what you are
observing.

 

71

Appendix A-3 Density column lab
Part 2 (work with one lab partner):

1. Circle the four liquids you would like to investigate:

Rubbing Alcohol Vegetable Oil Water

Corn Syrup Baby Oil Dishwashing liquid
Get samples of the four liquids and bring them back to your table.

a

 

(1)What two liquids do you want to put (2) What do you think will happen when
together first? these two liquids are put in the same test
tube?

 

 

(3) Put a small amount of each liquid into (4) Draw a picture of what happened:
the test tube. What happened? 0

 

 

 

 

 

L2
b.
(1)What liquid would you like to add to the (2) What do you think will happen when
test tube? this liquid is added to the two liquids
already in the test tube?

 

 

 

(3) Put a small amount of this liquid into (4) Draw a picture of what happened:
the test tube. What happened? 0

 

 

 

 

72

 

 

Appendix A-3 Density column lab

 

(1)What is your fourth liquid? (2) What do you think will happen
when this liquid is added to the three
liquids already in the test tube?

 

(3) Put a small amount of this liquid (4) Draw a picture of what happened:
into the test tube. What happened?

 

b

 

 

 

 

2. Discuss your results with the other lab teams in your group. Can you determine which
liquid was at each level in the original density column?
‘2, (Note: some of the liquids in the original column have
, food coloring in them.)

Ag

 

 

 

 

 

......

 

73

Appendix A-3 Density column lab

Part 3: Where does it float? (complete as a lab group, but your predictions don’t have to
agree)

1. You are going to put a paper clip, birthday candle, a piece of film canister, and a
rubber stopper into the density column. But FIRST, draw in each object where you
predict it will float in the density column. Next, gently place the objects in the density
column and draw in where you observe they float.

Prediction Observed

    

2. Take two rubber bands. Cut one into three different size pieces. Draw in where you
predict each piece will float in the density column. Next, gently place the rubber band
pieces in the density column and draw in where you observe they float.

   

74

Appendix A-3 Density column lab

3. Explain what you observed with the rubber bands.

Why do you think this happened?

4. Where do you predict a larger rubber stopper would come to rest?

Why?

Extra Credit: In this density column there are wads of aluminum foil at four different
levels.

a. 1 point for each level your lab table can get an
aluminum wad to stop at.

b. Explain why the same substance can float at
different levels.

 

75

Appendix A-3 Density column lab
Part 4 (answer these questions on your own):

Use some of the following words to help explain your answers: density, more dense, less
dense, sink, float.

1. Using some of the key terms above,
describe the position of the block of
wood.

2. Using some of the key terms above,
describe the position of the candle.

‘-

 

3. Which liquid is the most dense? What evidence do you have that it is the most dense
of all liquids in the column?

4. You are looking at a density column. Another student splits a piece of soap into a
large piece of soap and a small piece of soap and gets ready to put the pieces of soap
into the column. One student predicts that the bigger piece of soap will sink lower
than the smaller piece because it has more mass.

Explain why you agree or disagree with this student.

76

Appendix A-3 Density column lab
Teacher Notes

(this lab is largely from activity #6, “Exploring Density” of the Matter Matters
unit of the Battle Creek Area Mathematics and Science Center, copyright 1995, revised
1999)

Part 1:

Set up one density columns for each group.
Recommend using tennis ball cans and ~ 100mL
of each liquid. In order from most dense to least
dense:

corn syrup, dishwashing liquid, water, vegetable
oil, baby oil, isopropyl alcohol (if you use
rubbing alcohol if may be a 70% solution which
will be more dense than the baby oil). Add food
coloring to the water and alcohol to make it more
colorfirl. Pour the corn syrup directly into the
tennis can, but pour the others down along the
wall to minimize mixing.

 

This column used water colored blue and
rubbing alcohol colored green.

 

Part 2: Have 8 film canisters with each of the six liquids (total of 48). Make sure each
canister is labeled. Not all students will get their choice of the four liquids.

Students should be able to put all six liquids in order after their discussions.

Part 3:

Students need to understand that different substances float at different levels because of
density.

77

Appendix A-3 Density column lab

Density does not depend on mass. The different pieces of the rubber band have the same
density even though they have different mass. They float at the same level even though
they have different masses.

Extra credit: Give the students several pieces of aluminum foil with the same size.
Hopefully the students will realize that the difference is how small/tightly/scrunched up
they wad up the foil. Even though it’s the same material, the wad has a different density
because of the air trapped inside.

Part 4:

These questions will show whether the students learned the major concepts of this lab.

78

Appendix A—4 Film can inference lab

Lab: Film Canister Inferences
Can we investigate something that we can’t see?

Materials:

Film canisters, numbered and taped shut.
Balance

Magnet

Procedure:

1. You will work in pairs. Each pair will have two film canisters to investigate. Do not
open the canister; do not damage the canister.

2. Use a magnet to determine if the objects in the canister have any magnetic properties.

3. Determine the mass of an empty canister. Then determine the mass of your canister.
The difference between the two masses is the mass of the object(s) inside the canister.

4. You may be able to determine something about the object’s shape by tilting the
canister. Is there more than one object? Does it bounce? Does it flip? Does it roll?

Observations:

 

Canister number

 

Test

 

Magnet brought near

 

Mass of object

 

Canister tilted

 

 

Canister shaken

 

 

 

 

1. How many objects are in your canister?

2. Describe the object in your canister. Is it soft? Magnetic? Fragile? Flat? Rounded?
etc.

79

Appendix A-4 Film can inference lab

Analysis and Conclusions:

1. Make a sketch of what you think is in the canister. Draw the object to scale.

Can#

2. What other evidence did you gather to help you make the drawing?

A
V

 

 

V

Can#

3. What other tests could you do to learn more about the object?

O

 

 

(

Extra credit: Make a canister with one or two objects you select. Have a parent see if
they can determine what is in your canister. Report your results.

80

Appendix A-4 Film can inference lab

Teacher notes:

 

 

 

The contents of each canister will be:

9°99??pr

Two magnetic washers about the size of a quarter.

One nickel (or a quarter).

One magnetic washer about the size of a quarter.

Two pennies.

One foam packing peanut.

Ten BB’s — look like copper, but they’re steel (magnetic).
One glass marble.

Three small paper clips.

81

Appendix A-5 Creating model atoms
Modeling Atoms

We will be modeling atoms using foam “peanuts”, beads, and pipe cleaners. The
foam peanuts represent the neutrons and protons. Since neutrons are neutral (have no
electrical charge) we’ll use the color white. The protons have a positive charge so you
will color the peanuts you use for protons (make them all the same color). The beads will
represent the electrons, which have a negative charge.

We will be making models of the first 10 elements from the periodic table. Circle
the name of the element that you and your partner are assigned.

H
He

F
Neon Ne 10

 

1. Gather the materials you will need: one
index card, enough foam peanuts to make
the protons and neutrons, beads equal to the
number of electrons, and three pipe cleaners.

2. On the index card write the element name,
symbol, # protons, # neutrons, and #
electrons. Use a marker to color your
protons.

3. Glue the neutrons and protons together. Put
this nucleus on the end of a single pipe
cleaner. Let the glue dry.

4. Twist together the ends of the other two
pipe cleaners for the electron shell. String on the appropriate number of beads to
represent electrons. Form the pipe
cleaners into a circle to make the
electrons’ orbit; twist the remaining
ends together.

5. Connect the pipe cleaner with the
nucleus to the electron circle so the
nucleus is in the middle of the circle.
Staple the card onto the pipe cleaner.

 

 

82

Appendix A-5 Creating model atoms

Discussion Questions:
1. In what ways is your model like a real atom?

2. In what ways is your model unlike a real atom?

3. What patterns do you see in the number of protons, neutrons, and electrons in the
table?

extra credit:
1. Make a model of Iron, Cobalt, or Uranium. Make sure you have the correct
number of protons, neutrons, and electrons. Label it and bring it into class.
2. Basketballs and atoms, Knoespel p.3-17

83

Appendix A-5 Creating model atoms

Teacher notes:

Purpose: To reinforce knowledge of the parts of an atom and their relationships. Also
reinforces the use and limitations of a model.

Lead a discussion of the questions:

1.

In what ways is your model like a real atom?

relative sizes: neutrons and protons same size, electrons much smaller
locations: neutrons and protons in nucleus, electrons in orbit
correct number of particles: neutrons, protons, electrons

In what ways is your model unlike a real atom?

real atom has much more space between nucleus and electrons (diameter of nucleus
is ~ 10, 000 times smaller than diameter of electron shell). E. c. #2 helps students
explore this relationship.

electrons are not all in the same shell

Do you see any patterns in the number of protons, neutrons, and electrons in the
table?

protons and electrons always equal — balance the charges (don 't need to mention
ions)
sum of protons and neutrons is equal to atomic weight

This activity is a modification of the activity “Creating Atoms” found on the website:
http://www.galaxy.net~k12/matter/atoms.shtml.

84

Activity: Elements, compounds, and mixtures (adapted fiom Knoespel p. 4-9)

Appendix A-6 Atoms and molecules model

We are going to construct models of elements, compounds, and mixtures. To do this we
are going to use paper clips to model atoms. Each color of paper clip represents a

different kind of atom. Use this table:

 

 

 

 

 

 

 

 

 

 

 

clip clip element chemical
color symbol name symbol
Blue Bl Hydrogen H
Yellow Y Oxygen 0

White W Sodium Na
Green G Chlorine Cl

Black B Carbon C

Pink P Helium He

 

 

For example one black and one yellow could be joined to form a molecule. Using
clip symbols (based on color) this molecule would be represented as BY. This would be
a model for the molecule containing one carbon atom and one oxygen atom, called
carbon monoxide, and written with chemistry symbols as CO.

Sometimes atoms come into contact with each other, but don’t link-up (bond).
For example, if carbon and oxygen didn’t bond, we would write “B and Y” to represent
this mixture (instead of BY). An actual example of two atoms not bonding would be two
helium atoms put together. We would write 2 P to mean we had two pink paper clips that
were not linked. Using chemical symbols we write 2 He.

Use the paper clips you have to make the following substances (your teacher will walk
around and check your work):

 

 

 

 

Clip Put model in this box Explanation Chemical
symbol symbol
2 P This is an element
because...
B12 This is an element H2
because...

 

 

 

 

85

 

Appendix A-6 Atoms and molecules model

 

 

 

B12Y This is a compound
because...

Bl2Y This is a mixture

and because...

WG

 

 

 

 

Now try these on your own:

 

 

 

 

 

 

 

 

Clip Put model in this box Fill in the blank and Chemical
symbol explain symbol
2Y2 This is a(n)
because...
B12Y2 This is a(n)
because...
BY2 This is a(n)
and
Bl2Y because...

 

 

 

 

86

 

 

Appendix A-6 Atoms and molecules model

Teacher notes:

Use Power Point presentation: “activity atoms and molecules” for class practice

Really important points:
- correct number and color of paperclips
- paperclips linked when they’re supposed to be
- paperclips not linked when there is no bond

OK even if wrong:
- order of chemical symbols
- molecular structure (e. g. H—O—H vs. H—H—O)

crtcrnlcnl symbols “t.“ “rile .’ ”C.

Use the paper clips )‘r‘u lune In make lhr‘ 1.11qu In): sulrslsuwcfi (your lmclrcr Will walls around
and “may: .“LY‘IU'

”TAT“ l

jClip EI‘uImirdcliiinrliI-sluix ' I’\(II;er,I(I\~|9 ‘ l’i‘i’énrital'
Finalist“; - . _ , 2 mt“!
j: I’ . ’ IIII: l\-1li clement
' (J hunt»:
‘ I *7 ‘ II
I 0"I g“ ’ i 7. e .
I of a 0""
I

I'll; ' ,. i. .ii .Ii-iiiciii " it;
' iii)” iv in» of
atom

 

   

Student Work

87

Appendix A-6 Atoms and molecules model

 

;_ Thnhumbaw:

:sevml '1?!“ 'l a

I!" am”

 

 

 

 

 

 

 

 

 

 

 

Student Work

88

mliHififefi I: i

l twmnlkl

 

Appendix A-7 Separating solids activity
Activity: Separating Solids

One of the characteristics of a mixture is that it can be separated using physical
properties.

Question: What physical properties could be used to separate a mixture of pepper, sugar,
sand, and iron filling?

Hypothesis: We can use these physical properties to separate a mixture of pepper, sugar,
sand, and iron fillings:

 

 

 

 

 

 

89

Appendix A-7 Separating solids activity

Materials:

D

00000

2 small jars or beakers

3 index cards

2 plastic stir sticks

l magnet

1 filter paper

Mixture of pepper, sugar, sand, and iron fillings

Procedure (working in groups of 2-4):

1.
2.

3.

Spread out a small amount of the mixture on one index card.

Charge the stir stick with static electricity by rubbing it briskly in your hair.
Slowly bring it close to the mixture but do not touch the mixture.

Brush off the particles that are separated onto a clean index card. Repeat this
several times. What particles did you separate out?
Place the magnet under the index card with the remaining mixture. DO NOT
allow the magnet to come into contact with the mixture or any of the particles.
Slowly pull the magnet to the side.

Remove the magnet and brush the separated particles off onto a clean index card.
What are they?
Prepare the filter by folding it in quarters.

Put the remaining mixture into one of the jars. Fill the jar half way with water
and stir with the clean stir stick.

Pour this liquid through the filter into the other jar.

What is left on the filter?

What do you think is in the beaker?
How could you retrieve the remaining solid from this solution?

 

 

 

 

 

 

 

What physical properties did you actually use to separate the solids?

 

 

 

 

90

Appendix A-7 Separating solids activity

Teacher notes:

Purpose: To separate a mixture of solids using physical properties.

Notes:
1 .

2.

Have students complete the hypothesis before turning to page 2, and working
through the procedure.

Rubbing the plastic stir stick in your hair charges it with static electricity. It then
attracts the pepper more so than the sugar because the pepper particles tend to be
lighter weight than the sugar. You will probably pick up some sugar too.

. The students should not allow the iron fillings to touch the magnet. It’s tedious to

get them off.

Save all the substances the students separate and mix them back together for
another class. You’ll need to add extra sugar because this is not recovered. It
could be if we took the time to evaporate off the water.

5. Remind the students how to fold a filter paper (in quarters). You don’t need a
funnel; just hold the paper over the jar/beaker.
Extensions:
1. Use magnifiers to look at the solids after they’ve separated them. How pure are

2.

the substances?

Evaporate a little of the sugar water on a microscope slide to see that they can
recover the sugar. This ties in with the evaporation phase change in a couple of
weeks.

91

Appendix A-8 Melting ice lab
Lab — Melting Ice
What happens to the temperature of ice as you add heat to the ice causing the ice to melt?

Do you think a graph of the temperature as heat is added would look like one of the
graphs below? Would it have a different shape?

time

time ' time
What happens to the molecules of ice as heat is added?

Here’s one way to investigate these questions:

1. Work with one partner at your lab table for
this entire lab.

2. You will be recording the temperature of the
ice every 30 seconds. Use your watch if it
has seconds; otherwise use the clock on the
wall.

3. You will also be recording the time when
the ice is gone or just small, barely visible
pieces of ice are lefl.

4. Caution: Don’t try to move the
thermometer — it is frozen in place and could
break!

5. When you are ready to record on the Data
Table, get a frozen thermometer/ice/ test
tube assembly and immediately record the
temperature. That is time 0. Now record
the temperature every 30 seconds.
Remember to place an asterisk next to the
reading when the ice is gone or just barely
visible.

6. The source of heat will be your hand. One partner can hold the test tube and
observe the thermometer. The other partner can record the data and observations.
Switch roles after about 5 minutes.

7. When the temperature is above 200C, stop recording data, dump the water in the
sink, and return the test tube and thermometer.

8. Plot the data and answer the analysis questions.

 

92

Appendix A—8 Melting ice lab
Data Table and Graph

Place * at time when ice is gone or barely visible.

Time Temp
(min) (0C)
0

.5

l

l .5

2

2.5

3

3.5 g
4

4.5

5

5.5

Temperature (oC)

Ln OU‘ o

I 0

(arm) awn.
z

6
6.5
7

7.5 o,
8
8.5

9
9.5
10
10.5
11
11.5
12

12.5
13
13.5
14
14.5
15
15.5

OI

 

Observations:

93

Appendix A-8 Melting ice lab
Analysis Questions:

1. How did your hand feel? Did the ice give off heat or absorb heat?

2. Graph your data. Plot a big “X” at the point where the ice was almost all gone.

3. Draw a picture and describe the difference between the water molecules in the
solid or liquid phase.
solid liquid

 

 

 

 

 

 

 

 

4. Can you explain the shape of your graph?

Extension for extra credit:
1. Can you predict what will happen to the temperature of water as you add heat to
the water and it begins to boil? Draw a sketch. Do this at home with parent’s
supervision (you may need to borrow a thermometer).

2. What is a question about melting that you would like to study further?

94

Appendix A-8 Melting ice lab
Teacher notes:

1. Use about 4 mL of water. The bulb of the thermometer should be covered.

2. It will take about an hour to freeze the test tubes. You should be able to have
starting temperatures well below zero — maybe —100C.

3. Make sure the students are observing the samples. An important part of this lab
will be missed if they don’t observe when the ice is gone. Have them record
anything else they observe as well.

 

 

 

 

 

 

 

 

 

   

Ice Melting
30
- I 2
8 20 I g .
3 1o - I 9
n Q
g org-nu"!!! , . .
_10 q 0 test tube without foam
I test tube with foam
-2o ‘
time (min)
time test tube test tube _ ___#,,i_,,,,. _ ___, ‘.
O -17 -5 got on a couple of trial runs.
0.5 -3 -1 _ _ _ _ __ _
1 -1 -1
1.5 0 0
2 0 0
2.5 O 0
3 0 O
3.5 1 O
4 1 0
4.5 1 0
5 2 1
5.5 4 2
6 7 3
6.5 12 5
7 16 11
7.5 18 14
8 22 17
8 5 24 20

95

Appendix A-9 Chemical reaction model

Activity: chemical reactions (adapted from Knoespel p. 4-9)

We are going to model chemical reactions usig paper clips. Remember our model:

 

 

 

 

 

 

 

 

 

 

 

 

 

clip clip element chemical
color symbol name symbol
Blue Bl Hydrogen H
Yellow Y Oxygen 0
White W Sodium Na
Green G Chlorine Cl
Black B Carbon C
Pink P Helium He
Here are two new symbols that scientists use: “-)” means “reacts to form”.

66+,9 means “arld,,
For example: hydrogen + oxygen -) water means hydrogen and oxygen react to form

water.

Show this reaction using paper clip model in two different ways:

H2 + 02 9 H20

2H2 + 02 '9 2H20

96

Appendix A-9 Chemical reaction model
One of these equations is balanced and one is unbalanced. Scientists use balanced
equations because they show that atoms are not created nor destroyed. Which of these
equations do you think is balanced? WHY?

Model this equation with paper clips: Na + Cl 9 NaCl Is it balanced?

If sodium is a soft, silver shiny metallic element that reacts violently when placed in
water and chlorine is a pale green, poisonous gas, can you predict what properties the
compound NaCl will have?

Extra credit: Find another chemical reaction and model it with paper clips. Make sure it
is balanced!

97

APPENDIX B - Discussion Guides
Describing distance
Describing volume
Describing mass and weight
Mass/volume take home investigation
Matter concept map
Dry ice day
Phase change quiz and discussion questions

Dehydration of sugar demonstration

98

Appendix B-1 Describing distance
Metric Units for Measuring Distance
Fill in the blank with the approximate measurement:
Width of paper clip wire Width of your little finger

Distance from floor to waist Distance from Hope to High School

 

What do milli, centi, and kilo mean?

We start with a basic unit — in this case the meter. [m]

We split a meter into 100 equal parts and call this a centi-meter [cm]. (hint: How
many cents in a dollar?) A centimeter is bigger/smaller than a meter.

We split a meter into 1000 equal parts and call this a milli-metertmm]. (hint: How
many years in a millennium?) A millimeter is bigger/smaller than a meter.

We put 1000 meters together and call this a kilo-meter[km]. (hint: A kilometer is
1000 meters.) A kilometer is bigger/smaller than a meter.

The length of the rectangle is 3.4 cm. Why?

 

 

What is the length of this rectangle?

Why is it important to include units?

What would you estimate the length of this rectangle?
2.35m 2.45cm 2.250m 3.35mm 2.35cm

 

 

 

Measure the width of this paper to the nearest mm. (include
units!)

Measure the length of this paper to the nearest mm. (include
units!)

Why might your neighbor get a different answer? List as many reasons as you
can.

99

Appendix B-1 Describing distance
Circle agree or disagree for the following statements and give a reason.

Example'

1. Agr.e The distance to Elliott is about 2 m.

A meter is about the height of my waist, so 2 m is much smaller that the
distance to Elliott.
2. Agree/Disagree The width of a yellow pencil is about 1 cm
3. Agree/Disagree The distance to the high school is about 1000m.
4. Agree/Disagree The width of a piece of notebook paper is about 22 mm.

5. Agree/Disagree The width of my wrist is about 5 cm.

6. Agree/Disagree The height of the tallest student is about 2m.

Extra credit:

1. Make up your own agree/disagree statement:
Agree/Disagree

2. Measure your height in cm. My height is cm.

100

Appendix B-2 Describing volume
Volume Name:
Amount of an object takes up

We will use these units for measuring volume: 1 mL (milliliter) = 1 cc (cubic
centimeter)
a 250 cc dirt bike means its engine has a volume of 250 cubic centimeters
a 2-liter pop bottle has a volume of 2,000 mL.
Other common units for measuring volume:
Gallon of ice cream
Cup of milk
Bushel of apples
Teaspoon of medicine
Lung-full of air
Notice that we can use volume to measure liquids. solids, and sometimes even
gases.

We will use three different methods to measure volume. Some methods are
simpler than others, but some objects can't be measured using the simple
methods.

Method 1: Direct measurement. Pour the liquid into a measuring cup. We will
use measuring cups called beakers and
graduated cylinders that are marked in mL.

 
  
   
 
   

Sometimes the
surface of the
liquid looks
curved. This is
called a
“meniscus".
Read the level of
the liquid at the
lowest point on
the curve. For
example, this volume would be 21 mL
instead of 21.1 mL.

_,40 m

    
     

'3' Q" ~".. 1.. '
graduated
cylinder

101

Appendix B-2 Describing volume

Method 2: Use a formula. We will use the formula for the volume of a
rectangular solid (6 sides, all corners are right angles): Volume = length x width x
height. For example, a block of wood that had length=5cm, width=3cm, and
height=20m has a volume of 5x3x2=30 cubic centimeters. Remember we could
also say it had a volume of 30 mL. (This method can be used for other shapes,
but we will only use this method for rectangular solids.)

Method 3: Water displacement. This method can be used to measure the
volume of a solid of any shape. (It can even be used to measure the volume of a
person!) Find a beaker or graduated cylinder that will hold the object. Put some
water in the container. Measure the water level. Put the object in the container —
make sure the object is completely covered with water. Measure the new water
level. The volume of the object is the difference in the water levels.

Water level
~55 mL
Volume of
rock ~16
mL

   

 

Activity:
With a partner in your lab group, measure the volume of the following:

1. What is the volume of the AquaFina bottle? Method to use:

2. What is the volume of the piece of 2x4? Method to use:

3. What is the volume of the piece of steel pipe? Method to use:

Extra credit:
1. Devise a method to measure the volume of your body. Get it approved by the
teacher and then do it!

102

Appendix B-3 Describing mass and weight

Mass measures the amount of in an object.
Which object has more matter — a foam peanut or a penny?
More relevant question: Which has more matter -— a 16 oz bag of M&M's or
two 7 oz bags of M&M’s?
Metric units for measuring mass are grams (9) or kilograms (kg)
A small paperclip is a little less than 1 g; a jumbo paperclip is a little more
than 1 9.

Weight measures the of gravity between two objects (often one of
the objects is earth).

%

Astro-frog has a mass of 210 9. She grew
became a very strong jumper. On Monday she
bottom of the Pacific Ocean On Tuesday
Chile to visit some mountain
Wednesday she visited
jumped to the top of the
of Pisa. Then with a
put herself into frorbit.
scale)

up in Michigan and
“‘- jumped to the
she hopped to
cousins. On
Italy and
leaning Tower
mighty leap, she
(not drawn to

  
  
 
 

 

On the surface of the earth, we usually use weight to measure mass. The two
values are closely related. Oftentimes people say “weight” when they actually
mean “mass”.

The mass of objects (that can be easily moved) is measured quickly and simply
by using an electronic balance or a triple beam balance.

103

Appendix B-3 Describing mass and weight

Measure the mass of your pen or pencil. Remember the correct unit!

 

Which is heavier a kilogram of lead or a kilogram of feathers? Why?

Density is mass per unit volume. A bowling ball is more dense than a volleyball.
Lead is more dense than feathers. A box of lead has more mass than a box of
feathers. When two liquids mix, the more dense liquid sinks and the less dense
liquid rises.

Definition: MATTER is anything that has mass and volume.

Examples of matter:

Examples of non-matter:

Extra credit:
1. How could you measure the mass of an object in a gravity-free
environment?
2. How could you measure the mass of a helium balloon?
3. What is the mass of the earth? How is it measured?

104

Appendix 34 Mass/volume take home investigation

Mass — Volume - Density Name:

1. All matter has mass (measured in grams or kilograms) and volume
(measured in mL or cubic centimeter).
Some things are sold based on mass, some based on volume.

Fill in the table. Find three more items in your home that are sold by mass and
record their mass. Find three more items in your home that are sold by volume
and record their volume.

Mass Volume
item Mass (grams) 1te_m
Volume (mL)

Grape jelly Teriyaki sauce

Baked beans Mountain Dew

Can of tuna fish Evaporated milk
Miracle Whip

 

 

 

 

 

 

We can use mass and volume to calculate density.

Density = Mass
Volume

For example: A rock has a mass of 500 and a volur
Then its density is 500 g = I
200 cm3

  

 

 

105

Appendix B-5 Matter concept map

Fill in the ovals in this MATTER concept map with the words:

mass, volume, matter, density, solid, liquid, gas, gram, kilogram, mL, cubic
centimeter, weight, melt, evaporate, boil, elements, sublime, compounds,
freezehcondense, mixtures

 

 

(pure su stance) On earth,
normally ,
found in
'\ Can also these
(pure su stance) be states
' classified
as

    

 

(may be

heterogeneous :
Must have

Acted on by
gravity produces /

Has units 0f Used to define Has units of

/ \
<5 O

 

 

 

First Half

 

 

 

106

Appendix B-5 Matter concept map

becomes

/'

Q».

remove energy

1

 

O

 

;
ecomes

remove
energy

 

Q

 

 

Add
energy

becomes
Add

energy

Col.

 

becomes

 

 

Second Half

 

 

107

Appendix B-6 Dry ice day
Fun with Dry Ice

Thermal Expansion/Contraction using the ball and ring
Why will the ball not fit through the ring?
Why will it fit through later?

Dry Ice has mass and volume
The gas 002 also has mass and volume (even though we can’t see it)
What will happen if I put some dry ice in a balloon?
Does the mass of the balloon change? Measure it with the balance.

Fire extinguisher
In aquarium — why does lower candle go out first?
Outside of aquarium - why can you “pour" the gas?

Bubbles suspended in the aquarium
Why do they float?

Phase changes — physical, not chemical changes
Watch the dry ice sublime on black construction paper (solid -> gas)
What is the “smoke” that you see? (gas -> liquid)
What happens to the water in the beaker with the dry ice? (liquid -) solid)

Dry ice is frozen carbon dioxide. A block of dry ice has a surface temperature of -
109.3 degrees F (-78.5 degrees C). Dry ice also has the very nice feature of
sublimation - as it melts it turns directly into carbon dioxide gas rather than a
liquid. The super-cold temperature and the sublimation feature make dry ice
great for refrigeration. For example, if you want to send something frozen across
the country, you can pack it in dry ice. it will be frozen when it reaches its
destination and there will be no messy liquid left over like you would have with
normal ice.

Many people are familiar with liquid nitrogen, which boils at -320 degrees F (-196
degrees C). Liquid nitrogen is fairly messy and difficult to handle. So why is
nitrogen a liquid while carbon dioxide is a solid? This difference is caused by the
solid-liquid-gas features of nitrogen and carbon dioxide.

We are all familiar with the solid-liquid-gas behavior of water. We know that at

sea level water freezes at 32 degrees F (0 degrees C) and boils at 212 degrees
F (100 degrees C). Water behaves differently as you change the pressure,

108

Appendix B—6 Dry ice day

however. As you lower the pressure the boiling point falls. If you lower the
pressure enough, water will boil at room temperature. If you plot out the solid-
liquid-gas behavior of a substance like water on a graph showing both
temperature and pressure, you create what's called a phase diagram for the
substance. The phase diagram shows the temperatures and pressures at which
a substance changes between solid, liquid and gas.

Dry Ice Safety

If you ever have a chance to handle dry ice, you want to be sure to wear heavy
gloves. The super-cold surface temperature can easily damage your skin if you
touch it directly. For the same reason you never want to taste or swallow dry ice
either.

Another important concern with dry ice is ventilation. You want to make sure the
area is well—ventilated. Carbon dioxide is heavier than air and it can concentrate
in low areas or in enclosed spaces (like a car or a room where dry ice is
sublimating). Normal air is 78% Nitrogen, 21% Oxygen and only 0.035% Carbon
Dioxide. If the concentration of carbon dioxide in the air rises above 5%, carbon
dioxide can become toxic. Be sure to ventilate any area that contains dry ice, and
do not transport it in a closed vehicle.

109

Appendix B-7 Phase change quiz and discussion questions

Physical and Chemical Changes Video Quiz

1.|ce being broken into small bits is an example of a change.

2.ln a physical change the matter does not change

 

3.ln a chemical change a substance is formed.
4. A chemical is a way to describe how matter reacts with other
matter.

5. Flammability is the chemical property describing how a substance

 

6. A clue that a chemical change is occurring in a burning flame is that

 

 

 

 

is given off.
7. Chemical changes occur at speeds.
8. is the substance produced by iron reacting with oxygen in the
air.
9. A chemical is the chemical change in which one or more
substances change.
10. is a chemical reaction in green plants that produces energy

 

and oxygen.

110

Appendix B-7 Phase change quiz and discussion questions
Physical and Chemical Changes Video Discussion Questions

1. What is a physical change?

2. What are some examples of physical changes in matter?

3. What is a chemical change?

4. What are some examples of chemical changes in matter?

5. What is a chemical reaction?

6. Write out an example of a chemical reaction.

7. What are some physical changes that occur at school? At home? In
nature?

8. What are some chemical changes that occur at school? At home? In
nature?

111

Appendix B-8 Dehydration of sugar demonstration

Chemical Reactions

Forms a new substance — a new compound or element.

Clues of chemical reaction taking place:

 

clue

Example

Exception

 

Gas produced

Vinegar + baking soda

Dry ice “boiling” in water

 

Heat energy produced or
absorbed

Burning candle

lce forming on oranges
Dissolving barium
nitrate(?)

 

Light energproduced

Burningandle

Light bulb

 

 

Change of color

Apple tuminaq brown

 

 

 

When combining substances, ask these questions to determine if you have a

new substance:

1. Can the substances be separated by mechanical means?

Yes -> mixture

2. Do the substances retain their previous properties?

Yes -) mixture

3. Do they combine in any ratio? (tricky to describe without balancing

chemical equations)
Yes -) mixture

Compare and contrast:

 

Sugar and water

Sugar and sulfuric acid (must be done
outside; see attached page)

 

 

 

 

 

Since chemical reactions form new substances we use the terms:
“reactants” substance(s) we start with (what reacts)
“products” substance(s) we end with (what is produced)

112

 

 

Appendix B-8 Dehydration of sugar demonstration
Teacher notes:

Adapted from Liem p 5.1
Start with about 40mL of concentrated sulfuric acid and amount of sugar shown
in a baby jar (this allows the products to be disposed of with the jar)

Do this outside, reaction may be messy and generates noxious gas

Jar will get very hot

Reaction starts very slowly, will be black after ~ 1 min; will be

cc
min .

n-

mplete after ~ 3

   
       

 
 

f; l

 

 

113

APPENDIX C — Assessment Tools
Correlation of standards and benchmarks with activities
Pre/post test
Correlation of pre/post test to standards and benchmarks
Pre/post test analysis spreadsheet

Student opinion survey

114

Appendix C—1 Correlation of standards and benchmarks with activities

Matter and Energy Standard SCI.IV.1

Specific benchmarks:
1. Describe and compare objects in terms of mass, volume, and density.

Describing distance
Describing volume
Describing mass and weight
Description contest

Density measurement lab
Density column lab

2. Explain when length, mass, weight, density, area, volume or temperature are
appropriate to describe the properties of an object or substance.

Describing distance
Describing volume
Describing mass and weight
Description contest

Density measurement lab

3. Classify substances as elements, compounds, or mixtures and justify
classifications in terms of atoms and molecules.

Creating model activity
Atoms and molecules model
Separating solids activity
Video 5374 10

4. Describe the arrangement and motion of molecules in solids, liquids, and
gases.
Atoms and molecules model
Video 5374 10
Dry ice day
Thermal expansion demos
Melting ice lab

Changes in Matter Standard SCI.IV.2

Specific benchmarks:
1. Describe common physical changes in matter: evaporation, condensation,
sublimation, thermal expansion and contraction.

115

Appendix C-1 Correlation of standards and benchmarks with activities

Video 5374 10

Dry ice day

Thermal expansion demos
Video 5787 18
Evaporation race

Fog story

2. Describe common chemical changes in terms of properties of reactants
and products.

Video 5787 18

Chemical reaction model
Dehydration of sugar demo
Candle observation

3. Explain physical changes in terms of the arrangement and motion of
atoms and molecules.

Dry ice day

Thermal expansion demos
Video 5787 18

Fog story

4. Describe common energy transformations in everyday situations.

Melting ice lab
Video 5787 18

Fog story

Candle observation
Fire dept demo

Constructing New Scientific Knowledge Standard SCl.l.1

All students will ask questions that help them Ieam about the world; design and
conduct investigations using appropriate methodology and technology; learn from
books and other sources of information; and communicate findings of
investigations, using appropriate technology. (general)

Discrepant events
Density measurement lab
Density column lab

Film can inference lab

116

Appendix C-1 Correlation of standards and benchmarks with activities

Melting ice lab
Evaporation race

Reflecting on Scientific Knowledge Standard SCI.Il.1

All students will analyze claims for their scientific merit and explain how scientists
decide what constitutes scientific knowledge; show how science is related to
other ways of knowing; show how science and technology affect our society; and
show how people of diverse cultures have contributed to and influenced
developments in science. (general)

Discrepant events
Density measurement lab
Density column lab

Film can inference lab
Melting ice lab
Evaporation race

117

Appendix C-2 Pre/post test

1. When people go fishing, why is lead commonly used for a sinker?

2. Would the following items be more likely to be measured using mass or volume?
Item Mass Volume

Ice cream
Hamburger
Potatoes
Milk

Jelly beans
Maple syrup

 

 

 

 

 

 

 

 

 

 

 

 

the followin as elem or mixture:
Element Mixture

     

water
bean
0

salt

h

4. In the boxes below draw a model of what you think the molecules in a solid,
liquid, and gas would look like. Briefly explain your drawings.

 

 

 

 

 

 

 

 

 

 

 

 

Solid Liquid Gas

5. Explain why “sweat” forms on the outside of a glass of ice water in the summer.

118

10.

11.

12.

a)
b)

C)

Appendix C-2 Pre/post test

Hydrogen gas is given off when hydrochloric acid is added to zinc. The residue
that remains is zinc chloride. Scientists might write the reaction like this:

zinc + hydrochloric acid 9 hydrogen gas + zinc chloride.

Classify these substances as products or reactants.

Products Reactants

Patrick and Franklin’s mother was filling the gasoline tank of her van. Franklin
soon smelled gasoline. He asked Patrick how he could smell the gasoline when it
went into the tank. Write what you think Patrick said to explain to Franklin how
he was able to smell the gasoline. Use the idea of molecules.

Water freezes at 32°F. What is the approximate melting temperature for
chocolate candy bar?
a. 20°F b. 80°F c.32°F d.212°F

Ice melts at 32 °F. What is the approximate freezing point for ice water?
a. 20°F b. 80°F c.32°F d.212°F

The density of the human body in grams per cubic centimeter is about:
a. l g/cc b. 5 g/cc c. 10 g/cc d. 50 g/cc

Lindsay was studying how fertilizer affects plant growth. She planted beans in
four containers. Each container got the same amount of sunlight and water. She
put a small amount of fertilizer in the first container, a little more fertilizer in the
second container, and lots of fertilizer in the third container. She didn’t put any
fertilizer in the fourth container. What was the purpose of the fourth container?

Frances read that Dr. Zhou linked pollution from a local factory to lung cancer.
What further information would cause her to believe the report?

Dr. Zhou is a world-renowned expert in the diagnosis and treatment of lung
cancer.

Other areas without the pollution had lower rates of lung cancer.

Frances’ fiiend Chris read the same report in the morning newspaper.

Four of her fiiends had grandparents who died of lung cancer.

119

Appendix C-3 Correlation of prelpost test to standards and benchmarks

Matter and Energy Standard SCI.IV. 1

Specific benchmarks:
. Describe and compare objects in terms of mass, volume, and density.

. Explain when length, mass, weight, density, area, volume or temperature are
appropriate to describe the properties of an object or substance.
When people go fishing, why is lead commonly used for a sinker?

Would the following items be more likelyto be measured usim mass or volume?

 

Item Mass Volume

 

Ice cream

 

Hamburger

 

Potatoes

 

Milk

 

Jelly beans

 

 

 

 

Maple syrup

 

. Classify substances as elements, compounds, or mixtures and justify
classifications in terms of atoms and molecules.

nd or mixture:
Element nd Mixture

the followi as

         

Your friend Chris says air is a mixture. Explain why Chris is correct using the
words atom and molecule.

0 Describe the anangement and motion of molecules in solids, liquids, and

gases.

In the boxes below draw a model of what you think the molecules in a solid,
liquid, and gas would look like.

 

 

 

 

 

 

 

 

 

 

 

 

120

 

Appendix C-3 Correlation of pre/post test to standards and benchmarks

Solid Liquid Gas
Changes in Matter Standard SCI.IV.2

Specific benchmarks:
0 Describe common physical changes in matter: evaporation, condensation,
sublimation, thermal expansion and contraction.

Explain why “sweat” forms on the outside of a glass of ice water in the summer.

0 Describe common chemical changes in terms of properties of reactants and
products.

Hydrogen gas is given off when hydrochloric acid is added to zinc. The residue
that remains is zinc chloride. Classify these substances as products or
reactants.

Products Reactants

- Explain physical changes in terms of the anangement and motion of atoms
and molecules.

Patrick and Franklin’s mother was filling the gasoline tank of her van. Franklin
soon smelled gasoline. He asked Patrick how he could smell the gasoline when
it went into the tank. Write what you think Patrick said to explain to Franklin how
he was able to smell the gasoline. Use the idea of molecules.

. Describe common energy transformations in everyday situations.

Water freezes at 0°C. What is the approximate melting temperature for

chocolate?
a. -10°C b. 35 °C c. 0°C d. 100 °C

Ice melts at 0 °C. What is the approximate freezing point for ice water?
a. -10°C b. 35°C c. 0°C d. 100°C

Constructing New Scientific Knowledge Standard SC“. 1

All students will ask questions that help them Ieam about the world; design and
conduct investigations using appropriate methodology and technology; Ieam from
books and other sources of infonnation; and communicate findings of
investigations, using appropriate technology. (general)

Compare to a control. Why use a control.

121

Appendix C-3 Correlation of pre/post test to standards and benchmarks

Reflecting on Scientific Knowledge Standard SCI. ll. 1

All students will analyze claims for their scientific merit and explain how scientists
decide what constitutes scientific knowledge; show how science is related to
other ways of knowing; show how science and technology affect our society; and
show how people of diverse cultures have contributed to and influenced
developments in science. (general)

Frances read that Dr. Zhou linked pollution from local factory to lung cancer.
What further information would cause her to believe the report?

a.

93-99"

Dr. Zhou is a wortd-renowned expert in the diagnosis and treatment of lung
cancen

Other areas without the pollution had lower rates of lung cancer.

Frances’ friend Chris read the same report in the morning newspaper.
Four of her friends had grandparents who died of lung cancer.

122

Appendix C-4 Pre/post test analysis spreadsheet

Table 4: Pre test question-by-question analysis

Pre Test
que #2 1 2 3 4 5 6 7 8 9 10
pts poss 4 6 6 5 4 4 4 2 2 2

student

 

que ave:44.6% 63.0% 56.5% 62.6% 22.8% 16.3% 31 .5% 73.9% 34.8% 0.0%

123

Appendix C-4 Pre/post test analysis spreadsheet

Table 4: Pre test question-by—question analysis (cont)

Pre Test
que #: 11 12 total pts ave
pts poss 4 2 45
student

 

25 55.6%

 

21 46.7%

 

22 48.9%

 

14 31.1%

 

27 60.0%

 

31 68.9%

 

22 48.9%

 

27 60.0%

 

28 62.2%

 

15 33.3%

 

17 37.8%

 

13 28.9%

 

14 31.1%

 

18 40.0%

 

21 46.7%

 

20 44.4%

 

2O

 

11 24.4%

 

24 53.3%

 

18 40.0%

 

20 44.4%

 

17 37.8%

 

#OhOAOOONhANNNNJiO-thN-hm
OOONOOOONNONOONNNNONNON

14 31.1%

 

 

xg<c—Immo'oozgr-x<—-Io'nmoom>

 

 

 

 

 

 

que ave: 47.8% 47.8% 44.3% 44.3%

124

Appendix C-4 Pre/post test analysis spreadsheet

Table 5: Post test question-by-question analysis

Post Test

10

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

pts poss
student
que ave

que #:
%

 

71.0 90.4 73.9 35.9 82.6 87.0 39.1 4.3

68.1

51.1

average
gain %

4.3 4.3

14.5 27.8 51.1 19.6 51.1 13.0

5.1

6.5

(Post - Pre)

125

Appendix C-4 Pre/post test analysis spreadsheet

Table 5: Post test question-by-question analysis (cont)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post Test
que #2 11 12 total pts ave Student gain
pts poss 4 2 45 (post - pre)
student
A 4 2 38 84.4% 28.9%
B 3 2 34 75.6% 28.9%
C 4 0 24 53.3% 4.4%
D 4 2 32 71.1% 40.0%
E 4 2 35 77.8% 17.8%
F 4 2 35 77.8% 8.9%
G 4 2 36 80.0% 31.1%
H 2 2 35 77.8% 17.8%
I 2 0 27 60.0% -2.2%
J 4 2 23 51.1% 17.8%
K 4 2 27 60.0% 22.2%
L 2 0 34 75.6% 46.7%
M 4 2 27 60.0% 28.9%
N 2 0 23 51.1% 11.1%
0 3 2 31 68.9% 22.2%
P 4 2 22 48.9% 4.4%
Q
R 4 2 33 73.3% 48.9%
S 2 0 26 57.8% 4.4%
T 3 0 17 37.8% -2.2%
U 4 0 35 77.8% 33.3%
V 4 0 25 55.6% 17.8%
W 3 0 24 53.3% 22.2%
X 2 2 41
que ave 82.6% 60.9% 66.1% 64.9% 20.6%
average gain 34.8% 13.0% 21.7%

(Post - Pre)

126

 

Appendix C-5 Student opinion survey

Student opinion survey

Remember the first marking period when we talked about density and atoms and
compounds and physical/chemical changes...

What did you like best?

What did you like least?

What should I change, if anything?

Compare that unit to this unit (earth science)

Matter unit better about the same earth science unit better
1 2 3 4 5 6 7

127

APPENDIX D — Photographs and Student Work
D - 1 Density column lab
D - 2 Student work on candle observation activity

D - 3 Various student activities

128

Appendix D-1 Density column lab

 

Figure 15: Students observing density column

129

Appendix D-1 Density column lab

 

, 1%) ; Jr . . . .
Figure 16: Students comparing densities of aluminum foil
wads

130

Appendix D-2 Student work on candle observation activity

 

“T“Téf aifé ’

Jed/41a 24’

[vane 7’4:

”4+

 

.m.a»M>-vnz. .... .-

   

.1.le ' ’ v.44, v «us-an. . v.

 

 

? {go/‘15. j (aft 4rfi/‘Zf/{( Cflwns/Zd
15"“7‘. ”will; (Xv Cd/r//< any/YA.

Figure 17: Student work on candle observation activity

131

Appendix D-2 Student work on candle observation activity

 

Figure 18: Student work on candle observation activity

132

Appendix D-3 Various student activities

 

   

‘5

Figure 20: Separating solids activity

133

Appendix D-3 Various student activities

u.(| A

 

Figure 22: Fire department demonstration

134

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