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Project Overview | |
|Name of Project: |GOT DATA? |Duration: 3.0 weeks |
|Subject/Course: Geophysical Science |Teacher(s): Leveille |Grade Level: 9 |
|Other subject areas to be included, |Math; English |
|if any: | |
| |
|Project Idea |Year long driving question: How do we interact with the four spheres (atmosphere, hydrosphere, geosphere and biosphere) that we live in? To be able to explore these spheres, |
|Summary of the issue, challenge, |good scientific methods must be learned and practiced. This unit will teach the students to safely use lab equipment, write good hypotheses, record data, analyze that data |
|investigation, scenario, or problem: |(both manually and with a computer), and write well thought out conclusions. |
|Driving Question |How do we use science to understand how we and others interact with the 4 spheres? |
|Content and Skills Standards to be |E1.1A Generate new questions that can be investigated in the laboratory or field. |
|addressed: |E1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy|
| |of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. |
| |E1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time |
| |interval, temperature—with the appropriate level of precision). |
| |E2.1B: Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth. (Clarification: Interactions take the form of |
| |energy transfer and movement of matter.) |
| |E2.1C: Explain, using specific examples, how a change in one system affects other Earth systems. (Clarification: The biogeochemical cycles of carbon and nitrogen illustrate how|
| |systems affect each other.) |
| |E2.3A: Explain how carbon exists in different forms such as limestone(rock), carbon dioxide (gas), carbonic acid (water), and animals (life within Earth systems) and how those |
| |forms can be beneficial or harmful to humans. |
| |E2.3c: Explain how the nitrogen cycle is part of the Earth system. |
| |E2.3d: Explain how carbon moves through the Earth system (including the geosphere) and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a |
| |pollutant) society. |
| |E3.3B: Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from|
| |their increased density. (Clarification: Heat transfer in the geosphere, from the core outward, drives plate movement. Plate tectonics is a result of the connection between |
| |processes in Earth’s mantle and surface features which are in part expressions of the plates and plate boundaries.) |
| |T+A |E | |T+A |E | |
| |Presentation |X | | | | |
| |Critical Thinking: |X | | | | |
| | | |Presentation Audience: |
| |Group: |Inquiry lab: students will work in teams of 3-4 people to demonstrate safe/proper use of lab equipment to explore density with|Class: | |
|Culminating Products and | |the question being probed: Does changing the size of an object changes its density? | | |
|Performances | | | | |
| | | |School: | |
| | | |Community: | |
| | |Students will work in groups to plan a controlled experiment to determine if the size of your head is related to how far you |Experts: | |
| |Individual: |can jump. Students individually analyze their data first by graphing it manually and then by graphing the data using Excel. | | |
| | | |Web: | |
| | | |Other: |
|Project Overview |
|Entry event to launch | Students review the scientific method and how it relates to exploring science. Students explore how the scientific process flows with an emphasis on observational skills. Students |
|inquiry, engage students: |are told a story about “mutant sewer lice from Wisconsin” so they are conditioned to see the sewer lice. The teacher presents a sample of the sewer lice (Squirt soda and raisins) and |
| |the students react! It starts a discussion on how important objective observations are in scientific exploration. This leads into the design of the experiment that compares the size |
| |of their head to how far they can jump. |
|Assessments |
|Resources |On-site people, facilities: | |
|Needed | | |
| |Equipment: |Triple beam balance, computer with Excel and Word |
| |Materials: |meter sticks, measuring tape, beaker, density cubes, marshmallows and string |
| |Community resources: | |
| |
|Reflection |
|Methods |
|Project: |Course/Semester: |
| | |
|Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |
|to successfully complete culminating products and |by the project teacher, other teachers, experts, |
|performances, and do well on summative assessments |mentors, community members |
|Calculating averages, comparing data and producing charts and graphs via Excel | | |
| |( |Class demonstration and one on one instruction |
|Manually graphing data with proper labeling, scaling of the data and titling the graph | |Review graphing rules previously learned in middle school. Practice graphing data recorded in |
| |( |experiment. |
|Using triple beam balance to measure mass/demonstrate the difference between mass and weight | |Density lab – measure mass of water, density cube and marshmallow |
| |( | |
|Use graduated cylinder, beaker and ruler to measure volume of different objects by direct measurement | |Using previous knowledge and expanding it to include measuring volume by displacement and direct |
|and displacement. |( |measurement of a cube. |
|Learn/review SI units and derived units. | |Demonstrate and practice dimensional analysis and then use that knowledge to calculate the derived |
| |( |unit of mass. |
|Learn study skill method SQ3R | |Demonstrate, practice and then practice some more |
| |( | |
| | | |
| |( | |
|PROJECT CALENDAR |
|project: Got Data |Start Date: First Day of school |
| |
|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
|PROJECT WEEK ONE |
| |Write hypothesis for head size compared to|Look at the method – students realize that|Collect all classroom data and include |Analyze data to realize that head size is |
|Review of scientific method |jump distance and let students perform the|everyone measured things a little |additional data such as age, height, wing |not related to jump distance. Many |
|Mutant sewer lice demo |experiment. |different and therefore we can’t compare |span, foot size and forearm size. Graph |students feel the graphed the data |
| | |the data and come to a conclusion. Revise |head size vs. jump distance. |incorrectly because there was no pattern |
| | |the experiment as a group and repeat data | |(they’re used to math graphs making |
| | |collection. | |sense). Demonstrate how to graph the data |
| | | | |and analyze it via Excel. |
| | | | | |
| | | | | |
|PROJECT WEEK TWO |
|Work in the computer lab to analyze the |Work in the computer lab to analyze the |Work in the computer lab to analyze the |SQ3R study method and practice with chapter|Teach dimensional analysis - practice! |
|data. Calculating averages; compiling data|data. Calculating averages; compiling data|data. Calculating averages; compiling data|in the book that deals with the scientific |Include PowerPoint presentation showing |
|from all three class periods. Comparing |from all three class periods. Comparing |from all three class periods. Comparing |method |the importance of using math in science. |
|other values, graphing the data and |other values, graphing the data and |other values, graphing the data and | | |
|drawing conclusions as to whether the two |drawing conclusions as to whether the two |drawing conclusions as to whether the two | | |
|sets of data being compared are related. |sets of data being compared are related. |sets of data being compared are related. | | |
|PROJECT WEEK THREE |
|Teach science terms that was used and will|Density Lab |Density lab |Review lab equipment and usage, data |Quiz. |
|be used: precision vs. accuracy, | | |analysis and scientific method. | |
|qualitative vs. quantitative, inference | | |Demonstration/presentation of learned | |
|vs. assumption and theory, fact and law. | | |skills. | |
|Practice Dimensional Analysis | | | | |
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