roblem-based Science Grade 8summerschool.dadeschools.net/pdfs14/Sci-8gr-Student_Packet.pdf ·...
Transcript of roblem-based Science Grade 8summerschool.dadeschools.net/pdfs14/Sci-8gr-Student_Packet.pdf ·...
Miami-Dade County Public Schools
Department of Mathematics and Science
Problem-based Activities for Summer School
Science
Grade 8 Student Exploration Guides
July 2014
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Mr. Carlos L. Curbelo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Dr. Marta Pérez
Ms. Raquel A. Regalado
Ms. Krisna Maddy
Student Advisor
Mr. Alberto M. Carvalho Superintendent of Schools
Ms. Maria L. Izquierdo Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas Assistant Superintendent Division of Academics
Mr. Cristian Carranza Administrative Director Division of Academics
Dr. Ava D. Rosales Executive Director
Department of Mathematics and Science
M-DCPS Grade 8 Science Credit Recovery Page 3 of 44
Table of Contents
Student Gizmos Exploration Guides
Weight and Mass .............................................................................................................. 1
Density .............................................................................................................................. 4
Phase Changes ................................................................................................................. 8
Element Builder ................................................................................................................. 12
Element Builder Day 2 ....................................................................................................... 14
pH Analysis ....................................................................................................................... 16
Solubility and Temperature ............................................................................................... 19
Plants and Snails .............................................................................................................. 23
Greenhouse Effect ............................................................................................................ 27
H-R Diagram ..................................................................................................................... 30
Solar System ..................................................................................................................... 35
Phases of the Moon .......................................................................................................... 38
M-DCPS Grade 8 Summer Credit Recovery Page 1 of 44
Student Exploration: Weight and Mass Vocabulary: balance, force, gravity, mass, newton, spring scale, weight
Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Your weight is the pull of gravity on your body. Suppose you step on a bathroom scale on
the Moon. How would your weight on the Moon compare to your weight on Earth?
A. greater on the Moon B. less on the Moon C. same on Earth and the Moon 2. Your mass is the amount of matter, or “stuff,” in your body. How would your mass on the
Moon compare to your mass on Earth?
A. greater on the Moon B. less on the Moon C. same on Earth and the Moon Gizmo Warm-up On the Weight and Mass Gizmo™, you can use a balance to compare the masses of objects. 1. Place the dog on the right pan of the balance. What
happens? _____________________________
2. Place the 5-kilogram (kg) mass on the other pan.
Which has more mass, the dog or the 5-kg mass?
__________________________________________ 3. The 5-kg mass is heavier than the dog, so take it off the pan and place a 1-kg mass on the
pan. Add 1-kg masses to the left pan until it goes down. Then take one of the 1-kg masses off the pan so that the masses are above the dog.
4. Use this process of adding and subtracting other masses from the left pan until the two pans
are balanced. Add up all the masses on the left pan. This is equal to the mass of the dog.
What is the mass of the dog? _________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 2 of 44
Activity A:
Weight on different planets
Get the Gizmo ready:
Click Clear scales to remove all objects from the spring scale and the balance.
Introduction: A spring scale is used to measure force. Since weight is a type of force, a spring scale can measure weight. The metric unit of force is the newton (N). Question: Will an object’s weight change on different planets? 1. Measure: Place the pumpkin on the spring scale. Move the cursor over the red line on the
scale to see its weight measured to the nearest newton. What is the weight of the pumpkin? _____________________________________________
2. Predict: If you take an object to a different planet, do you think its weight will stay the same
or be different? (Circle your answer.)
Same Different 3. Collect data: Measure the weights of the following objects on Earth, the Moon, Mars, and
Jupiter. Record your measurements in the data table below.
Pumpkin Dog Watermelon
Weight on Earth
Weight on Moon
Weight on Mars
Weight on Jupiter
4. Analyze: Does the weight of an object change when it is moved to a different planet?
_________________________________________________________________________
5. Extend your thinking: Which celestial body had the strongest gravity, Earth, the Moon, Mars,
or Jupiter? Explain how you know. _____________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 3 of 44
Activity B:
Mass on different planets
Get the Gizmo ready:
Click Clear scales.
Question: How do weight and mass change on different planets? 1. Predict: If you take an object to a different planet, do you think its mass will stay the same or
be different? (Circle your answer.)
Same Different 2. Collect data: Use the balance to measure the masses of the following objects on Earth, the
Moon, Mars, and Jupiter. Record your measurements in the data table below.
Pumpkin Dog Watermelon
Mass on Earth
Mass on Moon
Mass on Mars
Mass on Jupiter
3. Analyze: Does the mass of an object change when it is moved to a different planet?
_________________________________________________________________________
4. Draw conclusions: Based on what you have learned about mass and weight, why do you
think the mass did not change but the weight did? _________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Extend your thinking: First, using the balance, find the mass of a pumpkin on Jupiter. Then
place the pumpkin on the spring scale and record its weight. Finally remove the pumpkin and weigh the masses from the balance on the spring scale. How do the weights compare?
_________________________________________________________________________
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 4 of 44
Student Exploration: Density Vocabulary: density, mass, matter, volume Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. List three objects that you think would sink in water.
_________________________________________________________________________
2. List three objects that you think would float in water.
_________________________________________________________________________
3. Why do you think some things float and some things sink?
_________________________________________________________________________ _________________________________________________________________________
Gizmo Warm-up 1. In the Gizmo™ select an object and drag it onto the scale. Mass is
the amount of matter, or “stuff,” in an object.
A. Which object did you choose? _________________________
B. What unit of measurement is used for mass? _____________ C. What is the object’s mass? ____________________________
2. Drag the object into the graduated cylinder. The number above the cylinder gives the volume, the amount of space the object takes up.
A. What unit of measurement is used for volume? ____________
B. Which object did you choose? _________________________
C. What is your object’s volume? _________________________ D. Drop the object into the beaker of water. Does it sink or float? __________________
M-DCPS Grade 8 Science Credit Recovery Page 5 of 44
Activity A:
Sink or float?
Get the Gizmo ready:
Replace all objects on the shelf.
Be sure the liquid in the beaker is Water.
Question: How do mass and volume affect sinking and floating? 1. Predict: Which objects will float in water? Which will sink? Record your predictions below.
Object Prediction
(sink or float?) Mass Volume
Result (sink or float?)
Ping pong ball
Golf ball
Apple
Chess piece
Penny
Rock
2. Experiment: Use the Gizmo to find the mass and volume of each object and whether it floats
or sinks. Record your results in the table. 3. Analyze results: Look at the data in your table.
A. Can you use mass alone to predict whether an object will sink or float? Explain.
___________________________________________________________________
B. Can you use volume alone to predict whether an object will sink or float? Explain.
___________________________________________________________________
4. Draw conclusion: Can you use mass and volume to predict whether an object will sink or float in water? Explain your thinking. _________________________________________________________________________ _________________________________________________________________________
5. Apply: Measure the mass and volume of the toy soldier: Mass ________ Volume ________
Will it float or sink? ________________ Use the Gizmo to test your prediction.
M-DCPS Grade 8 Science Credit Recovery Page 6 of 44
Activity B:
Calculating density
Get the Gizmo ready:
Replace the objects on the shelves.
Be sure the liquid in the beaker is Water.
Question: How does density tell you whether an object will sink or float? 1. Calculate: Density is the amount of mass in a certain volume. To find the density of an
object, divide its mass by its volume. Density is recorded in units of grams per milliliter (g/mL). What is the density of an object if its mass is 100 g and its volume is 50 mL?
_________________________________________________________________________
2. Record data: In the Gizmo, find mass and volume of the objects listed below. Then calculate each object’s density and record it. Finally, test whether each one sinks or floats in water.
Object Density Sink or Float?
Chess piece
Rock
Toy soldier
Apple
3. Draw conclusion: The density of water is 1.0 g/mL. Look at the data in your table. How can
you use the density of an object to predict whether it will sink or float? _________________________________________________________________________ _________________________________________________________________________
4. Apply: In the Gizmo, either Crown 1 or Crown 2 is
solid gold (but not both). Find the density of the gold nugget and of each crown. (Hint: You will probably need a calculator to do this.)
A. Density of the gold nugget: _____________________________________________
B. Density of Crown 1: ___________________________________________________
C. Density of Crown 2: ___________________________________________________
D. Which crown is pure gold? ______________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 7 of 44
Activity C:
Egg-speriment
Get the Gizmo ready:
Replace all the objects on the shelf.
Question: How does an object behave in different liquids? 1. Observe: Use the Gizmo to explore whether the egg sinks or floats in different liquids.
Record what you find in the table below.
Liquid Water Oil Gasoline Seawater Corn Syrup
Sink or Float?
2. Draw conclusion: Which liquids are denser than the egg? Which are less dense? Explain
your reasoning. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
3. Extend your thinking: Observe the egg in each liquid again.
A. In which liquid does the egg float the highest? ______________________________
B. In which liquid does the egg sink the fastest? _______________________________
C. Which liquid do you think is the densest? Least dense? Explain. ________________ ___________________________________________________________________ ___________________________________________________________________
4. Challenge yourself: Using the objects in the Gizmo to help you, list the liquids from densest to least dense. Discuss your answer with your teacher and classmates. (Hint: Compare where objects float within each liquid.)
________________________________________________________________________ ________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 8 of 44
Student Exploration: Phase Changes Vocabulary: altitude, boil, boiling point, freeze, freezing point, gas, liquid, melt, melting point, phase, solid
Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. A family from Minnesota turns off the heat and flies to Florida for a winter holiday. When
they come home, all of their water pipes have burst. What do you think happened? _________________________________________________________________________
2. Spaghetti takes about 9 minutes to cook at sea level, but about 14 minutes in the
mountains. Why do you think this is so? _________________________________________________________________________ _________________________________________________________________________
Gizmo Warm-up In the Phase Changes Gizmo™, select the Micro view and
set the Ice volume to 50 cc. Click Play ( ) and observe molecules in the solid (ice), liquid (water), and gas (air) phases. 1. In which phase(s) are the molecules held rigidly together?
______________________________________________ 2. In which phase(s) do the molecules move freely?
______________________________________________
3. In which phase(s) are the molecules held in a defined shape? ________________________ 4. In which phase(s) do the molecules take the shape of their container? _________________
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 9 of 44
Activity A:
Phase changes
Get the Gizmo ready:
Click Reset ( ) and select Macro view.
Set the Water temperature to 10 °C.
Set the Ice volume to 0 cc. Question: How is temperature related to phase changes? 1. Predict: Based on your prior knowledge, predict the following:
i. At what temperature will water change from a liquid to a solid (freeze)? _______ ii. At what temperature will water change from a solid to a liquid (melt)? _______ iii. At what temperature will water change from a liquid to a gas (boil)? _______
2. Investigate: Use the Gizmo to explore phase changes. Use the Add/remove heat energy
slider to control the water temperature. Record your observations in your notes, then answer the questions below:
i. At what temperature does water freeze? _______ This is the freezing point.
ii. At what temperature does ice melt? _______ This is the melting point. iii. At what temperature does water boil? _______ This is the boiling point.
3. Observe: Set up the Gizmo to observe freezing. What do you notice about the temperature
while the water is in the process of freezing? _____________________________________
4. Explore: Use the Gizmo to investigate melting and boiling. Does the temperature change
while either of these phase changes is occurring? _________________________________
5. Interpret: Select the GRAPH tab to see a graph of temperature vs. time. Click the “–” button
until the whole graph is visible. What does the graph look like during a phase change?
_________________________________________________________________________ 6. Extend your thinking: Why do you think the temperature does not change much during a
phase change? If possible, discuss your answer with your classmates and teacher. _________________________________________________________________________ _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 10 of 44
Activity B:
Temperature and molecular motion
Get the Gizmo ready:
Click Reset, and select the Micro view.
Set Ice volume to 0 cc.
Set Add/remove heat energy to 0 J/s. Question: Why do phase changes occur?
1. Compare: Set the Water temperature to 0 °C and click Play. Observe the water molecules.
Click Reset, set the Water temperature to 100 °C, and click Play again. What do you notice? ________________________________________________________ _________________________________________________________________________
2. Observe: Click Reset. The mean molecular speed of the water molecules is displayed
below the container. Set the Water temperature to 0 °C and Add/remove heat energy to 400 J/s. Click Play.
A. How does the mean speed of the water molecules change as they are heated? ________________________________________________________________
B. Does the mean molecular speed change as much as the temperature as the water heats up? Explain. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Explain: How is temperature related to the motions of molecules? _____________________ _________________________________________________________________________
_________________________________________________________________________
4. Observe: Click Reset. Set the Water temperature to 20 °C and the Ice volume to 50 cc. Set Add/remove heat energy to 0 J/s. Click Play. How do the molecules in the liquid interact with the molecules in the solid? _________________________________________________________________________
_________________________________________________________________________
(Activity B continued on next page)
M-DCPS Grade 8 Science Credit Recovery Page 11 of 44
Activity B (continued from previous page)
5. Observe: Click Reset. Set the Water temperature to 100 °C and the Ice volume to 50 cc. Click Play. How does this situation compare to the previous one? _________________________________________________________________________ _________________________________________________________________________
6. Propose a theory: Based on what you have observed, explain why you think phase changes occur. If possible, discuss your theory with your classmates and teacher. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
7. Apply: Use your theory to explain what happens at the molecular level in each of the following situations. Also, list the temperature at which each transition occurs.
A. Ice is warmed to the melting point. _______________________________________ __________________________________________________ Temperature: _____
B. Water is warmed to the boiling point. ______________________________________ __________________________________________________ Temperature: _____
C. Water is cooled to the freezing point. _____________________________________
__________________________________________________ Temperature: _____
8. Extend your thinking: Click Reset. Set the Water temperature to 0 °C, the Ice volume to 0 cc, and Add/remove heat energy to -400 J/s. Click Play and wait until all the water freezes.
A. What volume of ice is created from 200 cc of water? _________________________
B. Why do water pipes sometimes burst in the winter? __________________________
___________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 12 of 44
Student Exploration: Element Builder Vocabulary: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What are some of the different substances that make up a pizza? _____________________
_________________________________________________________________________ 2. What substances make up water? _____________________________________________
3. What substances make up an iron pot? _________________________________________
Elements are pure substances that are made up of one kind of atom. Pizza is not an element because it is a mixture of many substances. Water is a pure substance, but it contains two kinds of atom: oxygen and hydrogen. Iron is an element because it is composed of one kind of atom. Gizmo Warm-up Atoms are tiny particles of matter that are made up of three particles: protons, neutrons, and electrons. The Element Builder Gizmo™ shows an atom with a single proton. The proton is located in the center of the atom, called the nucleus. 1. Use the arrow buttons ( ) to add protons, neutrons,
and electrons to the atom. Press Play ( ).
a. Which particles are located in the nucleus?
_________________________________ b. Which particles orbit around the nucleus?
__________________________________ 2. Turn on Show element name. What causes the element name to change? _____________
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 13 of 44
Activity A:
Subatomic particles
Get the Gizmo ready:
Use the arrows to create an atom with two protons, two neutrons, and two electrons.
Turn on Show element name. Question: What are the properties of protons, neutrons, and electrons? 1. Observe: Turn on Show element symbol and Element
notation. Three numbers surround the element symbol: the mass number (A), electrical charge (no number is displayed if the atom is neutral), and the atomic number (Z).
2. Investigate: Watch how the numbers change as you add or remove particles.
i. Which number is equal to the number of protons in the atom? __________________
ii. How can you calculate the number of neutrons (N) in an atom? _________________
___________________________________________________________________
iii. Which particle (proton, neutron, or electron) has a positive charge? ______________
Negative charge? ______________ No charge at all? ______________ 3. Analyze: An isotope is an alternative form of an element. Each isotope of an element has
the same number of protons, but a different number of neutrons. The isotope is represented by the atomic symbol and mass number, such as He-4. Some isotopes are stable, while others are radioactive, which means the atoms decay over time and emit radiation.
i. What are the stable isotopes of carbon? ___________________________________
ii. What are the stable isotopes of nitrogen? __________________________________
iii. List two radioactive isotopes of oxygen: ___________________________________
4. Practice: Use the Gizmo to answer the following questions.
i. How many electrons are in a neutral atom of lithium? ______ ii. How many neutrons are in an atom of Mg-25? ______
iii. What is the mass number of an atom with 5 protons and 7 neutrons? ______
iv. When at atom is charged, it is called an ion. How many electrons are in O2-? ______
v. How many electrons are in Mg2+? ______
M-DCPS Grade 8 Science Credit Recovery Page 14 of 44
Student Exploration: Element Builder Day 2 Vocabulary: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons
Activity B:
Electron arrangements
Get the Gizmo ready:
Create a neutral hydrogen atom (1 proton, 0 neutrons, 1 electron).
Question: How are electrons arranged around the nucleus of an atom? 1. Observe: Add electrons to the atom until you have used all the available electrons. What do
you notice? _______________________________________________________________
_________________________________________________________________________ 2. Analyze: Electrons are arranged in orbits called energy levels. The Gizmo shows all of the
first two energy levels but only part of the third energy level.
A. How many electrons can fit in the first energy level? ___________ B. How many electrons can fit in the second energy level? ___________
C. How many electrons fit in the part of the third energy level shown? ___________
3. Observe: Click Reset ( ). The electrons in the outermost orbit, called valence electrons, help to create chemical bonds. Create a lithium atom (3 protons, 4 neutrons, 3 electrons). How many valence electrons are in a neutral lithium atom? ___________
4. Diagram: Turn on Show electron dot diagram. The valence electrons of an atom are shown in an electron dot diagram. Each dot represents a valence electron.
Draw the electron dot diagram for neutral lithium: ___________
5. Practice: Turn off Show electron dot diagram. Use the Gizmo to create a neutral atom of
each of the following elements. Draw an electron dot diagram for each. When you are finished, turn on Show electron dot diagram and check your answers.
H He Li Be B C N O F Ne Na Mg Al Si
6. Extend your thinking: Many chemical properties are determined by the number of valence
electrons. Elements with the same number of valence electrons will have similar properties.
Which element has similar properties to lithium? _________ Beryllium? _________ Explain: __________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 15 of 44
Extension:
The periodic table
Get the Gizmo ready:
Create a neutral hydrogen atom.
If you have access to a periodic table, open it now. (Not required.)
Question: The 117 or so known elements are arranged in the periodic table. Why does the periodic table have the shape it has? 1. Form a hypothesis: Look at the first three rows of the periodic table below.
Why do you think the elements are arranged the way that they are? ___________________ _________________________________________________________________________
2. Draw diagrams: Create an electron dot diagram for each of the elements below. Use the Gizmo to help you do this. To check your work, turn on Show electron dot diagram.
H He Li Be B C N O F Ne Na Mg Al Si P S Cl Ar
3. Analyze: What do the elements in each column of the periodic table have in common?
_________________________________________________________________________ _________________________________________________________________________
4. Draw conclusions: How is the periodic table organized? ____________________________
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 16 of 44
Student Exploration: pH Analysis Vocabulary: acid, acidic, alkaline, base, indicator, neutral, pH
Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Acids are substances that produce hydrogen ions (H+) when dissolved in water. Lemon
juice is an example of an acid.
A. What does lemon juice taste like? ________________________________________ B. What does it feel like if lemon juice gets in your eye? _________________________
2. Bases are substances that produce hydroxide ions (OH-) when dissolved in water. Hand
soap is an example of a base.
A. What does soap feel like? ______________________________________________ B. What does soap taste like? _____________________________________________ C. What does it feel like if soap gets in your eye? ______________________________
Gizmo Warm-up The strength of an acid or base is measured on the pH scale. The term “pH” is short for “potential of hydrogen.” It is a measure of how many excess H+ ions there are in a solution. The pH scale runs from 0 to 14, with 0 representing the highest concentration of hydrogen ions. Acidic substances have a pH below 7, while alkaline substances (bases) have a pH above 7. Pure water has a pH of 7 and is considered neutral. The pH Analysis Gizmo™ allows you to find the pH of a variety of liquids. In the Gizmo, check that the Substance in the tube is Ammonia, and click Test. Wait until the animation is finished. 1. Indicators change color in acids or bases. What is the color of the pH paper? ___________
2. Compare the paper to the pH color chart. What is the pH of ammonia? _____________
3. Is ammonia acidic or alkaline? _____________
M-DCPS Grade 8 Science Credit Recovery Page 17 of 44
Activity A:
Measuring pH
Get the Gizmo ready:
Click Reset.
Check that the 0-14 paper is selected.
Goal: Find the pH of 18 common substances. 1. Test: Use the Gizmo to find the pH of each of the available substances. Classify each
substance as acidic (pH < 7), alkaline (ph > 7), or neutral (pH = 7).
0-14 pH indicator paper
Material in the tube pH value Acidic, alkaline, or neutral?
Baking soda
Bleach
Coffee
Cola
Drain cleaner
Hand soap
Juice (lemon)
Juice (orange)
Juice (tomato)
Milk
Milk of magnesia
Oven cleaner
Saliva (human)
Shampoo
Stomach acid
Vinegar
Water (distilled)
Water (ocean)
2. Summarize: Compare all the acidic substances and all the alkaline substances.
i. In general, what types of substances tend to be acidic? _______________________
___________________________________________________________________
ii. What types of substances tend to be alkaline? ______________________________ ___________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 18 of 44
Activity B:
More accurate pH
Get the Gizmo ready:
Click Reset.
Select the 4.5-7.5 paper.
Goal: Find the pH of substances in a more accurate way. 1. Test: Before you begin testing with the 4.5-7.5 paper, list the pH values of the substances
below that you found using the 0-14 pH indicator paper. Then find the pH of each substance with the 4.5-7.5 paper.
4.5-7.5 pH indicator paper
Material in the tube pH value (0 to 14 paper) pH value (4.5 to 7.5 paper)
Coffee
Milk
Oven cleaner
Saliva (human)
Shampoo
Stomach acid
Water (distilled)
2. Analyze: Compare the pH values in each column.
A. How do these values compare? _________________________________________
___________________________________________________________________ B. What is an advantage of using the 4.5-7.5 paper? ___________________________
___________________________________________________________________ C. What is a disadvantage of using the 4.5-7.5 paper? __________________________
___________________________________________________________________ D. Given the results from two kinds of indicator paper, which substances appear to be
neutral (pH = 7)? _____________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 19 of 44
Student Exploration: Solubility and Temperature Vocabulary: concentration, dissolve, homogeneous mixture, solubility, solubility curve, solute, solution, solvent
Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What happens when you stir a spoonful of sugar into hot water? ______________________
_________________________________________________________________________
2. When sugar or another substance is dissolved in water, it disappears from view and forms a homogeneous mixture with the water, also called a solution.
If you can’t see the sugar, how can you tell that it is there? __________________________
_________________________________________________________________________
3. Does sugar dissolve more easily in hot water or cold water? _________________________ Gizmo Warm-up A solution generally consists of two parts, a solute that is dissolved and a solvent that the solute is dissolved into. For example, sugar is a solute that is dissolved into the solvent water. In the Solubility and Temperature Gizmo™, you will study how temperature affects how much solute will dissolve in a solution. To begin, check that Potassium nitrate is selected and the Temp. of the water is 20 °C. Click OK. 1. In this solution, what is the solute? ________________ What is the solvent? ___________
2. Click Add 10 g to mix 10 g of potassium nitrate into the water.
A. Did all of the potassium nitrate dissolve? ___________
B. How can you tell? ____________________________________________________ ___________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 20 of 44
Activity A:
Solubility
Get the Gizmo ready:
Click Reset.
Check that the Temp. is 20 °C and that Potassium nitrate is selected.
Question: How do we find how much solute can be dissolved in a solvent? 1. Observe: Click OK. Click Add 20 g, and observe the potassium nitrate being mixed into the
solution. On the right, select the BAR CHART tab and turn on Show numerical value. The bars show how much solute has been added and how much has piled up on the bottom.
Did all of the solute dissolve? _________________________________________________
2. Calculate: The concentration of a solution is equal to the mass of solute divided by the
volume of solvent. Units of concentration are grams per 100 milliliters (g/100 mL, or g/dL).
What is the concentration of this solution? _______________________________________ 3. Experiment: Click Add 20 g again.
i. Did all of the solute dissolve? Explain how you can tell. _______________________
___________________________________________________________________
ii. Based on the amount of solute added and the amount piled up on the bottom, how
many grams of solute dissolved in the water? _______________________________
iii. The solubility of the solution is equal to the maximum concentration of the solute.
What is the solubility of potassium nitrate in 20 °C water? _____________________ 4. Experiment: Click Reset, and select Sodium chloride. With the Temp. still set to 20 °C,
click OK. Add sodium chloride to the beaker until it starts piling up at the bottom. i. How much sodium chloride did you add? __________________________________
ii. How much sodium chloride piled up at the bottom? __________________________
iii. How much sodium chloride dissolved in the water? __________________________
iv. What is the solubility of sodium chloride in 20 °C water? ______________________
5. Apply: At 20 °C, how much sodium chloride could be dissolved into 2 L of water? ________
How much potassium nitrate could be dissolved into the same amount of water? _________
M-DCPS Grade 8 Science Credit Recovery Page 21 of 44
Activity B:
Solubility and temperature
Get the Gizmo ready:
Click Reset.
Set the Temp. to 10 °C.
Select Potassium nitrate, and click OK. Question: How does temperature of the solvent affect solubility? 1. Predict: Based on your own experience, how do you expect temperature to affect solubility?
_________________________________________________________________________
_________________________________________________________________________
2. Gather data: Use the Gizmo to measure the solubility of potassium nitrate at each
temperature given in the table below. Then, graph the resulting solubility curve at right.
3. Infer: Based on your graph, what would you predict is the solubility of potassium nitrate at a temperature of 5 °C? 95 °C? Check your 5 °C prediction with the Gizmo.
5 °C predicted solubility: ____________ 5 °C actual solubility: ____________ 95 °C predicted solubility: __________ (Impossible to find actual solubility using Gizmo.)
4. Explain: Potassium nitrate absorbs a large amount of heat energy from the water as it
dissolves. How does this explain the solubility curve you graphed for potassium nitrate?
_________________________________________________________________________
_________________________________________________________________________
(Activity B continued on next page)
Temperature Solubility (g/100 mL)
10 °C
20 °C
30 °C
40 °C
50 °C
60 °C
70 °C
80 °C
90 °C
M-DCPS Grade 8 Science Credit Recovery Page 22 of 44
Activity B (continued from previous page) 5. Gather data: Now use the Gizmo to measure the solubility of sodium chloride at each
temperature given in the table below. Then, graph the solubility curve of sodium chloride.
6. Infer: Based on your graph, what would you predict is the solubility of sodium chloride at a temperature of 5 °C? 95 °C? Check your predictions with the Gizmo.
5 °C predicted solubility: ____________ 5 °C actual solubility: ______________ 95 °C predicted solubility: ____________ 95 °C actual solubility: _____________
7. Compare: How does the solubility curve for sodium chloride compare with the solubility curve for potassium nitrate?
_________________________________________________________________________
_________________________________________________________________________
8. Infer: Potassium nitrate absorbs a lot of heat from water as it dissolves. Based on its solubility curve, what can you infer about how much heat sodium chloride absorbs?
_________________________________________________________________________
_________________________________________________________________________
9. Think and discuss: What do you think the solubility curve would look like for sugar? Explain.
_________________________________________________________________________ _________________________________________________________________________
Temperature Solubility (g/100 mL)
10 °C
20 °C
30 °C
40 °C
50 °C
60 °C
70 °C
80 °C
90 °C
M-DCPS Grade 8 Science Credit Recovery Page 23 of 44
Student Exploration: Plants and Snails Vocabulary: bromthymol blue (BTB), carbon dioxide-oxygen cycle, indicator, interdependence Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What important gas do we take in when we breathe?
_________________________________________________________________________
2. Why don’t we run out of the important gases that we need to stay alive?
_________________________________________________________________________
_________________________________________________________________________ Gizmo Warm-up In the Plants and Snails Gizmo™, each of the test tubes contains water and a small amount of bromthymol blue (BTB). BTB is a chemical indicator. An indicator changes color when the chemicals in the water change. 1. With the lights set to on, drag a snail into one test tube
and a plant into another. Press Play ( ). After 24 hours, what is the color of each tube? ___________________________________________ ___________________________________________
2. Select Show oxygen and CO2 values. Place the O2/CO2 probe in each tube. The probe
will show you the levels of two gases, oxygen (O2) and carbon dioxide (CO2), in the tubes. We call these amounts the gas levels.
a. When the water turns blue, which gas is most common? ______________________
b. When the water turns yellow, which gas is most common? _____________________
c. What does it tell you when the water is green? ______________________________
___________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 24 of 44
Activity A:
Gases in and gases out
Get the Gizmo ready:
Click Reset ( ).
Clear all of the test tubes.
Turn on Show oxygen and CO2 values.
Question: What gases do plants and animals take in and what do they give off? 1. Collect data: Use the Gizmo to learn what gases plants and animals take in and give off. Try
it in both light and dark. Record your results below. If you do more than five experiments, write your extra results in your notebook or on separate sheets of paper.
What is in the tube Lights: on/off Results
2. Analyze: Study your data on gases given off by plants.
a. What gas do plants give off in the light? ___________________________________ b. How about in the dark? ________________________________________________
3. Analyze: Study your data on gases given off by animals.
a. What gas do animals give off in the light? __________________________________ b. How about in the dark? ________________________________________________
c. How do these results compare to your plant results? _________________________
___________________________________________________________________
4. Infer: Describe the carbon dioxide-oxygen cycle by completing the sentences below:
Animals breathe in ________________ and breathe out ________________. In sunlight, plants take in ________________ and release ________________.
M-DCPS Grade 8 Science Credit Recovery Page 25 of 44
Activity B:
Interdependence
Get the Gizmo ready:
Click Reset.
Clear all of the test tubes.
Turn the light switch to on.
Check Show oxygen and CO2 values.
Question: How do plants and animals depend on each other? 1. Observe: Put one sprig of Elodea and one snail in a test tube with the lights on. Click Play.
A. Does the color of the water in the tube change? _____________________________
B. What happens to the O2 and CO2 levels? __________________________________
___________________________________________________________________ 2. Predict: Without using the Gizmo, predict what you think will happen to the gas levels in
each case listed below. (Leave the Actual result column blank for now.)
Tube Prediction Actual result
2 snails, 2 sprigs, lights on
1 snail, 2 sprigs, lights on
1 snail, 2 sprigs, lights off
3. Run Gizmo: Now run the Gizmo to test your predictions. Record your findings in the table. 4. Generalize: Describe how plants and animals each contribute to the survival of the other.
(This type of cooperative relationship is called interdependence.)
_________________________________________________________________________
_________________________________________________________________________ 5. Challenge: Simulate a 24-hour day (12 hours of light, 12 hours of dark). How many snails
and plants do you need to keep a stable environment? Explain any discoveries you make.
_________________________________________________________________________
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 26 of 44
Activity C:
Linking O2 and CO2
Get the Gizmo ready:
Click Reset.
Clear all of the test tubes.
Turn the light switch to on.
Check Show oxygen and CO2 values. Question: How are the amounts of oxygen and carbon dioxide related to each other? 1. Observe: Put two Elodea sprigs into a test tube. Put the O2/CO2 probe into the tube with the
Elodea. Click Play. As the Gizmo runs, Pause ( ) it a few times.
A. How do the oxygen (O2) and carbon dioxide (CO2) levels change over time? ___________________________________________________________________
B. What is always true about the total amount of O2 and CO2 in the test tube? ___________________________________________________________________
C. What happens when the CO2 reaches zero? _______________________________
___________________________________________________________________
2. Revise and repeat: Click Reset and run the experiment again, this time with the lights off.
A. How do the gas levels change? O2 _________________ CO2 _________________
B. What is the total of O2 and CO2? _________________________________________ 3. Revise and repeat: Click Reset. Remove the plants. Repeat the experiment with two snails.
A. How do the gas levels change? O2 _________________ CO2
_________________
B. What is the total of O2 and CO2? _________________________________________
C. Why do the gas levels stop changing in this case?
___________________________ ___________________________________________________________________
4. Challenge: The total of the O2 and CO2 in the test tubes always stayed the same. Why do
you think this is? (Hint: Molecules of carbon dioxide, CO2, are made of carbon, C, bonded together with two molecules of oxygen, O.)
M-DCPS Grade 8 Science Credit Recovery Page 27 of 44
Student Exploration: Greenhouse Effect Vocabulary: global warming, greenhouse effect, greenhouse gas, heat flow
Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What do you notice when you get into a car that has been sitting in the Sun for a while?
_________________________________________________________________________
2. Why is the inside of the car so hot? _____________________________________________
_________________________________________________________________________ 3. How would things be different if the car’s windows were left open? ____________________
_________________________________________________________________________
Gizmo Warm-up Like the windows of a car, greenhouse gases play a major role in regulating Earth’s climate. Without the gases that trap heat in Earth’s atmosphere, Earth would be a frigid desert like Mars (average temperature -55°C). Too much greenhouse gas and Earth could be a fiery inferno like Venus (average temperature 450°C). On the Greenhouse Effect Gizmo™, set the Greenhouse gases to 0% and the Simulation speed to fast.
1. Click Play ( ) and view the BAR CHART tab. The temperature will go up and down every day, but try to look at the overall trend. What happens to the temperature over time? _________________________________________________________________________
2. Now set the Greenhouse gases to 100% and let the simulation run for a while. How does a
maximum amount of greenhouse gas affect the temperature? _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 28 of 44
Activity:
Heat in, heat out
Get the Gizmo ready:
Click Reset ( ).
Set Simulation speed to slow.
Be sure the Greenhouse gases level is 10%. Question: How do greenhouse gases affect Earth’s climate? 1. Observe: Select the BAR CHART tab and click Play. After about 24 simulated hours, click
Pause ( ). What do you notice about the heat flow into and out of Earth’s atmosphere? _________________________________________________________________________ _________________________________________________________________________
2. Analyze: Select the TABLE tab.
i. At what time of day is heat flow into the atmosphere (Hin) greatest? ______________ ii. At what time of day is heat flow into the atmosphere (Hin) least? ________________ iii. Does heat flow out of the atmosphere (Hout) change during a day? ______________
iv. At what time of day is surface temperature highest? _________ Lowest? _________
3. Predict: Click Reset. When you change the amounts of greenhouse gases in the
atmosphere, which factor(s) do you expect to change? (Circle your answer/answers.)
Heat flow in Heat flow out Temperature 4. Experiment: Select the BAR CHART tab, and click Play. While the simulation is playing,
move the Greenhouse gases slider back and forth. What do you notice?
_________________________________________________________________________ _________________________________________________________________________
5. Experiment: Click Play, and this time observe the GRAPH tab as you change the
Greenhouse gases. What do you notice?
_________________________________________________________________________ _________________________________________________________________________
(Activity continued on next page)
M-DCPS Grade 8 Science Credit Recovery Page 29 of 44
Activity (continued from previous page)
6. Draw conclusions: The influence of greenhouse gases on temperature is called the greenhouse effect. Based on what you have seen, how do greenhouse gases affect the heat flow into and out of Earth’s atmosphere? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
7. Extend your thinking: Atmospheric concentrations of greenhouse gases such as carbon
dioxide have risen dramatically in the past century. Most scientists agree that this has begun to result in global warming, a slow increase in average temperature worldwide. What are the possible consequences of global warming?
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
Note: The reason greenhouse gases raise the temperature of Earth’s atmosphere is similar to, but not identical to, the way that the glass in a greenhouse raises the temperature inside. In a greenhouse, sunlight passes through the transparent glass and is absorbed by the plants and soil below. Heat is then radiated from plants and soil, which heats the air inside the greenhouse. The hot air is trapped by the glass. If the glass were not there, the hot air would mix with the colder air outside, and the result would be similar temperatures inside and outside the greenhouse. In Earth’s atmosphere, greenhouse gases are transparent to visible light but absorb heat that is emitted from Earth’s surface. Some of this heat is then reflected back to Earth. If the greenhouse gases were not present, all of the heat would radiate into space instead.
M-DCPS Grade 8 Science Credit Recovery Page 30 of 44
Student Exploration: H-R Diagram Vocabulary: giant, H-R diagram, luminosity, main sequence, star, supergiant, white dwarf
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. How do the appearances of stars A, B, and C in the
photo at left compare?
________________________________________________ ________________________________________________ 2. What are some ways the stars in the photo could be
grouped or classified?
________________________________________________ ________________________________________________
Gizmo Warm-up In the early 1900s, astronomers were able to identify many star characteristics such as color, size, temperature, and luminosity—or how bright a star is. However, astronomers did not yet understand exactly how these characteristics were related. Using the H-R Diagram Gizmo™, you will discover some of these relationships on your own. Start by moving your cursor over the stars in the Star collection. Information about each star is displayed on the right side of the Gizmo. The numbers given for Luminosity, Radius, and Mass are in comparison to the Sun. So, a star with a radius of 2 is twice as large as the Sun. 4. Find Betelgeuse in the Star collection. Fill out the
chart at right.
5. The Sun has a radius of 695,500 km. What is the radius of Betelgeuse? ________________
Betelgeuse
Temperature
Luminosity
Radius
Mass
M-DCPS Grade 8 Science Credit Recovery Page 31 of 44
Activity A:
Color and temperature
Get the Gizmo ready:
Make sure Arrange stars is selected and Color is selected on the Arranged by menu.
Question: How is the color of a star related to its temperature? 1. Predict: If you look closely at some stars in the night sky, you can see slight differences in
their color. Some stars look reddish. Others appear orange, white, or blue. What do you think the color of a star indicates about its temperature? __________________ _________________________________________________________________________ _________________________________________________________________________
2. Organize: Compare the colors of the following stars in the Star collection: Aldebaran,
Betelgeuse, Sirius B, Spica, the Sun, and Vega. Drag the six stars to position them where you think they would fit on the Gizmo’s color scale. Click Sort stars on the Gizmo to check your placements. Mark the location of each star on the scale below. Use abbreviations for the star names. For example, “Ald” could represent “Aldebaran” and “Veg” could represent “Vega.”
3. Organize: On the Arranged by menu, select Temperature. Based on their given
temperatures, plot the stars on the Gizmo scale. Mark each star on the scale below. (Note: On the logarithmic scale, the space between 1,000 °C and 2,000 °C is the same size as the space between 10,000 °C and 20,000 °C.)
When you are finished, click Sort stars to check your placements. Revise your chart if necessary.
(Activity A continued on next page)
M-DCPS Grade 8 Science Credit Recovery Page 32 of 44
Activity A (continued from previous page) 4. Analyze: What relationship, if any, do you see between a star’s color and its temperature?
_________________________________________________________________________ _________________________________________________________________________
_________________________________________________________________________
5. Graph: You will now create a graph to confirm any relationships you found between a star’s
color and temperature. Select Graphical plot. Using the dropdown menus at the top of the screen, select Color vs. Temperature. Position the six stars on the graphical plot.
A. What pattern do you see in the graph? ____________________________________
___________________________________________________________________
B. What does the graph show about the relationship of a star’s color and temperature?
Explain. ____________________________________________________________
___________________________________________________________________ ___________________________________________________________________
C. Click Move all and then Sort stars. Is the relationship still evident? _____________
6. Infer: Naos is a star in the Argos constellation. It has a very deep blue color. What do you
think is the approximate temperature of Naos? ____________________________________
7. Apply: The flame of many stove burners is blue, but the wires of a toaster glow orange. How
do you think the temperatures of these two cooking appliances compare? ______________
_________________________________________________________________________ _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 33 of 44
Activity C:
Luminosity and temperature
Get the Gizmo ready:
Click Reset.
Select H-R diagram. Introduction: In the early 1900s, two astronomers—Ejnar Hertzsprung and Henry Norris Russell—independently made a graph comparing star luminosity and temperature. This graph, now known as a Hertzsprung-Russell diagram, or H-R diagram, is still used today to classify stars into groups. Question: What does an H-R diagram reveal about star types? 1. Observe: Look at the temperature axis on the diagram. What is unusual about this axis? _________________________________________________________________________ The temperature scale goes backward because the original H-R diagram plotted luminosity
vs. color, with the color ranging from blue to red. 2. Predict: How do you think the luminosity of a star is related to its temperature? _________________________________________________________________________ _________________________________________________________________________ 3. Classify: Click Move all and then Sort stars. Click COPY SCREEN and paste a screenshot
of the diagram in a blank document that you will turn in with this worksheet. Circle stars that you think belong in a group together. On the lines below, explain your groupings.
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 4. Identify: Turn on Show star groups.
A. Which group are most stars found in? _____________________________________
B. How would you characterize stars in this group? ____________________________ ___________________________________________________________________ ___________________________________________________________________
(Activity C continued on next page)
M-DCPS Grade 8 Science Credit Recovery Page 34 of 41
Activity C (continued from previous page) 5. Describe: More than 90 percent of all stars in the universe, including the Sun, are main
sequence stars. As main sequence stars age, they move up and to the right on the H-R diagram and become giants or supergiants. Giants and supergiants form when the center of a star collapses and its outer parts expand outwards.
What are the characteristics of giants and supergiants? _____________________________
_________________________________________________________________________ _________________________________________________________________________
6. Compare: Study the H-R diagram.
A. Which stars are white dwarfs?
__________________________________________
B. What are the characteristics of white dwarfs? ___________________________________________________________________
___________________________________________________________________ ___________________________________________________________________
White dwarfs are small, hot stars that are near the end of their lives. They are the leftover cores of giants and supergiants.
7. Classify: Proxima Centauri is the nearest star to the Sun. It has a luminosity of 0.000138 and a temperature of 2,767 °C.
A. Which star group does Proxima Centauri belong to? _________________________
B. On the H-R diagram, which star would Proxima Centauri be near? ______________ 8. Describe: Locate the Sun on the H-R diagram. How will the Sun’s luminosity and
temperature change as it ages? How will these changes affect its position on the diagram?
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 39 of 41
Student Exploration: Solar System Vocabulary: atmosphere, ellipse, gas giant, inner planet, orbit, outer planet, planet, rocky planet, solar system, year
Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Name all the planets you can think of. __________________________________________
_________________________________________________________________________
2. What object is at the center of the solar system? _________________________________ 3. What force keeps the planets from flying out of the solar system? _____________________ Gizmo Warm-up On the Solar System Gizmo, check that the Orbit tab is selected. At first you can only see the four inner planets. The distances of the planets to the Sun are to scale, but sizes are not. 1. Move the cursor over each planet to learn its name.
What are the four inner planets? ______________________________________
These planets are called rocky planets because their surfaces are rocky.
2. Click the “–” button (upper right) three times to zoom
out. What are the names of the four outer planets?
_______________________________________ These planets are called gas giants because they are essentially huge balls of gas.
3. Before 2006, while Pluto was still considered a planet, people used this saying to remember
the nine planet names: “My very excellent mother just sent us nine pizzas.”
Come up with a new sentence to help remember the eight planet names, in order.
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 36 of 41
Activity A:
Planetary orbits
Get the Gizmo ready:
Check that the Orbit tab is still selected.
Click the “o” button to reset the zoom level.
Be sure that the Speed is set to Slow.
Turn on Show orbits. Question: How long is a year on each planet?
1. Observe: The path a planet takes around the Sun is its orbit. Click Play ( ) and observe.
i. What is the shape of orbits? ____________________________________________
The actual shape of an orbit is an ellipse, or flattened circle. Planetary orbits are only slightly flattened so that they look almost perfectly circular to the naked eye.
ii. Which planet’s orbit looks the least like a circle? _____________________________
2. Measure: Click Reset ( ). Now you will measure how long it takes each planet to orbit the Sun. Notice that the date shown below the simulation is today’s date.
Drag an arrow from the left of the Gizmo and place it next to Mercury.
Click Play. When Mercury completes one orbit (reaches the arrow), click Pause.
Record Today’s date and the One orbit date in the first row of the table below.
Do the same steps for each planet, filling in the table as you go. o For the outer planets, zoom out (–) and increase the Speed of the simulation.
Planet Today’s date One orbit date Year length
Mercury months
Venus months
Earth years
Mars years
Jupiter years
Saturn years
Uranus years
Neptune years
3. Calculate: A year is the time it takes a planet to complete one orbit. Use your data to
estimate the Year length for each planet. Use time units of Earth years or Earth months.
Why does it take the outer planets so long to orbit the Sun? Try to come up with 2 reasons. _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 37 of 41
Activity B:
Comparing planets
Get the Gizmo ready:
Select the Size tab.
Question: What are the interesting features of each planet? 1. Observe: Look closely at the diagram of planets. Based on the diagram, list the planets from
smallest to largest:
______________ (smallest) ______________ ______________ ______________ ______________ ______________ ______________ ______________ (largest)
2. Compare: How do the four rocky planets compare to the four gas giants in size?
_________________________________________________________________________ 3. Analyze: Most planets are surrounded by layers of gas called an atmosphere. Click on
each planet and read about it. Focus on information about each planet’s atmosphere.
A. Of the rocky planets, which have well-developed atmospheres?
__________________________________________________________________ B. Which has only a thin atmosphere? ______________________________________
C. Which has no atmosphere at all? ________________________________________
D. Which planets are mostly “made of” atmosphere? ___________________________
___________________________________________________________________ 4. Analyze: How is the size of a planet related to the thickness of its atmosphere? Explain.
_________________________________________________________________________ _________________________________________________________________________
5. Extend your thinking: Which planet do you think would be easiest for humans to colonize
some day? Explain. _________________________________________________________
_________________________________________________________________________ _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 38 of 41
Student Exploration: Phases of the Moon Vocabulary: axis, crescent, First Quarter, Full Moon, gibbous, illuminate, Moon phase, New Moon, orbit, revolve, rotate, Third Quarter, waning, waxing Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. A Moon phase is what the Moon looks like from Earth at a particular time. In the space
below, draw a few pictures of different Moon phases, based on what you have seen before.
2. About how often does a Full Moon happen? ______________________________________ Gizmo Warm-up
1. In the Phases of the Moon Gizmo™, click Play ( ). What do you notice about the motion of the Moon? ________________________________________ The path that the Moon takes is called its orbit. The Moon is revolving around Earth.
2. What do you notice about the motion of Earth?
________________________________________ This motion is called rotation. Earth rotates on its axis, a straight line connecting the North Pole to the South Pole.
3. Where would you have to be to see the view shown above? Explain. __________________
_________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 39 of 41
Activity A:
Moon phases
Get the Gizmo ready:
Click Reset ( ).
Question: Why do we see phases of the Moon? 1. Brainstorm: Why do you think we see phases of the Moon? __________________________
_________________________________________________________________________ _________________________________________________________________________
2. Run Gizmo:
Click Play. As the Moon goes around Earth, notice what the Moon looks like on the right side of the Gizmo. (This shows what an observer on the North Pole would see.)
Turn on Show view area to see which part of the Moon is visible from Earth.
3. Observe: How does the Moon’s appearance change as the Moon revolves around Earth? _________________________________________________________________________ _________________________________________________________________________
4. Analyze:
A. Look at the overhead view of the Moon and Earth. How much of the Moon is always
lit up, or illuminated, by the Sun? ________________________________________
B. Can we always see the same amount of the illuminated side of the Moon from Earth?
Explain. ____________________________________________________________
5. Think and discuss: Based on your observations, why do we see Moon phases?
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
M-DCPS Grade 8 Science Credit Recovery Page 40 of 41
Activity B:
Name that phase!
Get the Gizmo ready:
Click Reset.
Goals: Learn the names of Moon phases and when they occur.
1. Run Gizmo: Click Play. When you are ready to fill in part of the diagram, click Pause ( ). Sketch what the Moon looks like and write the phase name and day next to your sketch. (The first two are done for you.) Click Play to continue.
2. Predict: Suppose you saw a waxing gibbous Moon. What phase would you expect one week
later? ______________________________________ Test your prediction using the Gizmo.
3. Think and discuss: Waxing means “growing” and waning means “shrinking.”
A. Seen from the North Pole, which side of a waxing Moon is illuminated? ___________
B. Which side is illuminated when the Moon is waning? _________________________
C. Suppose you see a crescent Moon. How do you know if it is waxing or waning?
___________________________________________________________________
Non-Discrimination Policy The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.
Revised: (05-12)