76 Earth/Space Science Worksheet GRADE LEVEL: Second Topic: Hydrosphere Grade Level Standard: 2-3 Evaluate the importance of the hydrosphere. Grade Level Benchmark: 1. Describe how water exists on earth in three states. (V.2.E.1) Learning Activity(s)/Facts/Information Central Question : Where is water found on Earth and what are its characteristics? 1. Properties of Water 2. Water Wizard Game Activity is attached Resources Nasco The Big Book of Science Process Skills: Observe, Control Variables, Predict New Vocabulary: liquids, visible, flowing, melting, dew, solids, hard, visible, freezing, ice
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76
Earth/Space ScienceWorksheet
GRADE LEVEL: Second
Topic: Hydrosphere
Grade Level Standard: 2-3 Evaluate the importance of the hydrosphere.
Grade Level Benchmark: 1. Describe how water exists on earth in three states.
(V.2.E.1)
Learning Activity(s)/Facts/Information
Central Question:Where is water found on Earth and what are itscharacteristics?
1. Properties of Water
2. Water Wizard Game
Activity is attached
Resources
Nasco
The Big Book of Science
Process Skills: Observe, Control Variables, Predict
New Vocabulary: liquids, visible, flowing, melting, dew, solids, hard, visible,
freezing, ice
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PROPERTIES OF WATERBoiling and Freezing Points of Water
Taken FromNASCO, 901 Janesville Avenue, Fort Atkinson, Wisconsin 53538
Ideas to be Developed1. Water boils at 100°C (at sea level). Once water begins to boil, its temperature
will not rise, no matter how strongly it is heated.2. Water cannot begin to turn to ice until its temperature has cooled to 0°C. Once
ice begins to form in water, the temperature will not go below zero until all ofthe water has turned to ice.
Materials250 ml flaskThermometerPinch clamp clothespinHot plateOne test tubeOne quart mason jarWatch or clockWaterCrushed ice or ice cubesSalt
InvestigationsThe Boiling Temperature of WaterAdd 100 ml of water to the flask. Set the flask on the hot plate, and heat the water.Lay the clothespin pinch clamp across the top of the flask, and use it to supportthe thermometer. The end of the mercury bulb should be about 1/16" above thebottom of the flask.
Record the temperature of the water every two minutes after the heating starts.Once the water starts to boil, record the temperature once every minute for a totalof four minutes.
Have each student record their data and complete the graph on the data sheet.Reinforce the ideas that 1) water boils at 100°C (at sea level), and 2) once boiling,the temperature does not increase. Point out that 100° Centigrade or Celsius is thesame temperature as 212° Fahrenheit.
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Tem
per
atu
re
TimeX
The Freezing Point of WaterFill the one quart mason jar with crushed ice or ice cubes mixed with layers of salt.After a few minutes, measure the temperature of the salt/ice mixture. Add aboutone inch of cold water to the test tube. Use a twisting movement to work the testtube downward into the salt/ice mixture, until the water level in the tube is belowthe top layer of ice. Place the thermometer in the test tube. Record thetemperature of the water once every two minutes. After the water in the test tubereaches 0°C, continue to record the temperature for at least ten minutes. If icecrystals begin to form, record the time when they are first observed.
Have each student record his/her data and construct the graph onthe data sheet.
Reinforce the ideas that:1. Water cannot begin to turn into ice until its temperature has
cooled to 0°C, and2. Once ice begins to form in water, the temperature cannot drop
below zero until all the water is converted to ice.* Point outthat 0° Centigrade or Celsius is the same temperature as 32°Fahrenheit.
*If time permits, some students may wish to verify that this is true.
ANSWER KEY FOR EVALUATION SHEET
1. 100°c, 212°F2. 0°C, 32°F3.
4. Lower
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COOLING TEMPERATURES
TE
MP
ER
AT
UR
E°C
TIME (IN MINUTES)
THE BOILING AND FREEZING POINTS OF WATER
DATA SHEET
A. BOILING POINT OF WATER
TIME(Minutes)
TEMPERATURE(° Celsius)
start
2
4
6
8
B. FREEZING POINT OF WATER
TIME(Minutes)
TEMPERATURE(° Celsius)
start
2
4
6
8
80
TE
MP
ER
AT
UR
E
TIME
BOILING AND FREEZING POINTS OF WATER
EVALUATION SHEET
1. The temperature at which water boils is _____ ° Centigrade (Celsius) and ______ °Fahrenheit.
2. The temperature at which ice begins to form in water is _____ ° Centigrade(Celsius) and _____ ° Fahrenheit.
3. This line represents the temperature changes whichtook place when a mixture of ice and water washeated.
a. Mark an X at the point which shows that the lastbit of ice had been melted.
b. Draw an arrow to show the point where the waterbegan to boil.
4. If salt is added to water, the temperature at which it will freeze into ice will be______________ (lower) (higher) than 0°C.
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Directions for Two Players:Each player chooses a token and placesit on START. Player 1 spins the spinnerand moves to the first space thatmatches the picture (form of water) onthe spinner. He/she does what isindicated in the space. Players taketurns spinning. The first player to reachFINISH is the Water Wizard!
Water Wizard Game
Background for the Parent: Water has three forms:solid (ice), liquid and gas (water vapor). Cohesion andadhesion are characteristics of water. Aboutthree-fourths of the Earth is covered with water.Of that, about 97% is salt water. All living things needwater. The water on Earth today is the same waterthat was here millions of years ago.
You will need: one copy of the spinner and token patterns(below). One copy of the Water Wizard Pattern, one copy ofthe gameboard (two pages), file folder, glue, brass fastener,plastic lid, safety pine or paper clip, scissors, crayons, markers,laminating film
Directions:
1. Color, cut out and glue the Water Wizard ontothe front of a file folder.
2. Color, cut out and glue the two gameboard pagesto the inside of the file folder.
3. Cut out the spinner, laminate it and glue it to aplastic lid. Put a brass fastener through a paper clipor safety pin and then through the center of the lid.
4. Color each token a different color,Cut them out and laminate them.
Classroom Assessment Example SCI.V.2.E.1(Describe how water exists on earth in three states.)
Students will use the data collected in classroom activities to answer the focus question: “Whatare the different states of water on the Earth’s surface?” Students will draw and label thedifferent states of water on the Earth’s surface.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.V.2.E.1
Criteria Apprentice Basic Meets Exceeds
Accuracy ofdrawings
Creates adrawing.
Creates anaccurate drawingof two out ofthree states ofmatter.
Creates anaccurate drawingincluding all threestates of matter.
Creates anaccurate drawingwhich shows thestates of matter inreal-life context.
Correctness oflabels
Labels drawingincorrectly
Labels theirdrawingscorrectly.
Correctly labelseach drawing.
Labels andexplains how thestates of mattercan be found onEarth.
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Earth/Space ScienceWorksheet
GRADE LEVEL: Second
Topic: Hydrosphere
Grade Level Standard: 2-3 Evaluate the importance of the hydrosphere.
Grade Level Benchmark: 2. Trace the path that rain water follows after it falls.
(V.2.E.2)
Learning Activity(s)/Facts/Information
Central Question:How does water move?
1. Watch the movie, “The Magic School Bus at the WaterWorks.”
2. A Down and Dirty Race
Activity is attached
Resources
Movie: “The Magic School Busat the Water Works.”
Monsanto Fund: A Taste ofScience, A Down and DirtyRace.
Process Skills: Observing, Predicting, CommunicatingO
New Vocabulary: precipitation, flow, downhill, rivers, bodies of water, steam,
rivers, lakes, oceans
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A DOWN AND DIRTY RACE
Soil is porous - water will run through it. Some soil lets water pass through too quickly(sand) and some soil holds water too long (clay). Scientists can try to improve soil sothat a particular crop can be planted in it.
Materials3 empty 2 liter soda bottlesCoffee filtersPotting soilSeedsClay (dug from the ground)Sand
ProcedureMake funnels by cutting a two liter soda bottle in half. Invert the top half into thebottom half. Line the funnels with filter paper and put a different soil in each. Labelthem. Use the same amount of soil in each filter.
Pour one cup of water in each funnel at the same time. Which one allows thewater to come through the fastest? Measure the amount of water in the containers.
Predict which soil would be the best for growing plants. Test your prediction byplanting seeds in containers containing the three types of soil. Be sure to put allthree containers in the same amount of sunlight, and water with the same amountand frequency.
ExtensionsGo on a soil hunt. Use an egg carton to collect soil samples in 12 different areas.Label the soil as you collect it. Rub a small amount of the soil between yourfingers. Do the soils all have the same textures? Try planting seeds in each soil.To make an egg carton planter, poke small holes in the cups so the soil will drain.Place the top of the egg carton under the bottom and use it for a saucer. Waterfrom the bottom. Cover the top of the planter with plastic wrap and watch theseeds sprout.
Science Process SkillsObservingMeasuringPredicting
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AssessmentGrade 2
HYDROSPHERE
Classroom Assessment Example SCI.V.2.E.2(Trace the path that rain water follows after it falls.)
Students will draw and label the path of rainwater from a mountain or hillside to a lake.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example IV.2.E.2
Criteria Apprentice Basic Meets Exceeds
Accuracy ofdrawings
Creates adrawing.
Creates a drawingwithout rainwater.
Creates anaccurate drawingincludingrainwater,mountain orhillside, and lake.
Creates anaccurate drawingincludingrainwater andother forms ofprecipitation.
Correctness oflabels
Labels a drawingthat is lacking apathway.
Labels a drawingwith an incorrectpathway.
Labels a drawingwith an accuratepathway.
Labels a drawingwith more thanone correctpathway.
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Earth/Space ScienceWorksheet
GRADE LEVEL: Second
Topic: Hydrosphere
Grade Level Standard: 2-3 Evaluate the importance of the hydrosphere.
Grade Level Benchmark: 3. Identify sources of water and its uses. (V.2.E.3)
Learning Activity(s)/Facts/Information
Central Question:How do human activities interact with thehydrosphere?
1. Field trip to Water Treatment Center
2. Where is Water?
Activity is attached
Resources
Water Treatment Center
AIMS
Process Skills: Observing, Communicating
New Vocabulary: water sources, wells, springs, rivers, Great Lakes, generate
Key QuestionWhere is water found on the Earth and how dowe use that water?
FocusStudents will identify the places water is found.
Guiding DocumentsNSE Standards Earth materials are solid rocks and soils, water,
and the gases of the atmosphere. The variedmaterials have different physical and chemicalproperties, which make them useful in differentways, for example, as building materials, assources of fuel, or for growing the plants we useas food. Earth materials provide many of theresources that humans use.
Project 2061 Benchmarks People need water, food, air, waste removal,
and a particular range of temperatures in theirenvironment, just as other animals do.
Describing things as accurately as possible isimportant in science because it enables peopleto compare their observations with those ofothers.
A model of something is different from the realthing but can be used to learn something aboutthe real thing.
ScienceEarth sciencewater
Integrated ProcessesObservingInferringComparing and contrastingCommunicating
MaterialsGlobeLarge map of the U.S.Sticky notes
Background InformationThe Earth is often referred to as the water
planet. Almost three-fourths of Earth’s surface iscovered with water. To help students becomeaware of this, this activity has them reflect uponthe water in their immediate environment and thenmake applications to a larger area using a mapand globe.
Most of the Earth's water is in the oceans. Theoceans are made of salt water because water hasrun over the land for millions of years and broughtminerals to the oceans. As the water evaporates,the minerals are left behind. Fresh water is foundin lakes, rivers, streams, and ponds. Most of theEarth's fresh water is locked in the icecaps at theNorth and South Poles.
Procedure1. Have the students think of all the places where
water can be found and record using picturesand/or words on the recording sheet Where isWater? (Don't be surprised when they say thedrinking fountain, the sink, etc. Accept theseanswers and continue probing if necessary.)
2. Ask the students to name any large bodies ofwater near them. Discuss the differencesbetween the various bodies of water such asocean, lake, stream, river, bay, pond, etc. Usepictures from travel ads and brochures or theillustrations provided.
3. Use the pictures provided to make a largechart. Ask the students to contribute words orphrases that describe each body of water(pond, lake, ocean, river, icebergs, puddle).Record their responses on the chart.
4. Invite students to make analogies about eachbody of water, such asA pond is like a giant puddle.An ocean is like a salty lake, so big you can'tsee the other side.A stream is like a tiny river.An iceberg is like a mountain of ice floating inthe sea.
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5. Hold a globe in front of the class. Ask them tomake observations about the model of ourEarth. Help them to see that all bodies of waterare blue and there is much more blue thanthere is land showing on a globe. Point out thatall the seas and oceans are connected, thewater moves all over the world. Invite a studentto trace his/her finger around the globepretending it is a ship that must travel all aroundthe world. Let several students repeat theprocess to reinforce the idea that the oceansare all connected.
6. Brainstorm ways that we use water. Make aclass chart of the student’s ideas. Begin withuses of water in the classroom, then at school,at home, in their neighborhood, city, state,country, and world.
7. Use a large map of the United States. Identifythe areas of water on the map. Use sticky notesand have students draw pictures of peopleusing the different bodies of water, then placethem on the map. Only oceans, rivers, andlarge lakes will be marked large enough for youto see.
8. Have the students return to their recordingsheet Where is Water? and add newillustrations or descriptions of what they havelearned.
Discussion1. Where did you learn that water is located?2. What were some of the words used that
described a river?3. Think of the words you used to describe an
ocean and a lake. How are these two bodies ofwater alike and how are they different?
4. Looking at the globe, why do you think theEarth is called the water planet?
5. How have you used water today?6. From where did the water you used come?
ExtensionMake a wave in a bottle. Use a two-liter plastic
bottle with a lid. Put in one liter of water with a
small amount of blue food coloring. Put in one-half
liter of mineral oil and secure the cap. The water
and oil will not mix. Tilt the bottle back and forth to
make waves. Observe the wave action. Place a
small floating object inside and observe how the
waves affect it.
Curriculum CorrelationArtHave the students use water colors to paint apicture of themselves swimming with wateranimals.
Language ArtsMake alliterations for each body of water1. river—racing, raging, roaring2. pond—puddly, peaceful, pool3. stream—still, streaked, stony4. lake—large, level, lasting5. iceberg—immense, icy, ice cold
Classroom Assessment Example SCI.V.2.E.3(Identify sources of water and its uses.)
Students may choose to work alone, with a partner, or in a small group to create a projectdescribing at least three uses of water in their community. This project may take the form of areport, poem, short story, photo essay, or multimedia presentation.
Extension: These projects could ultimately be combined to produce a classroom book orperformance for the community.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example V.2.E.3
Criteria Apprentice Basic Meets Exceeds
Correctness ofconcepts
Creates a projectthat reflects anunderstanding ofone use of waterin the community.
Creates a projectthat reflects anunderstanding oftwo uses of waterin the community.
Creates a projectthat reflects anunderstanding ofthree uses ofwater in thecommunity.
Creates a projectthat reflects anunderstanding ofthree uses ofwater in thecommunity,including thesource of thewater.
Quality ofproject
Poor quality. Average quality. Above averagequality.
Excellent quality.
95
Science ProcessesWorksheet
GRADE LEVEL: Second
Topic: Science Processes
Grade Level Standard: 2-4 Construct an experiment using the scientific
process.
Grade Level Benchmark: 1. Use the scientific process to construct meaning.
(I.1.E.1-6)
Learning Activity(s)/Facts/Information
Central Question:1. How do scientists ask questions that help them learn
about the world?2. How do scientists figure out answers to their questions
by investigating the world?3. How do scientists learn about the world from books and
other sources of information?4. How do scientists communicate their findings to other
scientists and the rest of society?5. How do scientists reconstruct knowledge that they have
partially forgotten?
Mini-water cycle (in plastic cups)1. Observing - Observe the mini-water cycle several times and
record findings.2. Classifying - Label steps of water cycle when observed.3. Measuring - Use meter stick to measure and record water
level at each interval.4. Communicating - Have students orally state definitions of
evaporation, condensation, precipitation.5. Controlling Variables - Reconstruct water cycle adjusting
various variables - water temperature, sunlight, shade, ice-cubes, and compare observation.
Resources
Process Skills:
New Vocabulary: observing, communicating, classifying, measuring, controlling
variables, models, theories
96
WATER
The Magic Schoolbus at the WaterworksJoanna Cole
New York: Scholastic, 1986
SummaryMiss Frizzle’s class was definitely not looking forward to a trip to the waterworks, butsomething very magical happened along the way. The students were reduced to the sizeof water droplets and received the best possible tour of the waterworks—from the inside!
Science Topic AreasWater cycleWater purificationUse and conservation of water
Content Related WordsWater cycle, evaporation, condensation, purification, water vapor, reservoirs
Activities1. If possible, take a trip to the waterworks nearest you.
2. If this cannot be arranged, have a speaker from the water purification plant or thewater company come to your class. Make tip interview questions based on materialin the book or other questions you have. Is your waterworks similar to the one MissFrizzle’s class visited?
3. Another alternative would be to take photos or a video of the closest waterworks. Anarration or photo captions would be necessary to explain the process.
4. What is the source of water for your community—a lake, a river? What towns orareas must be passed as the water goes to the waterworks? Trace this on atopographic or local landform map.
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5. Look at the diagram of the water cycle (figure 21.1). Trace the complete route of onedrop of water. Once you know how the water cycle works, write a story of one dropof water. Remember, that drop can exist in three forms—solid, liquid and gas.
Figure 21.1. The Water Cycle
6. Make it rain in the classroom. An empty glass aquarium or large gallon jar can beused to make it rain indoors. Put several inches of warm water in the jar. Cover itimmediately with a piece of glass or heavy plastic wrap that can be held in place bya rubber band. Put several ice cubes on top of the glass or plastic to simulate thecold air above the earth. Place the jar in a sunny window or near a heat source. Asthe warm air from the water rises and meets the cold covering, what happens? Howcan you keep this happening? How does this relate to the picture of the water cycle?
7. Individual water cycle demonstrations can be made using clear plastic cups. Placewarm water in one cup and immediately cover this with an inverted cup. The tworims should meet and be taped to keep the upper cup in place. Put ice cubes on thetop cup and place it near a source of heat. Watch for clouds and rain. Is this like thediagram? (See figure 21.2)
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Figure 21.2. The Water Cycle in a Cup
8. Skim water from a running stream and from the top of a pond. Let the samples settlein separate glass containers. What do you see? Evaporate the water from the top ofeach container and observe what is left. (Boiling the water will speed the process.)What does this tell you about these two types of water? Will ordinary tap water besimilar to either one?
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PROCESS OF SCIENCE
The scientific endeavor involves continually examining phenomena and assessing whether
current explanations adequately encompass those phenomena. The conclusions that scientists
draw never should assume a dogmatic character as science necessarily is tentative. Authorities
do not determine or create scientific knowledge, but rather scientists describe what nature
defines and originates.
Those engaged in the scientific endeavor use and rely on certain processes. The processes can
be arranged in an hierarchy of increasing complexity–observing, classifying, measuring,
interpreting data, inferring, communicating, controlling variables, developing models and
theories, hypothesizing, and predicting–but the process scientists use usually do not and need
not "happen" in this order.
OBSERVING
Examining or monitoring the change of a system closely and intently through direct sense
perception and noticing and recording aspects not usually apparent on casual scrutiny.
CLASSIFYING
Systematic grouping of objects or systems into categories based on shared characteristics
established by observation.
MEASURING
Using instruments to determine quantitative aspects or properties of objects, systems, or
phenomena under observation. This includes the monitoring of temporal changes of size, shape,
position, and other properties or manifestations.
INTERPRETING DATA
Translating or elucidating in intelligible and familiar language the significance or meaning of data
and observations.
INFERRING
Reasoning, deducing, or drawing conclusions from given facts or from evidence such as that
provided by observation, classification, or measurement.
COMMUNICATING
Conveying information, insight, explanation, results of observation or inference or measurement
to others. This might include the use of verbal, pictorial, graphic, or symbolic modes of
presentation, invoked separately or in combination as might prove most effective.
CONTROLLING VARIABLES
Holding all variables constant except one whose influence is being investigated in order to
establish whether or not there exists an unambiguous cause and effect relationship.
100
DEVELOPING MODELS AND THEORIESCreated from evidence drawn from observation, classification, or measurement, a model is amental picture or representative physical system of a phenomenon (e.g., a current in an electriccircuit) or real physical system ( e.g., the solar system). The mental picture or representativesystem then is used to help rationalize the observed phenomenon or real system and to predicteffects and changes other than those that entered into construction of the model. Creating atheory goes beyond the mental picture or representative model and attempts to include othergeneralizations like empirical laws. Theories often are expressed in mathematical terms andutilize models in their description ( e.g., kinetic theory of an ideal gas, which could utilize a modelof particles in a box).
HYPOTHESIZING
Attempts to state simultaneously all reasonable or logical explanations for a reliable set of
observations–stated so that each explanation may be tested and, based upon the results of
those tests, denied. Although math can prove by induction, science cannot. In science, one can
only prove that something is not true. Accumulated evidence also can be used to corroborate
hypotheses, but science remains mainly tentative.
PREDICTING
Foretelling or forecasting outcomes to be expected when changes are imposed on (or are
occurring in) a system. Such forecasts are made not as random guesses or vague prophecies,
but involve, in scientific context, logical inferences and deductions based (1) on natural laws or
principles or models or theories known to govern the behavior of the system under consideration
or (2) on extensions of empirical data applicable to the system. (Such reasoning is usually
described as "hypothetico-deductive.")
Source: The National Science Teachers Association
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PRODUCTS OF SCIENCE
The process of science generates certain products which also can be arranged in an hierarchy of
increasing complexity. These products include scientific terms, facts, concepts, principles, laws, theories,
models, and applications.
SCIENTIFIC TERM
A word or words that scientists use to name an entity, object, event, time period, classificationcategory, organism, or part of an organism. Terms are used for communication and would notnormally include names given to concepts, laws, models, or theories.
SCIENTIFIC FACT
An observation, measurement, logical conclusion from other facts, or summary statement, which
is concerned with some natural phenomenon, event, or property of a substance, which, through
an operationally defined process or procedure, can be replicated independently, and which,
through such replication, has achieved consensus in the relevant scientific profession. Facts
include things such as the speed of light or properties of materials like boiling points, freezing
points, or size.
SCIENTIFIC CONCEPT
A regularly occurring natural phenomenon, property, or characteristic of matter which is
observable or detectable in many different contexts, and which is represented by a word(s) and
often by a mathematical symbol(s) is called a scientific concept. When a scientific concept is
fundamental to other concepts and is used extensively in creating such other concepts in nature,
like length (or distance ), mass, electric charge, and time. Most scientific concepts are derived,
that is, defined in terms of basic or other scientific concepts. When a derived scientific concept is
in the form of an equation, it is a mathematical definition, not a natural relationship (e.g., destiny,
speed, velocity acceleration).
SCIENTIFIC PRINCIPLE
A generalization or summary in the form of a statement or mathematical for when expression, a
set of observations of, or measurements for, a variable representing a concept shows a regular
dependence on one or more other variables representing other concepts. A principle of scienceis an expression of generalizations that are significant but are not at the level, in terms of broadapplicability or generalizability, to be a scientific law.
EMPIRICAL LAW
An empirical law is a generalization of a relationship that has been established between or more
concepts through observation or measurement, but which relies on no theory or model for its
expression or understanding. Such laws have important application and are of great importance
as cornerstones for theories or models. Examples include Snell's law of refraction, Kepler's
Laws, and evolution (but not the theory of natural selection).
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SCIENTIFIC THEORY
An ordinary-language or mathematical statement created or designed by scientists to accountfor one or more kinds of observations, measurements, principles, or empirical laws, when thisstatement makes one or more additional predictions not implied directly by anyone of suchcomponents. When such prediction or predictions are subsequently observed, detected, or
measured, the theory begins to gain acceptance among scientists. It is possible to createalternative theories, and scientists generally accept those theories which are the simplest ormost comprehensive and general in their accommodation to empirical law and predictivecapability (e.g., atomic theory, kinetic molecular theory, theory of natural selection, theory of
plate tectonics, quantum theory). Theories which can account only for existing laws make no
new predictions, or at least do not have greater simplicity or economy of description when
offered as alternatives to accepted theories, are of little value and therefore, generally do not
displace existing theories.
SCIENTIFIC MODEL
A representation, usually visual but sometimes mathematical or in words, used to aid in the
description or understanding of a scientific phenomenon, theory, law, physical entity, organism,
or part of an organism ( e.g., wave model, particle model, model of electric current,
"Greenhouse" model of the Earth and atmosphere).
UNIVERSAL LAW
A law of science that has been established through repeated unsuccessful attempts to deny it byall possible means and which therefore, is believed to have applicability throughout the universe.There are few such laws, and they are basic to all of the sciences (e.g., Law of UniversalGravitation, Coulomb's Law, Law of Conservation of Energy, Law of Conservation ofMomentum).
APPLICATION OF SCIENCE
Utilization of the results of observations, measurements, empirical laws, or predictions fromtheories to design or explain the working of some human-made functional device orphenomenon produced by living beings and not otherwise occurring in the natural world. (Somesuch applications depend on several laws or theories, and historically many have been devisedwithout the humans involved having prior knowledge of those theories or laws.) Applicationswould include engineering and technology and the utilization of science in making decisions onissues that have scientific basis, for example, the relative radiation damage possible fromhuman-made sources as compared with natural radiation.
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Science ProcessesWorksheet
GRADE LEVEL: Second
Topic: Science Processes
Grade Level Standard: 2-5 Reflect on an experiment using the scientific
process.
Grade Level Benchmark: 1. Use scientific processes to reflect on meaning.
(II.1.E.1-4)
Learning Activity(s)/Facts/Information
Central Question:1. How do scientists decide what to believe?2. How is science related to other ways of knowing?3. How do science and technology affect our society?4. How have people of diverse cultures contributed to
an influenced developments in science?
Mini-Water Cycle1. Inferring - Answer question, “What might happen to a
puddle in your driveway?”2. Interpreting - Data. Consider the water cycle in our
environment.3. Communicating - Dramatic interpretation of water cycle.4. Hypothesizing - Do you think the water cycle would work
if we eliminated one of the variables.5. Predicting - Ask, “What do you think will happen if we
leave this here for a month.”
Resources
Process Skills:
New Vocabulary: inferring, interpreting, data, communicating, hypothesizing,
predicting
104
Science ProcessesWorksheet
GRADE LEVEL: Second
Topic: Science Processes
Grade Level Standard: 2-6 Apply the scientific method.
Grade Level Benchmark: 1. Use the scientific method to conduct an experiment.
Learning Activity(s)/Facts/Information
1. Find boiling and freezing points of water
2. Properties of Water
Scientific MethodQuestionResearch (Collection of Information)HypothesisInvestigation/ExperimentationProceduresResultsConclusion
Resources
Nasco
Process Skills:
New Vocabulary: question, research, hypothesis, investigation, experimentation,
procedure, results, conclusion
105
PROPERTIES OF WATERBoiling and Freezing Points of Water
Taken FromNASCO, 901 Janesville Avenue, Fort Atkinson, Wisconsin 53538
Ideas to be Developed1. Water boils at 100°C (at sea level). Once water begins to boil, its temperature
will not rise, no matter how strongly it is heated.2. Water cannot begin to turn to ice until its temperature has cooled to 0°C. Once
ice begins to form in water, the temperature will not go below zero until all of thewater has turned to ice.
Materials250 ml flaskThermometerPinch clamp clothespinHot plateOne test tubeOne quart mason jarWatch or clockWaterCrushed ice or ice cubesSalt
InvestigationsThe Boiling Temperature of WaterAdd 100 ml of water to the flask. Set the flask on the hot plate, and heat the water.Lay the clothespin pinch clamp across the top of the flask, and use it to support thethermometer. The end of the mercury bulb should be about 1/16" above the bottomof the flask.
Record the temperature of the water every two minutes after the heating starts.Once the water starts to boil, record the temperature once every minute for a totalof four minutes.
Have each student record their data and complete the graph on the data sheet.Reinforce the ideas that 1) water boils at 100°C (at sea level), and 2) once boiling,the temperature does not increase. Point out that 100° Centigrade or Celsius is thesame temperature as 212° Fahrenheit.
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Tem
per
atu
re
Time
X
The Freezing Point of WaterFill the one quart mason jar with crushed ice or ice cubes mixed with layers of salt.After a few minutes, measure the temperature of the salt/ice mixture. Add aboutone inch of cold water to the test tube. Use a twisting movement to work the testtube downward into the salt/ice mixture, until the water level in the tube is below thetop layer of ice. Place the thermometer in the test tube. Record the temperature ofthe water once every two minutes. After the water in the test tube reaches 0°C,continue to record the temperature for at least ten minutes. If ice crystals begin toform, record the time when they are first observed.
Have each student record his/her data and construct the graph onthe data sheet.
Reinforce the ideas that:1. Water cannot begin to turn into ice until its temperature has
cooled to 0°C, and2. Once ice begins to form in water, the temperature cannot drop
below zero until all the water is converted to ice.* Point outthat 0° Centigrade or Celsius is the same temperature as 32°Fahrenheit.
*If time permits, some students may wish to verify that this is true.
ANSWER KEY FOR EVALUATION SHEET
1. 100°c, 212°F2. 0°C, 32°F3.
4. Lower
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COOLING TEMPERATURES
TE
MP
ER
AT
UR
E°C
TIME (IN MINUTES)
THE BOILING AND FREEZING POINTS OF WATER
DATA SHEET
A. BOILING POINT OF WATER
TIME(Minutes)
TEMPERATURE(° Celsius)
start
2
4
6
8
B. FREEZING POINT OF WATER
TIME(Minutes)
TEMPERATURE(° Celsius)
start
2
4
6
8
108
TE
MP
ER
AT
UR
E
TIME
BOILING AND FREEZING POINTS OF WATER
EVALUATION SHEET
1. The temperature at which water boils is _____ ° Centigrade (Celsius) and ______ °Fahrenheit.
2. The temperature at which ice begins to form in water is _____ ° Centigrade(Celsius) and _____ ° Fahrenheit.
3. This line represents the temperature changes whichtook place when a mixture of ice and water was heated.
a. Mark an X at the point which shows that the lastbit of ice had been melted.
b. Draw an arrow to show the point where the waterbegan to boil.
4. If salt is added to water, the temperature at which it willfreeze into ice will be______________ (lower) (higher) than 0°C.
109
TechnologyWorksheet
GRADE LEVEL: Second
Topic: Technology
Grade Level Standard: 2-7 Choose an appropriate technological tool.
Grade Level Benchmark: 1. Use a variety of technology to research a topic.
Learning Activity(s)/Facts/Information
1. Have students get on Internet and researchcharacteristics on a given animal.
Resources
One good site:http://www.enchantedlearning.com
Process Skills: Classifying, Research, Observe
New Vocabulary: research, internet, encyclopedia
110
TechnologyWorksheet
GRADE LEVEL: Second
Topic: Technology
Grade Level Standard: 2-7 Choose an appropriate technological tool.
Grade Level Benchmark: 2. Use a variety of technology to create a document from
research.
Learning Activity(s)/Facts/Information
1. Have students use a program such as Kid Pix to makethe life cycle of a frog or butterfly using stamps.
2. Have students use word processing to create a report ofresearch found.
Resources
Kid Pix
Microsoft Word
Process Skills: Interpreting data, Communicating
New Vocabulary: word processing
111
TechnologyWorksheet
GRADE LEVEL: Second
Topic: Technology
Grade Level Standard: 2-7 Choose an appropriate technological tool.
Grade Level Benchmark: 3. Use a variety of technology to develop a presentation.
Learning Activity(s)/Facts/Information
1. Have students use software such as Kid Pix orPowerPoint to create a slide show for presentation tothe class.
Resources
Kid Pix
PowerPoint
Process Skills: Communicating, Interpreting data
New Vocabulary: multimedia, PowerPoint
112
TechnologyWorksheet
GRADE LEVEL: Second
Topic: Technology
Grade Level Standard: 2-7 Choose an appropriate technological tool.
Grade Level Benchmark: 4. Use a variety of technology to develop projects.
Learning Activity(s)/Facts/Information
1. Students are to use technology to create a science fairproject.
Resources
Process Skills: Controlling variables, Developing models and theories, Interpreting data,Communication, Inferring, Hypothesizing, Predicting
New Vocabulary: Science Fair
113
Gender/EquityWorksheet
GRADE LEVEL: Second
Topic: Gender/Equity
Grade Level Standard: 2-8 Consider contributions of diverse groups.
Grade Level Benchmark: 1. Develop an awareness of contributions made to
science by people of diverse backgrounds and cultures. (II.1.E.5)
Learning Activity(s)/Facts/Information
1. Explore contributions of diverse groups to science.
Organization of Living ThingsRobert Jarvik
Waves and VibrationsAlexander Graham Bell
HydrosphereEugenie Clark
Resources
Cultural and GenderPerspectives in Science
Process Skills: Research, Investigate
New Vocabulary:
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LIFE SCIENCE: ORGANIZATION OF LIVING THINGS
Robert Jarvik (1946 - )
INVENTOR OF THE FIRST ARTIFICIAL HEART
While still in high school, Robert Jarvik felt a
strong desire to become a medical doctor. Unlike
many, it wasn’t a glorified picture of the delicate
balance between life and death that inspired
Robert. Instead, he had a strong desire to
improve medical treatment methods. Robert
found the usual method for suturing (sewing up a
patient) to be awkward. He felt that there must be
a better way and made up his mind to find it.
But when Jarvik began college, he studied
architecture at Syracuse University in New York
until his father suffered a nearly-fatal aortic
aneurysm (blood clot to the aorta of the heart). It
was then that Robert decided to pursue his
dream of becoming a doctor. The problem was,
he was rejected by most medical schools. After
he was finally accepted by the University of
Bologna in Italy, he dropped out two years later.
While still at New York University, Robert had
earned his biomechanics degree. So, he next
moved to the western U.S. and went to work in
Utah at Kolff Medical, a research and
development company founded by Dr. Willem J.
Kolff. The philosophy of Dr. Kolff was basically
that “if man could grow one, then he can build
one.” It is through Kolff’s work that we have the
artificial kidney or dialysis machine.
Robert Jarvik completed his medical studies
while working for Dr. Kolff in Utah, and it was
here that he designed the artificial heart. This
manmade machine—once surgically implanted in
a patient—substitutes for the ventricles of the
heart which pump blood to the arteries, and into
the patient’s blood circulatory system.
In 1983 at the University of Utah, the Jarvik-7, an
initial version of the artificial heart, was implanted
in Dr. Barney Clark, a retired dentist. But, it
provided cumbersome even though it was about
the same size as a human heart. It was
connected by tubes in the patient’s abdomen
which were attached to a machine about the size
of a portable television.
Carrying something this size around everywhere
made it difficult even to stand up. Nevertheless,
Dr. Clark’s life was extended by three months
and his life experiences with the machine
provided the basis for important research on the
device which continues today.
Lessons learned from Dr. Robert Jarvik’s desire
to do something to help people like his father
who suffered from heart disease, along with
Barney Clark’s experience with the first Jarvik-7,
have served to help prolong many lives since
then—lives that would otherwise have been
ended by heart disease.
References
“Honoring the heart of an invention.” Science
News. February 19, 1983. Vol 123, no. 8.
After Barney Clark: reflections on the Utah
artificial heart program. Margery W. Shaw.
University of Texas Press. Austin. 1984.
115
PHYSICAL SCIENCE: WAVES AND VIBRATIONS
Alexander Graham Bell (1847 - 1922)
INVENTOR OF THE TELEPHONE
Speech, and how it was produced, had been a
preoccupation of the Bell family for several
generations when Alexander was born on March
3, 1847, in Edinburgh, Scotland. Both Bell's
grandfather and father were elocution teachers
who studied the mechanics of sound throughout
their lives. His father also invented a system for
interpreting the sounds of letters which he called
"Visible Speech" —a written code which indicated
the position and action of the throat, tongue, and
lips in forming sounds. The Bells were
particularly interested in teaching the deaf to
speak because both Alexander's mother and wife
were deaf.
Alexander graduated from high school at the age
of 14, even though many of his teachers
considered him a lazy student. Next, Bell spent a
year in London, England, with his 71 year-old
grandfather, then returned home and attended
the University of Edinburgh. He left after a year,
and taught music and elocution for several more
years.
Bell's main interests changed from elocution to
electricity when he and his father moved to
London. There, he read about Helmholtz's
tuning-fork experiments. Fortunately, Bell
misinterpreted these findings, thinking that
Helmholtz had actually transmitted complete
vowel sounds by telegraph, rather than only
having produced them. This fundamental
misinterpretation was largely responsible for
Bell's experiments in transmitting multi-tone
sound using tuning forks and magnets.
In the 1870's, tuberculosis was widespread in
England. After two of his brothers died from the
disease, the Bell family moved to Brantford,
Ontario, Canada, to take advantage of its
healthier climate. Because of his father's
successful lecturing at Boston University in
Massachusetts, as well as his own growing
reputation, Alexander was appointed professor of
vocal physiology at the Boston School for the
Deaf, a department of Boston University.
Soon, his outstanding merit was recognized, and
he began traveling extensively to give lectures on
his methods to other teachers. He then opened
his own School for Vocal Physiology in Boston.
During 1872-1873. Bell again began
experimenting with tuning forks. His schedule
was hectic at that time. As a way to save time, he
moved into the house of Thomas Sander's
grandmother. (Sanders was one of his deaf
students who later financed many of Bell's
patents and business endeavors. ) Bell also
began consulting with the Williams shop where
Thomas Watson was developing the "multiple-
telegraph". This device was based on the
principle of sympathetic vibration -- when one
vibrating tuning fork is held near a still tuning
fork, the second will begin to mirror the vibrations
of the first.
116
Bell later noticed that reeds and tuning forks
vibrated in a similar way. As he began
experimenting with reeds, he found that, when
several sets of them were wired together, he
could transmit many different sounds at the same
time --a different tone for each reed. These
experiments brought Bell closer to his dream of
producing and transmitting complete multi-toned
sound.
During this time, he also became interested in
the Scott phonautograph. This device recorded
sound vibrations on a smoked drum by using a
membrane-covered mouthpiece to which a bristle
was attached. Sound waves made the
membrane vibrate, and those vibrations were
transmitted to the drum, making a visible record
of the sound.
With these concepts in mind, Bell spent several
months at the Harvard Medical School studying
the human ear. His interest was so intense that
he borrowed an ear from the university to study
when he returned to Brantford during the
summer of 1874. It was at this time that he
merged his understanding of transmitting sound
over the telegraph and the human ear, and
stumbled upon the idea of a speaking telephone.
But, he still hadn't thought about the need for a
method to control fluctuations of electrical current
before a range of sounds could be produced.
Bell shared his latest findings with Professor
Henry, secretary of the Smithsonian Institution,
who was very encouraging. He then had the idea
that, by passing a non-constant (intermittent)
current through a coil of wire, sound could be
transmitted. In other words, if sound wave
vibrations could be converted into
fluctuating electrical current, the process could
be reversed. and the current could be
reconverted into sound waves identical to the
original sound.
In June of 1875, Bell and Watson began
experimenting with these ideas. Watson
attempted to transmit sound to Bell on the other
end of the wire by plucking a reed. The
transmitter spring Watson was using became
welded together so that when he snapped the
spring to initiate vibration, the electrical circuit
remained unbroken -- but the strip of magnetized
steel which lay over the pole of the magnet
vibrated. This generated electrical current which
varied in intensity and allowed transmission of a
full range of sound over wire. By the end of the
night, Bell, using their findings, gave Watson
directions for making the first telephone—a
membrane-covered drum joined at the center to
a receiver spring and mouthpiece.
The next day, they strung wire from floor to floor
in the Williams' shop to test this new discovery. In
their excitement, Bell spilled battery acid on his
pants and cried out to Watson on another floor,
"Watson, please come here. I want you." This
first telephone transmission was heard by
Watson, and the development of the modem
telephone was underway.
At the same time, Elisha Gray, chief electrician at
the Western Electric factory, was also working on
a multiple telegraph. In an effort to beat Gray in
registering his patents, Bell quickly documented
his experiments, and took two patents on his
multiple-telegraph in 1875 and 1876. These
patents included the fundamental workings of the
telephone. After successfully testing his
telephone on miles of rented telegraph wires, and
after Watson improved the instrument by
replacing the old battery and electromagnetic
system with permanent magnets for better
reception, Bell finally began getting recognition
for inventing the telephone.
The first large public exhibit of the telephone was
held in conjunction with the 100th anniversary
celebration of the Declaration of Independence in
1886 at Philadelphia, Pennsylvania. His invention
was widely praised throughout the world, and Bell
117
offered to sell it to Western Union for $100,000.
That offer was refused, so he began giving
lectures and demonstrations to earn enough
money to carry on his work.
These brought Bell great financial success. He
interrupted his busy schedule long enough to get
married, and soon after moved to England to
continue his lectures and demonstrations. Shortly
after demonstrating the telephone to Queen
Victoria, he received an English patent for his
invention and formed the Electric Telephone
Company.
As scientific interest grew, so did the commercial
interests of Western Union.
The company was so interested, in fact, that they
hired Thomas Edison to invent a better telephone
transmitter. Then they formed the American
Speaking Telephone Company to compete with
Bell's telephone company. Lawsuits soon
followed, even though Bell had the advantage of
3,000 telephones in use at the time. And, he
owned almost all the patents involved. Bell and
Western Union finally called a truce and agreed
to split telephone profits—Western Union got
20% and Bell, 80%. Some 600 other lawsuits
followed, and Bell won most of those.
At the age of 33, he was awarded the 1880 Volta
Prize for inventing the telephone. With his prize
money, Bell founded the Volta Laboratory for
experimental work. Its many successes included
the disk phonograph record invented by Emile
Berliner. Bell also invented the first
photophone—words are spoken into a
mouthpiece, the sound waves then strike a mirror
which reflects light duplicating the sound waves,
and this light is then focused onto a selenium cell
wired to a telephone.
Bell was also fascinated by the idea of powered
man-flight. He invented the tetrahedral cell and
incorporated it into his 42-foot kite, which he
called an arodrome. The kite became airborne by
towing it behind a boat. After more
experimentation, another kite was built which
carried a passenger aloft for several minutes at
an altitude of several hundred feet. More
enthusiastic than ever, Bell teamed up with Glenn
H. Curtiss, a motorcycle builder from
Hammondsport, New York, to found the
Arial Experiment Association and develop a
powered glider. The first public flight of this
powered glider was in March of 1908.
Bell's many other interests included genealogy,
which prompted him to write several articles on
hereditary deafness. And, he studied genealogy
of animals, with an eye toward increasing
production by selective breeding. He raised
sheep at his Nova Scotia, Canada estate and
through his discoveries, sheep production grew
and the cost of sheep products was decreased.
With his wide interests and insatiable curiosity,
the late 1800's were a very busy time for Bell. He
continued to improve the telephone, became very
wealthy, and donated much of his profit to
scientific research. With the help of his rich
father-in-law, Bell also began publishing the
Journal of Science in 1882. At the same time, he
contributed to establishing an astrophysical
observatory at the Smithsonian Institution, and
was elected to membership in the National
Academy of Sciences. He was appointed a
regent of the Smithsonian in 1998.
After the Smithsonian, he helped organize and
finance the National Geographic Society, where
he served as president from 1898-1903. Later, in
1915, both Bell and Watson were honored by
being the first to make a transcontinental
telephone call. Bell's first words were the same
as those spoken many years before, 'Watson,
please come here. I want you."
Alexander Graham Bell continued to follow his
interests, and was one of America’s most
vigorous scientists until his death on August 2,
1922.
118
Books
A complete list of Bells publications is found in an
entry by H.S. Osborne, “Alexander Graham Bell,”
in the Biographical Memoirs of the National
Academy of Sciences, Vol. 23, 1945.
Bell’s notebooks, letters, and other documentary
materials are housed at the National Geographic
Society. Bell’s court testimony concerning the
telephone is found in The Bell Telephone,
Boston, 1908.
References
American Inventors. C.J. Hylander, The
MacMillan Company, 1934, Chapter 14, pp. 126-
139.
Biographical Encyclopedia of Science and
Technology. Isaac Asimov, Doubleday and
Company, Inc. Garden City, New York, NY, 1982,
pp. 513-514.
Dictionary of Scientific Biographies. Charles
Coulston Gillespie, Charles Scribner’s and Sons,
New York, Vol. 1, pp. 582-583.
119
EARTH SCIENCE: HYDROSPHERE
Eugenie Clark (1922 - )
“THE SHARK LADY”
Eugenie Clark is originally from New York City.
Her father died when she was only two years old,
and she was raised by her Japanese mother.
While at work on Saturdays, Mrs. Clark would
often leave Eugenie at the Aquarium. Here,
Eugenie discovered the wonders of the undersea
world. One Christmas, she persuaded her
mother to get her a 15-gallon aquarium so she
could begin her own collection of fish. That
collection broadened to eventually include an
alligator, a toad and a snake—all kept in her
family’s New York apartment.
When Eugenie entered Hunter college, her
choice of a major was obvious—zoology. She
spent summers at the University of Michigan
biological station to further her studies. After
graduation, she worked as a chemist while taking
evening classes at the graduate school of New
York University and earned her master’s degree
studying the anatomy and evolution of the puffing
mechanism of the blowfish. Next, Eugenie went
to the Scripps Institute of Oceanography in
California and began learning to dive and swim
underwater.
In the late 1940's, Clark began experiments for
the New York Zoological Society on the
reproductive behavior of platies and swordtailed
species. And, she conducted the first successful
experiments on artificial insemination of fish in
the United States.
The Office of Naval Research sent her to the
South Seas to study the identification of
poisonous fish. Here, she visited places like
Guam, Kwajalein, Saipan, and the Palaus. She
explored the waters with the assistance of native
people from whom she learned techniques of
underwater spear-fishing. Through her work, she
identified many species of poisonous fish.
The United States Navy was so interested in this
work that she was awarded a Fullbright
Scholarship which took her to Faud University in
Egypt—the first woman to work at the university’s
Ghardaqa Biological Station. Here, she collected
some 300 species of fish, three of them entirely
new, and some 40 poisonous ones. Of particular
interest to the Navy was her research on the
puffer or blowfish type of poisonous fish. Hers
was one of the first complete studies of Red Sea
fish since the 1880's.
Eugenie received her Ph.D. from New York
University in 1951. Her work has paid particular
attention to the role nature plays in providing for