- Mindful moment.
- Review entry from DSN from previous class.
- Preview blogpost for today.
- Set up entry for today’s DSN entry. Include the link to today’s blogpost.
- YOUR Questions.
- * * * * *
Our current goal:
Using water as an example to develop an understanding of the science of matter.
- Complete as many of the activities as you can. Discuss and collaborate with your group. Become familiar with ALL the items even if you do not complete them today. Know what the questions are and what is being asked.
- Review, complete, evaluate (beginning, approaching, meeting) your DSN entries.
- Update your collaboration chart.
- Make sure your group’s data is entered for the density of water at room temperature, at a much hotter temperature, and at the temperature of ice water. Your name should be listed three times on the spreadsheet. https://docs.google.com/spreadsheets/d/1Lyrt1V9s-8hEwItK7j9mGx8msCqcO1DOM_dJLwEgd8Q/edit?usp=sharing Look at all the data from the 3 science 8 classes. Think of a way to sort the densities by temperature. How closely do the data match the idea that there is a relationship between density and temperature? Explain.
5. Measure the masses of the fresh water and salt water beakers. Record the time that has passed since the set-up in hours. Is there a change in mass? How can this be explained? Estimate the surface area of the water that is exposed in the open beaker. ( A = π r2). Fill the data in the class spreadsheet at:
Blogpost from previous class 27 August http://rfrazier.msblogs.aes.ac.in/2018/08/26/27-august-science-8-water-change-of-phase-liquid-to-gas/
6. Make a temperature versus time graph for the boiling water experiment. This will be a line graph. Dr. F will demonstrate for one person from the table group who will then supervise graph construction for the other members of the group. Look at the graph and match points on the graph with your observations. What overall pattern do you notice in the shape of the line? What are some possible explanations?
7. Find and view videos on youtube.com or vimeo.com that describe the properties of water–you may use headphones/earbud. (Do not stray off this task by viewing non-related items.) You can even search for “Properties of water.” Use the captions, but beware that sometimes there are mistakes in the way captions are produced. Pick out your favorite. What do you learn? What questions do you have?
8. What progress have you made on examining, reading, reviewing links from previous blogposts and a couple of new ones for today?
- < https://chasingice.com/ > This documentary may support the claim that Science 8 could be the most important course of your life. Let’s revisit this claim throughout the year.
- Small, Yes, but Mighty: The Molecule Called Water < https://www.nytimes.com/2007/07/10/science/10angi.html>.
- See “A Preliminary Remark: Water and Friends” from Reactions–The Private Life of Atoms by Peter Atkins (we have some copies in class for you to examine). Also this link: < https://drive.google.com/drive/folders/0B4DPwlouN3dIZS1BbHN5NG9rWU0?usp=sharing >.
- Why life needs water <https://blogs.scientificamerican.com/lab-rat/httpblogsscientificamericancomlab-rat20110802hydrogen-bonds-why-life-needs-water/>
- The Density of Water from the American Chemical Society website for Middle School Chemistry (this has been written for students like you!) http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson3
9. Make a list of the properties and behaviors of water. Which have you observed firsthand? Begin thinking about how scientists explain these properties and behaviors. Record your questions.