October 17, 2018
Science and Engineering Practices:
Asking Questions
All of our P.D. work this year will focus both on adapting lessons to a high level of the Science and Engineering Practices AND furthering our understanding of climate change.
NOTE: There is more data related to seasons on the board. Please examine it and think about how this information supports your model about seasons. Please continue to work on your seasons model as we will continue to improve our models with feedback.
Part A: Examining Solubility of Carbon Dioxide/ Practicing Asking Questions
The amount of carbon dioxide dissolved in water or released in the atmosphere is important. Carbon dioxide dissolved in water affects ocean acidification. The amount of gas dissolved in water under different temperatures and pressures is important to fish and divers. The amount of carbon dioxide in the atmosphere is a factor in global warming. Understanding the fundamentals of air pressure, dissolved gases, etc. can help students as they learn about weather, marine life, climate change, etc.
1. I will use a CO2 cartridge to fill a sparkling water maker. There are two carbon dioxide cartridges on scales. The first is sealed with compressed gas. The second has been opened and the gas released and is now open to the surrounding air. What is the difference in the mass of the cartridges?
2. A soda keeper is put on a bottle and pumped. How do you think a soda keeper works?
3. A bottle of sparkling water has been opened and a balloon placed over the mouth of the bottle. What happened to the balloon?
4. Observe the sealed bottle of sparkling water on your table. Do you see many bubbles?
5. Open the bottle. How many bubbles do you see now?
6. Pour the water in each of your jars. Fill about 1/2 full. Are there many bubbles?
7. Drop an ice cube in the jar. What happens?
8. Add a mento to your jar. What happens?
9. Place a bowl of hot water under one jar of sparkling water. What do you notice?
10. In your group discuss your observations and list TESTABLE questions about the solubility of gas based on your observations. Choose one question that you as a group would like to investigate. Your question should include the variable you will be changing (independent variable) and the variable you will be measuring (dependent variable). PLEASE CHOOSE A QUESTION THAT USES COMMONLY AVAILABLE MATERIALS AS YOU WILL BE DESIGNING AND CONDUCTING THE EXPERIMENT NEXT TIME.
Use post it notes to comment on each groups question. Do they list an Independent (what I control?) and a Dependent Variable (the Data I will record)? Is there question testable using everyday materials? Could their question be more precise or detailed?
Part B: LESSON ADAPTATION
1. Read the description by the authors of NGSS of Asking Questions/Defining Problems for your grade level.
2. Now examine the Continuum written by ISLP. Notice that it only focuses on the investigative aspect of asking questions. Asking questions that can be answered through research is another important aspect of this practice as is defining problems to be solved through engineering.
3. Read this seventh grade case study and rank each lesson adaptation on the ISLP continuum.
Lesson A: Lesson B: Lesson C: Lesson D:
Lesson A: Lesson B: Lesson C: Lesson D:
4. Describe a lesson that you could adapt to help students form scientific questions and evaluate the merits of the questions?
Inquiry Lab Format by Bozeman Science