Objective: To predict, observe, and measure how the Gro-beast undergoes a physical change within a given time frame and to graph the results.
NATIONAL STANDARDS
National Science Standards Alignment: Science as Inquiry, Properties and change of properties in matter
National Math Standards: Measurement Standard
BACKGROUND INFORMATION
The Gro-Beast is made from a polymer that readily absorbs water. Materials of this type are said to be hydrophilic, water loving. Materials with the opposite property are said to be hydrophobic, water fearing.
SCIENCE CONCEPTS
Mass –amount of matter in an object
Weight-measure of force of attraction between two objects due to gravity
SI –International System of Units (Metric System)
Physical Change – doesn’t change the identity of the substance
Chemical Change –changes the identity of the substances
MATERIALS
• Gro-beast, plastic container to fit the Gro-beast as it grows
• Graduated cylinder • Ohaus Compact Scale (200g x 0.1g)
• Ruler • Distilled or bottled water • Data sheet • String
PROCEDURE
1) Estimate the mass and length of the Gro-beast. Now measure the mass and length. You may measure the length from head to tail or wingtip to wingtip, whichever is greater.
2) Ask students to estimate how large the Gro-beast will become.
3) Place the Gro-beast in a container of water. Record the mass and length every 10 minutes for 30 minutes. Record the data on the data sheet. (Time may be adjusted according to the needs of the class. Allowing more time between recordings will offer greater variance.)
4) Tell students to give the Gro-beast a name and write a story about its life.
5) Design a bar graph using the data. Y axis is the time and x axis is the mass. (cont’d)
ASSESSMENT
• Write a conclusion about the activity reflecting on what you have learned and how you would change the activity.
• Use the data to complete a graph.
• Teacher and student generated scoring tools or rubrics, questioning, data chart results and graphing
LITERATURE CONNECTIONS
How Tall, How Short, How Far Away by David A. Adler
Dinosaurs by Kathleen N. Daly
Zack’s Alligator by Shirley Mozelle
What Is A Scientist? by Barbara Lehn
How to Think Like a Scientist by Stephen P. Kramer
EXTENSIONS
Instruct students to:
• Graph their data in a bar/plot graph
• Give their gro-beast a name and write a story about their gro-beast as they watched it grow.
• Research polymers that are used daily both natural and man made.
• Compare and contrast type of dinosaurs.
• Develop an investigation using a gro-beast.
• Measure the volume of the gro-beast.
Contributed by Ruth Ruud, Presidential Awardee for Excellence in Science Teaching, 1993
Article Source: OHAUS Measurement Experiments
DO THE MATH!
Object: Performing Math Functions with an Electronic Balance
EQUIPMENT
• Ohaus Compact Scale (2000g or 5000g capacity recommended)
• Gram cubes measuring one centimeter on each side with a mass of 1 gram each
PROCEDURE
ADDITION - Place any number of gram cubes on the balance. It will display that number. Add a few more, it will display that number. Use this method to visually demonstrate adding whole numbers.
SUBTRACTION - As you remove gram cubes, it will display the new total. Use this method to visually demonstrate subtraction of whole numbers.
NEGATIVE NUMBERS –
1. Place the desired number of cubes on the scale and press the On/Zero button. Display should now read 0 while cubes are still on the pan.
2. Remove the cubes. The display should now show a negative number equal to the number of cubes originally placed on the pan.
3. You may now use the scale to visually represent addition of a positive to a negative number by placing cubes back on the scale. EX. Place 10 cubes on scale, press On/Zero, remove 10 cubes and display should read -10, now introduce addition problems such as -10 + 4 = X. Students place 4 cubes on pan which will then read -6.
NOTES/EXTENSION
• Capacity of scale will determine amount of numbers available to use (2000g capacity = numbers up to 2000)
• Square of cubic numbers - If student assembles a 3 cm square of cubes (9 square cm) and places the 3 square cm assembly on balance, it will read 9g.
Article Source: OHAUS Measurement Experiments
THE DENSITY OF LIQUIDS
Object: To determine the density of liquids from the measurement of the volume and mass
(investigation of the density of various liquids such as water, alcohol, chloroform, hexane, benzine and mineral oil)
PROCEDURE
The glass apparatus such as pycnometer, volumetric fl ask is tared and then fi lled with the liquid under investigation. The mass is noted down.
EVALUATION
The density is determined as the quotient of mass and volume.
pt = m/v
pt = density at temperature
m = mass
V = volume
t, 9 = temperature of liquid
NOTES
Since the density of liquids is temperature-dependent, the temperature must be
specified. For very accurate measurements, a buoyancy correction is necessary.
The liquid used for school experiments must not be irritant or poisonous. Carbon
tetrachloride, benzene and concentrated alkalis and acids must not be used.
Percent errors are normally from temperature and accuracy of the volumetric
device, and purity of solution. For example, denatured alcohol has methyl alcohol
added. This is an excellent place for students to use standard reference books to check
their results. Good technique can give results within 3 significant figures.
Article Source: OHAUS Measurement Experiments
THE DENSITY OF GASES
Object: To determine the density of a Gaseous substance.
MATERIALS
• Ohaus Scout Pro® balance (readability 0.01g)
• Conical flask (ca. 1 liter)
• Measuring cylinder (ca. 1 liter)
• Vessel containing water
• CO2 He, H2 or O2 from a cylinder
• Thermometer (room temperature)
• Barometer
PROCEDURE
1. The conical flask is tared filled with air. Gas is passed into the flask for a few seconds via rubber tubing fitted with a glass tube which reaches the bottom of the vessel.
2. When the display of the balance no longer changes, the gas flow is discontinued
and the mass ï€ read.
3. The conical flask is then filled with water and volume V determined with a measuring cylinder.
4. The volume can be found more accurately and just as conveniently with the aid of a balance and the assumption that the density of water = 1.00 g/cm3.
EVALUATION
The gas density is the quotient of the gas and its volume. The gas mass has not been measured directly, but is calculated:
The conical flask must be completely dry.
The gas cylinders should be at room temperature.
Gases which are lighter than air (e.g. hydrogen) can be passed into the inverted conical flask from below.
Article Source: OHAUS Measurement Experiments
A Short History of Weights and Measures in Japan
If you find the old style system of pounds and ounces confusing, the one thing you can say about it is that such weight conversions are at least consistent. In the old days, weights and measures were based on arbitrary factors that were not at all consistent. Biblical scholars will recall such units as the "cubit" or the "talent." The former was equivalent to the distance between a man's elbow and the tip of his middle finger; the latter was a measure that was equal to the volume of an amphora, the size of which could vary from one region of the Mediterranean to another. The inconsistencies and difficulties involved with these types of weight conversions should be obvious.
Although more complicated than the metric system, the old Japanese shakkan-ho standard of weights and measures - still used in the sake (rice wine) manufacturing industry - is remarkably consistent. The base unit is known as sho, which is the standard size for a bottle of sake - just short of two liters, which a weight conversion chart or weight conversion calculator will show you is roughly equivalent to half a gallon.
Whereas food and drink in the US is sold in pounds and ounces, grocers in Japan deal in grams, kilograms and liters for all measurements other than sake. A kilogram is equal to 2.2 U.S. pounds, and a gram is 1/1000th of this amount. Understanding this will make your weight conversion tasks much easier, whether or not you have a weight conversion calculator or a metric conversion chart with you.
Susan Slobac is an avid supporter of extended learning. She is active in helping educators with an interest in teaching internationally, and her experience includes development of metric weight conversion curriculum.
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