Tuskegee University Math and Science Partnership Module created by Dr. Michael L. Curry and Dr. Alicia L. Curry with MSP Scholars Alexandria Bufford

Transcription

1 Tuskegee University Math and Science Partnership Module created by Dr. Michael L. Curry and Dr. Alicia L. Curry with MSP Scholars Alexandria Bufford and Elijah Andrews

2 Multiple Choice Questions MAD SCIENTIST, NANOSCIENCE AND SURFACE AREA PRETEST 1. Surface area is defined as the A. amount of area of an object that is not exposed. B. amount of area of an object that is exposed. C. amount of area contained on the inside of an object. D. amount of space an object takes up. 2. Surface area of a three-dimensional cube can be calculate by A. adding the number of exposed sides. B. multiplying the length and height of one side together. C. measuring the length of one side. D. multiplying the length and height of one side by the total number of sides (6). 3. The surface area for a three-dimensional cube will when the original cube is broken down into smaller parts. A. increase B. decrease C. not change D. change 4. Increasing the amount of exposed surface area of an Alka-Seltzer Plus tablet will relieve an upset stomach. A. slower B. faster C. not at all D. none of the above 5. Crushing an Alka-Seltzer tablet will the amount of surface area. A. change B. decrease C. not change D. increase

3 THE GOLDEN FACE Time Frame: minutes Overview of Lesson: The following lesson serves as a review surface area activity. Specifically, the students will explore the surface area of three-dimensional styrofoam cube using lima beans. To accommodate at-risk or diverse learners, cooperative learning groups will be utilized. This activity was created for a module entitled Exploring the Surface Area with the Mad Scientist (TU Math & Science Partnership Project). Background Information: The students should have a basic understanding of surface area. However, prior to teaching this lesson, the teacher may want to review the following: surface area, faces, length, width, and the formula for calculating the surface area of a cube. In addition, the teacher may give the students a pre-test to access prior knowledge before conducting this activity. In this activity, students will explore surface area using manipulatives (lima beans). The teacher may spray paint the beans gold prior to lesson to add creativity (optional). Objective: The students will be able explore the surface area of a three-dimensional cube using lima beans. Materials: Dry Lima Beans Non-toxic Gold Spray Paint 3-Dimensional Styrofoam Cubes (1 per group) Digital Camera Journal (Possible title Mad Scientist Journal) Paper Towel Computer (Internet Access) Computer Projector Screen Procedures: Explain today s lesson will review the surface area of a cube. The teacher will hold up a styrofoam cube to display a visual example. The teacher will explain that a cube is a three-dimensional shape with six faces. The teacher will visually identify the faces of the cube. To check for understanding, the teacher will ask for class volunteers to identify the faces of the cube. The teacher will divide the students into groups (groups vary and depend on class size). Each group will obtain a three-dimensional styrofoam cube and a container of golden beans (or plain lima beans). The teacher will ask the students to pour their lima beans on the paper towel provided and allow the group a few minutes to observe and take observation notes. Each group will predict how many golden beans they think it would take to cover one face of the cube. Each student will record their group s predictions in the journal or Mad Scientists Journal. Each group will place the three-dimensional cube with one of the face pointed upward. Using the golden beans, the group will cover one face of the three-dimensional cube.

4 Count the number of beans that it took to completely cover one face of your cube and record this number in the journal or Mad Scientists Journal. After counting the golden lima beans, the students will confirm their prediction. Calculate the total number of beans needed to cover the surface area of the entire cube. Record this number in the journal or Mad Scientists Journal. Optional: Teachers may allow each group to take a digital photo of each group s lima bean arrangement to confirm the group s prediction. Each group's photo may be viewed on projector screen to compare and confirm predictions. If technology is unavailable, group members may walk around and view each group's bean arrangement and predictions. Students may compare the group predictions with the results. The teacher will guide an interactive class discussion by asking the questions below. Teacher Guided Discussion Questions Why might your predictions be different from the actual results? Comparing your three-dimensional cube to your neighbor s three-dimensional cube, why did your group take more or less beans to cover the exposed surface area (one face of cube)? Possible Answers: bean were different sizes or each group aligned their beans differently How did you calculate the total number of beans needed to cover the surface area of the entire cube? Count the number of beans used to cover one face of the cube X number of faces (6) = total number of beans needed to cover the entire cube Cube: all sides are congruent or equal Cube: 6 faces Surface Area Formula: = 6 faces (Side) 2 Important Teacher Notes Additional Discussion Example: Find the surface area of a gift box whose shape is of a cube with one face measuring 14 cm. Surface Area of the cube = 6 side 2 Surface Area = 6 (14) 2 = 6 X 14 X 14 ANSWER = 1,176 sq. cm Informal Assessment: The teacher will monitor each group's responses and provide clarification as needed.

5 Extension Activities: Teachers may use the following websites for whole group activities or independent practice activities. (Exploring Surface Areas of Different Shapes) (Please click on the tab labeled Lesson for audio explanation of surface area) Excellent site! Area/ (Practi ce Worksheets) (Surface Area Video Clip Tutorial)

6 WHAT ABOUT WOODEN-RUBIK! Overview: This activity will serve as a review surface area activity. Specifically, the students will explore what happens to the surface area of a three-dimensional wooden rubik cube if it is broken down into smaller pieces or smaller cubes. Cooperative learning groups and hands-on wooden cubes will be used to accommodate the various learning styles. This activity was created for a module entitled Exploring the Surface Area with the Mad Scientist (TU Math & Science Partnership Project). Objective: The students will determine if the total amount of surface area decreases or increases in a three-dimensional wooden rubik if it is broken down into smaller pieces or cubes. Time Frame: minutes Materials Rulers Serpent Cube Wooden Puzzle (# needed depends on number of groups) Calculators Journal (Optional) Group Activity Directions Obtain a three-dimensional wooden cube from your teacher. Using the ruler, measure the height and length of one side of the cube (teacher may decide which measurements to use). Also, please remind the students to keep the wooden rubik whole (do not allow the students to manipulate the parts of the cube). Using the surface area formula for a cube L x W x Number of faces, calculate the total amount of exposed surface area contained on your cube (record on Data Sheet). Unfold your wooden rubik cube and place it flat on the table (students cube arrangements may vary, depends on how the wooden cube is flattened). Using the surface area formula L x W x Number of faces, calculate the total amount of exposed surface area contained on the cube that has been separated into smaller cubes. Wooden Cube Example of Data Table Sheet Length of individual side Width of individual side Total Surface Area of the object Whole Cube (cube has not been broken into smaller cubes) Broken Cube (cube flatten into smaller cubes) Important Note: The students must manipulate the broken wooden cube into a flatten arrangement.

7 Teacher Guided Questions 1. Did the total amount of wood change between the whole cube and broken down cube (when you flatten wooden rubik? Why? Or Why Not? 2. Did the amount of the exposed surface area change for the whole cube and broken down cube? (compare your measurements results for the whole cube and the broken cube) Informal Assessment: The teacher will monitor each group's oral and written responses (info written in Data Chart) and provid clarification as needed. Extension Activity: Use the following article "The Little Cube that Changed the World" to answer the questions below (from CNN). Rubik s Cube Research Scavenger Hunt Who invented the rubik s cube? Why was it invented? How long did it take the creator of rubik s cube to solve it?

8 THE BALLOON INFLATOR Overview: This experiment is designed to demonstrate the effect that surface area has on a gas releasing chemical reaction. In this experiment, carbon dioxide gas is released when vinegar (an acid) is mixed with baking soda (a base). Depending on the amount of surface area of the baking soda available to react, one chemical reaction will release gas faster than the other. This activity was created for a module entitled Exploring the Surface Area with the Mad Scientist (TU Math & Science Partnership Project). Important Note: Baking Soda tablets will be needed in advance for this activity (each tablet must weigh approximately 2 grams). Objective: The students will determine if the amount of surface area in baking soda exposed in two different forms (tablet form and powder form) will affect the rate of reaction. Time Frame: 61 to 90 Minutes Important Note: The total amount of materials needed will depend on number of groups created (one group listed below). Materials: Baking Soda Powder (approximately 2 grams) Baking Soda Tablets (approximately 2 grams) 2 small plastic bottles 20mL of Vinegar 2 balloons Plastic Funnel Blue Plastic Spatula Weighing Scale Black Marker Gloves Weigh Boats 50mL graduate cylinder 100mL graduate cylinder Procedures: After obtaining two bottles from your teacher, label one as Baking Soda Tablet and the other bottle as Baking Soda Powder. Using the 50mL graduate cylinder, put 5mL of water in each bottle. Using the 100mL graduate cylinder, add 10mL of vinegar to each of the bottles. Weigh out approximately 2.0 grams in both powdered and tablet forms of the baking soda using the weigh boats (powder and tablet must be approximately the same weight). Using the plastic funnel and plastic spatula, place all of the tablet and powder forms of the baking soda into each balloon. Make sure you place the baking soda tablet in the balloon with the bottle entitled Baking Soda Tablet and the baking soda powder in the balloon entitled Baking Soda Powder.

9 Put each balloon over the mouth of the bottle without letting the baking soda fall into the vinegar solution. At the same time, lift both of the balloons and pour the baking soda into the bottles (may require two group members). Use visual observation or a stop watch to monitor the amount of time it takes for the balloon to inflate (until the size stops increasing). Teacher Guided Questions (Oral Discussion & Journal Notes) Did your balloons inflate at different rates? Which balloon grew the fastest? (tablet or powder) Which balloon contained the baking soda with the highest surface area? Why did one of the balloons grow faster than the other? Informal Assessment: The teacher will monitor the students' responses to the questions listed above.

10 MR. ALKA-SELTZER PLUS Overview: The rate at which a chemical reaction will proceed is directly related to the amount of surface area of the reactants present. Changing the amount of surface area of one of the reactants present will change the amount of time it takes for the reaction to occur. When too much acid builds in your stomach, it will tend to feel upset. Medicine such as, Alka-Seltzer, has been developed to relieve your upset stomach. This experiment will explore the rate at which an Alka-Seltzer tablet will cure an upset stomach based on the amount of surface area each tablet possess. Time Frame: 60 minutes Important Note: The total amount of materials needed will depend on number of groups created (one group listed below). Materials: 2 250mL glass flasks 100mL Graduate Cylinder 50mL Graduate Cylinder Alka-Seltzer Tablets White Vinegar Mortar and Pestle Acid/Base Dye Indicator Bromocresol Green Black Marker Gloves (all group members) Blue Plastic Spatula Medicine Droppers Stopwatches Science Journal (optional) Background Information for Teachers: Students need a general understanding of chemical reaction prior to conducting this experiment. This is a reaction between a base (Alka-Seltzer) and an acid (vinegar). An acid/base indicator Bromocresol Green will be used to indicate when the simulated stomach is too acidic causing it to be upset. The solution will appear yellow after the addition of the acid (vinegar) indicating a presence of excess acid in the stomach. Alka-Seltzer tablets will be added to neutralize the excess acid within the stomach. When the acid is neutralized, the solution will turn back blue. Procedures: 1. Obtain two 250ml glass flasks and label one as crushed Alka-Seltzer tablet and the other as whole Alka-Seltzer tablet. 2. Using the 100ml graduate cylinder, place exactly 100ml of water into each glass flask.

11 3. Using the medicine dropper, place 5 drops of dye indicator into each glass flask. If the water does not appear blue in color, place up to five more drops into each solution. 4. Using the 50mL graduate cylinder, put 5mL of vinegar into each glass flask. 5. The color of the water solution should now appear to be yellow indicating excess acid is presence. 6. Using a mortar and pestle, grind one of the Alka-Seltzer tablets until well dispersed tiny grains are evident. 7. Reads steps 8 and 9 before completing step With the two flasks positioned side by side, place the crushed and the whole tablet into their labeled flasks. 9. Using the stopwatch, time how long it takes the color to change back to blue for both Mr. Alka-Seltzer Plus reactions. Teacher Guided Observation Questions (record in journal): Which solution changed back to the blue color faster? Why? Which solution had the Alka-Seltzer with the highest surface area? Why?

12 MAD SCIENTISTS JAM TOO! Overview: This activity will serve as an interactive culminating activity for surface area. Specifically, the students will get an opportunity to create a rap, song, or chant utilizing information they have examined and discussed about surface area. Students may use notes or other information approved by the teacher on surface area. Teachers may allow students to incorporate instrumental music to enhance the activity (optional). Teachers may also want to video tape each group's performance (optional). Objective: The students will create a rap, song, or chant utilizing information they learned about surface area. Time Frame: (45 minutes) Materials: Paper Pencils Surface Area Science Notes (Optional) Science Lab Coats or other Performance Attire (Optional) Instrumental Music (Optional) DVD Player (Optional) Microphone (Optional) Video Camera (Optional Background Preparation: This lesson may be used as a culminating activity for surface area. The students are expected to understand concepts about surface area before conducting this lesson. Teacher may allow students to use science notes, journals, literature, or other information pertaining to surface area. Procedures: Important Note: Teachers may model a teacher-created rap, song, or chant prior to giving the instructions below (optional). 1. Students are divided into groups (based on class size). 2. Students are instructed to take out notes, visual aids, or other class information pertaining to surface area. 3. The teacher will explain the directions: Please use your surface area materials to design a rap, song, or chant to summarize information you have learned about surface area. Each group must use Mad Scientist Surface Area as a chorus part in their song. 4. Each group will write down their rap, song, or chant on the paper provided. The teacher will monitor each group and provide clarification on surface area concepts as needed. 5. Groups will practice their rap, song, or chant performance. Teachers may allow students to use instrumental beats. 6. Groups will perform their rap, song, or chant (teacher may video).

13 Informal Assessment The teacher may observe each group s performance using the criteria below. Optional: Teachers may also use the following website to create personalize rubric (see link below). Grading Criteria Surface Area Content: Information presented in the rap, song, or chant was accurate. Chorus: Each group incorporated the Mad Scientist s Chorus as indicated in the directions. Creative Costume: Each group had creative dress attire. Presentation: The rap, song, or chant was engaging, informational, and the group was able to clarify any questions posed about the information in their performance. The words were clear, and the classmates could understand the lyrics.

14 MAD SCIENTIST, NANOSCIENCE AND SURFACE AREA POSTTEST Multiple Choice Questions 1. Surface area is defined as the A. amount of area of an object that is not exposed. B. amount of area of an object that is exposed. C. amount of area contained on the inside of an object. D. amount of space an object takes up. 2. Surface area of a three-dimensional cube can be calculate by A. adding the number of exposed sides. B. multiplying the length and height of one side together. C. measuring the length of one side. D. multiplying the length and height of one side by the total number of sides (6). 3. The surface area for a three-dimensional cube will when the original cube is broken down into smaller parts. A. increase B. decrease C. not change D. change 4. Increasing the amount of exposed surface area of an Alka-Seltzer Plus tablet will relieve an upset stomach. A. slower B. faster C. not at all D. none of the above 5. Crushing an Alka-Seltzer tablet will the amount of surface area. A. change B. decrease C. not change D. increase