Inquiry Activity Sequence

Name: Brittany OBrien Overarching Question for Unit: Why do we smell bacon when it is being cooked in a different room?? Focus Objective Objective
HS-PS13. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model. C4.3A Recognize that substances that are solid at room temperature have stronger attractive forces than liquids at room temperature, which have stronger attractive forces than gases at room temperature. C4.5c Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the temperature-volume relationship in gases.

Inquiry Trajectory Experimental Inquiry: students are collecting and analyzing data

Synthesized Objective: Gathering, analyzing, and interpreting data to identify patterns in data to give evidence to compare the structure and behavior of substances at the bulk scale to infer the strength of electrical forces between particles. Big Ideas and Examples Gas molecules have no definite volume or shape, allowing them to move rapidly in the space they are in. Gas molecules move through collisions with other gas molecules. As the temperature increases, gas molecules movement (diffusion) increases as well. An increase in temperature transfers energy to molecules, increasing their energy and movement, which allows for an increase in diffusion of gas molecules. The rapid movement of gas molecules allows these molecules to take up the space of the container the molecules are in and mix with other gas molecules in the space. Temperature also effects the movement molecules in the three states of matter.

Goal for students reasoning of how bacon smell travels: When bacon is cooked, a smell is given off in the form of gas molecules that are at a high temperature forcing the bacon gas molecules to diffuse (mix) with the air molecules, colliding with each other, causing more rapid motion of gas molecules, which creates a domino effect of bacon gas molecule collisions that will eventually diffuse all the way to the room I am in, to be able to smell the bacon gas molecules. The heat in cooking bacon allows for a rapid movement/diffusion of the bacon gas molecules, which makes every room in your house smell of bacon. Students will be able to construct this explanation based on the following patterns and trends from data we will collect -Smells at different temperatures travel to our noses at different rates. -As temperature increase, molecular movement increase, and gases take up more volume. -Gases have no definite volume or shape, can fill a balloon, when let out of balloon will travel throughout new volume. Activity Sequence Stages Purpose of Brief Description of Activity Activity Establish a The problem that will engage problem/engag the students is the e overarching question that asks how students can smell bacon when it is being cooked in a different room. I will use a think, pair, & share format to have students begin to think about this phenomenon. Once students have shared ideas with the people around them I will have each group share out their ideas, which I will collect using the Hypotheses checklist tool. I will use the students ideas from the checklist to drive the unit. I will set rules for this process so that students do not laugh at each other or create an unsafe environment for students to share ideas.

Formative Assessment Hypothesis Checklist Tool. I will show the students the overarching question and also challenge them to draw models of what they hypothesize is happening. I will use the hypothesis checklist to see where the students ideas are at, what misconception s students have, and what ideas we can build on.

Scientific Practices -Hypothesizing -Modeling -Predicting -Questioning

Questions

Evidence: Data and Patterns OR Predict/Explain

Once I have had the students share their hypotheses about how bacon smell travels, I will collect the main ideas from each group into one big list of class hypotheses. I will have students look at the hypotheses list with their groups and come up with questions they could have about different hypotheses, or other questions that come to mind when thinking of this phenomena. Example Questions: How does smell move? What is smell made of? Why doesnt bacon smell before cooked? Why does bacon smell more then eggs? When we smell cow manure, is that the same process? 1. Give groups of four students three different syringes, one filled with a gas (air in closed off syringe), one filled with a liquid (water in closed off syringe), and one filled with a solid (sodium chloride in a closed off syringe). Have students in their groups compare the compressibility of the three different types of matter. Have students draw models of the particles of each state of matter before and after their investigation. 2. Put a piece of dry ice in a balloon, tie the balloon shut, and

Each student will be expected to ask at least one question each to challenge or expand our class hypotheses list. We will use these questions to drive our activities and demos to collect evidence on our overarching question. The evidence bucket tool is where students will organize all of their evidence they will be gathering throughout the unit. The evidence bucket will help students organize all of the observations, data, and explanations gathered throughout the different activities in the unit.

-Hypothesizing -Predicting -Questioning

-Developing & using models -Asking questions -Planning and carrying out investigations -Analyzing and Interpreting data -Engaging in argument from evidence

watch the balloon inflate. Have students make observations about what happens to the balloon and what happens to the CO2 as well. Show students the sublimation of CO2 prior to the balloon inflation so they can make observations on what the dry ice does. Have students use their observations to explain the phase change and the properties of the different phases of matter (solid & gas). This will also show students that gases have no definite volume or shape compared to solids. 3. Set up three different beakers. Pour ice cold water in one, almost boiling water in another, and room temperature in the last beaker. Place a drop of food coloring in each beaker almost at the same time, and observe the movement of the food coloring in the three beakers. Have students record observations about each beaker, comparing and contrasting the three beakers and the movement of the food coloring in each. This

will show students the movement of liquid molecules at different temperatures. 4. Have students start with ice water and slowly heat the water until it boils to model the three phases of water and to model the temperature vs. state of matter pattern. Have students collect data on the temperature and the state of matter throughout all three phase changes. 5. Place a rag in a container of perfume. On the first day, place the container in an ice water bath until the temp of the perfume is close to the temperature of the ice water. Take out the rag and time how long it takes for a specific person in the class to smell the rag. On the second day place the rag in the container of perfume again, but this time make sure the container of perfume is left in a room temperature room overnight. Pull out the rag and time how long it takes for the smell to reach the same student as the day before. On the third day do the same with a

Students Explanations/M odels OR Observe/Explai n

hot water bath. Have students use the data to compare the effect temperature has on the rate of diffusion (movement) in gases. At the end of the unit students will be able to explain how the smell of bacon travels so quickly to us when we are in a different room from where the bacon is being cooked. During the unit, I want our class to use the evidence bucket tool to collect all the evidence the students gather from all of the demos and activities. Students will use all the evidence they collected throughout the unit to help them build a scientific explanation of why we smell bacon when it is being cooked in another room.

Scientific Theories or Models

Students will make models of how solid, liquid, & gas molecules move. I will check for understanding by collecting these models. Students will also model the change in molecular movement as temperature increases, not only between different states of Students will compare the matter, but evidence gathered in the also the Evidence Bucket Tool to their change in initial hypotheses, and asked molecular to revise their initial movement in hypotheses, using the gases as evidence we collected in temperature class. increases, and the change in molecular movement in liquids as temperature increases. Students will be able to model Use the class the movement of molecules in Hypothesis solids, liquids, and gases. Checklist to They will be able to identify revise the smell moving as a gas students

-Using models/Revisin g Models -Interpreting data -Engaging in argument from evidence

-Revising models -Communicating Information

because the smell has no definite volume or shape. They will also be able to model the effect temperature has on the diffusion of gases. They may use the word movement instead of diffusion, which will be addressed during their explanations. They will also be able to model the change of states from solid, liquid, to gas as temperature increases. Once students have gathered their scientific explanation, I will have them compare it with their peers in the class to be able to have students back up their scientific explanations with evidence, and possibly add more to their explanations from evidence they did not consider in their explanation. Students will communicate their ideas in writing through exits tickets & in discussing their ideas in small groups. Students will draw models explaining why trash smells worse in the hot sun then it does in the winter.

explanations to come to an improved understanding of the phenomenon. Have students turn in their scientific explanations as an exit ticket.

Communication

Communicating science ideas