SPARK Science Learning System

Lab Summary:

In this activity, students investigate chemical reactions that are important in the formation of acid rain to better understand the relationship between certain types of man-made (anthropogenic) emissions and problems arising from acid rain.

Theory:

During this investigation, students:

• Determine the effect of different anthropogenic gases on the pH of water
• Discuss the effect of changes in the pH of water on the environment

Method:

Students determine how the common components of acid rain: carbonic acid, sulfuric acid, nitrous acid and nitric acid, affect the pH of water. As part of the investigation, they:  

• Determine the effect of several gases that cause acid rain on the pH of water 
• Discuss the effect of changes in the pH of water on the environment

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use a pH sensor to determine which solution is the best buffer.

Theory:

In this activity, students examine the role that buffer solutions have on the ability to balance the pH homeostasis. Students:

• Determine the pH change when they mix an acid with water.
• Determine the pH change when they mix an acid with club soda, which is a buffered salt solution.
• Determine which solution is the best buffer.

Method:

Students will gain experience conducting the following procedures:

• Use the pH Sensor to measure the change in pH in water and in club soda when they add an acid to them.
• Compare the change in pH of water and club soda.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Guide students to understand that optimal environmental conditions, such as temperature, play a key role in enzyme function.

Theory:

Students gain experience conducting the following procedures:  

• Use an oxygen gas sensor to measure the amount of oxygen released during a reaction.
• Vary the temperature of the enzyme solution and determine whether the change in temperature has an effect on the rate of oxygen production.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

In this activity, students explore local microclimates by measuring weather data around the school.

Theory:

Students: 

• Use current weather conditions for their area to measure relevant weather conditions at different locations using a weather sensor 
• Determine the impact that a location's environmental conditions have on the microclimate of a given area

Method:

Students will gain experience conducting the following procedures:

• Measuring the temperature of various microclimates around their school grounds.
• Comparing weather data and drawing conclusions concerning factors that may affect microclimates.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use a carbon dioxide gas sensor to understand the comparative rates of CO₂ gas production for dry, dormant seeds; for wet, germinating seeds at room temperature; and for wet, cold, germinating seeds.

Theory:

Guide students to calculate and understand the comparative rates of carbon dioxide (CO₂) gas production for dry, dormant seeds; for wet, germinating seeds at room temperature; and for wet, cold, germinating seeds.

Method:

Students set up a carbon dioxide gas sensor in a sampling bottle to measure CO₂ production for 10 minutes per seed sample and compare results for the following:

• Dry, dormant seeds
• Wet, germinating seeds at room temperature
• Wet, icy cold, germinating seeds

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

This activity is designed to provide students with an understanding of semi-permeable membranes.

Theory:

Students:

• Explore the permeability of a cell-like membrane to hydrogen (H⁺) and hydroxide (OH^–) ions.
• Observe that not all materials are able to pass through the membrane.

Method:

Students gain experience conducting the following procedures:

• Measuring the change in pH in water when a dialysis tubing bag (representing a cell membrane) filled with either a strong acid or strong base is immersed in the water.
• Calculating the rate of change of pH per minute.
• Observing whether starch can permeate the membrane.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use a pH sensor to determine how effective various substances are at buffering large changes in pH.

Theory:

Students explore pH and its impact on biological organisms by:

• Determining the importance of pH and the use of chemical buffers to organisms.
• Indicating the effects of pH on the function of biological molecules and other various common compounds.

Method:

Students gain experience by conducting the following procedures:

• Test changes in pH after adding a variety of substances to a solution.
• Test the effects of buffers on the pH of substances.
• Analyze the results and apply to living systems and organisms.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use a barometer/low pressure sensor to explore the concept of cell membranes and how water and other substances pass through a membrane through the process of osmosis.

Theory:

Students explore the concept of cell membranes and how water and other substances pass through a membrane through the process of osmosis. Students will:

• Demonstrate an understanding of how water moves across a cell membrane through osmosis.
• Explain how the flow of water is impacted by the concentration of solute within the cell.
• Analyze how the cell membrane is a semipermeable membrane that allows molecules to move through based on size and charge.

Method:

Students gain experience by conducting the following procedure:

• Measure the change in mass and gas pressure for various dialysis bags containing different syrup concentrations.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use a carbon dioxide gas sensor to understand the comparative concentrations of CO₂ gas for a small plant in darkness and in bright light and what this says about photosynthesis and the CO₂ cycle.

Theory:

Guide students to understand the roles of cellular respiration and photosynthesis in the carbon cycle.

• Explore the concentrations of carbon dioxide (CO₂) gas in a terrarium containing a live plant, in darkness and bright light conditions.
• Use evidence from measured CO₂ gas concentrations to draw conclusions about the processes of cellular respiration and photosynthesis.

Method:

• Students use a carbon dioxide gas sensor to monitor the CO₂ levels in a terrarium containing a small plant under conditions of darkness and in bright light.
• Students use graph analysis tools to compare changes in CO₂ levels in the terrarium after 10 minutes under two light conditions: bright light versus darkness.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use a barometer/low pressure sensor to explore the effects of environmental factors such as air movement on the rate of transpiration.

Theory:

In this exploration, students use a barometer as a potometer to measure the rate of water uptake in plants due to transpiration.

• This activity demonstrates the concept of "transpiration pull".
• Students explore the effects of environmental factors, such as air movement, on the rate of transpiration.

Method:

Students use a barometer/low pressure sensor to measure the change in pressure in a tube connecting the sensor to the stem of a plant as the plant undergoes transpiration in still air and then in moving air.

• Students use the analysis tools of the data collection system to determine the change in pressure per unit of time for each condition.
• Students compare the changes in pressure per unit of time (rate of transpiration) for each condition and propose reasons for the changes.

Your Bundle Options:

Option 1:

Biology Starter Sensor Bundle (PS-2920)

Lab Summary:

Use an absolute pressure sensor and fast response temperature sensor to determine the temperature at which all motion stops (absolute zero).

Theory:

Determine the temperature at which all motion stops. Through this investigation, students:

• Show that a directly proportional relationship exists between pressure and temperature for a gas at constant volume.
• Relate the Kelvin temperature scale to the motion of molecules.
• Show that Gay-Lussac’s law, P/T = k and P₁/T₁ = P_z/T_z is valid only with Kelvin temperatures.

Method:

Students conduct the following procedures:

•Use an absolute pressure sensor to determine the pressure of a fixed volume of air at various temperatures.
•Record collected temperature data in both Celsius and Kelvin units.
•Graph pressure versus temperature data showing the line of best fit (linear regression).
•Use the equation for the line of best fit to determine absolute zero.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a drop counter and pH sensor to to determine the concentration of a
hydrochloric acid solution and the concentration of an acetic acid solution by titration.

Theory:

Use a titration to determine the concentration of a hydrochloric acid solution and the concentration of an acetic acid solution. Through this investigation, students:

• Differentiate between concentration and strength of acids and bases.
• Perform neutralization reactions.
• Describe and explain the shape of a titration curve.

Method:

Students conduct the following procedures:

• Perform a strong acid–strong base titration.
• Perform a weak acid–strong base titration.
• Calculate the concentration of an unknown hydrochloric acid solution and an unknown acetic acid solution using collected data and stoichiometric calculations.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a colorimeter to determine the concentration of a copper (II) sulfate solution.

Theory:

Determine the concentration of a copper(II) sulfate solution using a colorimeter. Through this investigation, students:

• Understand the difference between absorbance and transmittance of light.
• Become aware of the effects the three variables (chemical substance, path length, and concentration) have on the absorption of light.
• Determine the relationship between absorbance of light through a solution and the concentration of the solution (Beer’s law).

Method:

Students conduct the following procedures:

• Dilute a copper(II) sulfate solution of known concentration to create five calibration standards.
• Graph the absorbance of orange (610 nm) light against concentration.
• Use linear regression to determine the line of best fit and, subsequently, determine the concentration of an unknown copper(II) sulfate solution.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use an absolute pressure sensor to determine the effect of volume on the
pressure of a closed system containing a fixed amount of molecules at a
constant temperature.

Theory:

Determine the effect of volume on the pressure of a closed system containing a fixed amount of molecules at a constant temperature. Through this investigation, students:

• Show that an inversely proportional relationship exists between pressure and volume for a gas at a constant temperature.
• Apply Boyle’s law PV = k and P₁V₁ = P₂V₂
• Differentiate between real and ideal gases

Method:

Students conduct the following procedures:

• Use an absolute pressure sensor to determine the pressure of a fixed sample of air molecules at various volumes.
• Collect data in replicate and calculate averages.
• Graph volume versus pressure of a fixed amount of gas molecules at a constant temperature.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a drop counter and a pH sensor to determine the concentration of a sodium carbonate solution, learning that chemical reactions can be the sum of several individual reactions.

Theory:

Determine the concentration of a sodium carbonate solution. Through this investigation, students:

• Learn that chemical reactions can be the sum of several individual reactions.
• Learn that the conjugate base of a polyprotic acid generally accepts one proton at a time.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a voltage sensor to place metal reactants in their proper order on the table of standard electrode potentials.

Theory:

Experimentally place metal reactants in their proper order on the table of standard electrode potentials. Through this investigation, students:

• Describe electricity as the flow of electrons.
• Learn that some metals form ions easier than others, and that the ease with which ions are formed determines the amount of energy they can produce.
• Learn that electrochemical batteries (voltaic cells, batteries) produce useable energy by separating two halves of a spontaneous chemical reaction in which the products have lower potential energy than the reactants.
• Learn that an electrochemical battery contains two different metals, a path for ion movement,and an electrolyte solution.

Method:

Students conduct the following procedures:

• Construct electrochemical batteries using electrolyte solutions, wires, and various metal electrodes.
• Measure voltage produced in an electrochemical battery using different metals as the anode and copper as the cathode.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a fast response temperature sensor to distinguish between physical changes and chemical reactions and identify unknown changes as either physical changes or chemical reactions using evidence to support your decision.

Theory:

During this investigation, students:

• Observe the four main types of evidence that suggest a new chemical substance has formed.
• Distinguish between physical changes and chemical reactions.
• Identify processes as involving physical changes or chemical reactions.
• Identify the reactants and products in a chemical reaction.
• Explain the difference between exothermic and endothermic chemical reactions.

Method:

Students conduct the following procedures:

• Perform three chemical reactions, collect temperature versus time data for each, and record evidence that a new substance was formed for each.
• Perform three physical changes, and describe the resulting new physical appearance.
• Perform three additional changes, and identify them as chemical reactions or physical changes based on the observations recorded.
• Identify each chemical reaction as exothermic or endothermic.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a temperature sensor to determine the molar heat of solution for sodium hydroxide and ammonium chloride when they are dissolved in water, and the molar heat of reaction when magnesium reacts with hydrochloric acid.

Theory:

Determine the molar heat of solution for sodium hydroxide and ammonium chloride when they are dissolved in water, and the molar heat of reaction when magnesium reacts with hydrochloric acid. Through this investigation, students:

• Calculate the molar heat changes ΔH in physical and chemical processes.
• Review exothermic and endothermic processes.
• Write equations that show the molar heat changes in physical and chemical processes.

Method:

Students will conduct the following procedures:

• Record temperature versus time data for ammonium chloride dissolving in water, for sodium hydroxide dissolving in water, and for magnesium metal reacting with hydrochloric acid.
• Analyze the temperature versus time data to determine the change in temperature after correcting for heat loss.
• Calculate molar heat (enthalpy) changes and compare them to accepted values.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a stainless steel temperature sensor to determine the effects of molecular size and shape on the strength of intermolecular forces for different alcohols within the same homologous series and between isomeric pairs.

Theory:

Students determine the effects of molecular size and shape on the strength of intermolecular forces for different alcohols within the same homologous series and between isomeric pairs. Through this investigation, students:

• Explain why evaporation causes a decrease in temperature.
• Describe the relationship between evaporation rate and the strength of intermolecular forces of attraction among molecules.
• Describe the relationship between the size of molecules in a homologous series and the strength of intermolecular forces of attraction between them.
• Describe the influence the shape of a molecule has on its vapor pressure by comparing the evaporation rates of two isomeric alcohol pairs.

Method:

Students conduct the following procedures:

• Graph temperature versus time data for five alcohols from the same homologous series and two pairs of isomeric alcohols as they evaporate from a stainless steel temperature sensor.
• Compare the rate of evaporation for the seven alcohols to determine the relative strengths of the intermolecular forces of attraction.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use an absolute pressure sensor to learn about the components of air and how to determine the percent of oxygen in air.

Theory:

Students learn about the components of air and how to determine the percent of oxygen in air. Through this investigation, students:

• Observe a chemical reaction involving different states of matter.
• Describe pressure at the molecular level.
• Explain how the variables temperature, volume, and concentration affect the pressure of gases.

Method:

Students gain experience conducting the following procedures:

• Use an absolute pressure sensor to measure changes in pressure as atmospheric oxygen reacts with steel wool (iron).
• Determine the percent of oxygen in air from the measured pressure difference.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Lab Summary:

Use a pH sensor to determine the effect air pollutants (CO₂, SO₂, and NO₂) have on the pH of water.

Theory:

Students will investigate chemical reactions that are important in the formation of acid rain to better understand the relationship between certain types of man-made (anthropogenic) emissions and problems arising from acid rain. 

• Observe the effect of three different anthropogenic gases on the pH of water.
• Consider the effect of such changes in the pH of water on the environment.

Method:

Students gain experience conducting the following procedures:

• Perform chemical reactions to generate three types of gases (CO₂, SO₂, and NO₂) that are common air pollutants.
• Graph pH versus Time data as each type of gas is bubbled through a beaker of water.
• Determine the overall change in pH for each gas tested and relate these finding to the causes and effects of acid rain.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a stainless steel temperature sensor to explore how the properties of water can be explained by the molecular structure of water.

Theory:

The labs that students work on help them discover how the molecular property of polarity sets water apart with many useful properties such as: 

• Water tends to be a liquid but exists in all three phases at earth’s temperature range .
• It dissolves many ionic to polar compounds. 
• Solubilites vary encouraging re-crystallization of some minerals. 
• Water’s high surface tension encourages it to bead up forming drops in clouds. Yet it spreads out and wets surfaces with hydrogen bonding such as on silicate surfaces (rocks and minerals). 
• Water has a very high specific heat and a large heat of vaporization. 
• Water expands upon freezing and encourages erosion of rock surfaces in cold climates.

Method:

Students gain experience conducting the following procedures:

• Collecting temperature data as ice is melted and water is boiled.
• Classifying substances as polar or non-polar based on their ability to absorb water.
• Designing an experiment to determine the effect of freezing on the volume of water.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a fast response temperature sensor to determine the effect the angle of the sun has on the temperature of a given surface.

Theory:

The Earth revolves around the sun once a year along an elliptical path. The Earth also rotates around an axis that is tilted about 23.5° from a line perpendicular to the plane of its path around the Sun. 

• Discover how the Earth's tilt relative to the Sun is related to climate and the seasons. 
• Discover the impact of changes in the angle of solar insolation on solar energy delivered to a given area. 
• Consider the impact of variations in insolation angles on solar energy technologies.

Method:

Students gain experience conducting the following procedures:

• Constructing a solar energy collection panel.
• Going outside and aligning the solar energy collection panel to receive sun rays at three different angles (90°, 60°, and 30°).
• Measuring the temperature of the solar energy collection panel for five minutes at each of the three different angles.
• Comparing the change in temperature to the angle of insolation.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a stainless steel temperature sensor to explore the effect energy has on the temperature of sand and water.

Theory:

In this activity, students explore the effect energy has on the temperature of sand and water. Through this investigation, students:

• Determine the rate of heating and cooling of sand and water.
• Explain how the specific heat of a substance describes the rate of cooling and heating of that substance.
• Determine the specific heat of sand and compare it to the specific heat of water.
• Consider the effects different specific heats of water and sand have on global weather and climate.

Method:

Students gain experiences conducting the following procedures:

• Use temperature sensors to record the temperature of sand and water as they are heated by a light source and then cooled by turning off the light.
• Compare rates of heating and cooling for sand and water.
• Calculate the specific heat of sand and compare it to the specific heat of water.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a water quality sensor and a turbidity sensor to measure the temperature, pH, dissolved oxygen, conductivity, and turbidity of a natural body of water both in situ and from a sample of water from further out.

Theory:

Monitor the temperature, pH, dissolved oxygen, conductivity, and turbidity at two different locations on a body of water. Through this investigation, students:

• Compare the results of measuring water quality factors in situ with measurement of water samples removed from the source.
• Assess the quality of the water at each location and determine if different environmental factors can explain the discrepancies.
• Discuss the importance of monitoring the quality of natural bodies of water.

Method:

Students gain experience conducting the following procedures:

• Calibrating the pH sensor, dissolved oxygen sensor, and turbidity sensor.
• Setting the sensitivity of the conductivity sensor.
• Measuring the temperature, pH, dissolved oxygen, conductivity, and turbidity of a natural body of water both in situ and from a sample of water removed using a bucket.
• Assessing the quality of the water monitored using the parameters tested.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a temperature sensor to determine the effect the color of a container has on the temperature of water in the container as it is heated using radiant energy.

Theory:

Determine the effect the color of a container has on the temperature of water in the container as it is heated using radiant energy. Through this investigation, students:

• Describe radiant energy.
• Describe the relationship between an object's color and its ability to absorb energy.
• Explain that different surfaces on Earth absorb different amounts of radiant energy.

Method:

Students gain experience conducting the following procedures:

• Graphing temperature versus time data as water, in different colored cans (black and silver), is heated using radiant energy from a light bulb.
• Comparing the change in the temperature of water in the black container to the water in the silver container.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a pH sensor to determine the pH of three soil samples.

Theory:

The pH of soils is important for gardeners and farmers. Plants and other life that draws nutrients from soil thrive over a fairly small range of soil pH conditions. The pH of a soil is strongly influenced by several geologic factors, including parent materials, geomorphic environment, availability of organic materials, climate, availability of water, etc. 

• Learn how to analyze soil pH. 
• Understand why soil pH is important when characterizing soils.

Method:

Students gain experience conducting the following procedures:

• Collecting soil samples and preparing them for measuring the soil pH.
• Using a pH sensor to measure the pH of soil samples.
• Drawing a bar graph that represents the soil pH at each soil sample location.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a conductivity sensor to measure the salinity content of three soil samples.

Theory:

The salinity of soil is important for gardeners and farmers. Soil salinity can improve soil structure but can also negatively impact plant growth and thus crop yields. 

• Learn how to analyze soil salinity by measuring the conductivity of soil samples 
• Learn how to assess the soil samples 
• Learn to describe the type of crops that different soils might sustain

Method:

Students gain experience conducting the following procedures:

• Collecting soil samples and preparing them for measuring soil salinity.
• Using a conductivity sensor to measure the conductivity of the soil samples.
• Drawing a bar graph that represents soil salinity at each soil sample location.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Use a water quality sensor and turbidity sensor to test various wastewater treatment methods.

Theory:

Students treat wastewater using various methods and use the results of these processes to design their own water treatment procedure. Through this investigation students:

• Explain how filtration, activated charcoal filtration, agglutination, and sedimentation are used to treat wastewater.
• Use experiential data to direct the design of a water treatment process; build, test, and evaluate the design.

Method:

Students gain experience conducting the following procedures:

• Measuring pH, conductivity, turbidity, odor, and appearance of wastewater before and after treatment.
• Evaluating the effects of each water treatment method by comparing the pH, conductivity, turbidity, odor, and appearance of wastewater before and after treatment.
• Designing and testing a water treatment process using two or more of the water treatment methods tested in the first part of the lab.

Your Bundle Options:

Option 1:

Earth Science Starter Sensor Bundle (PS-2922)

Lab Summary:

Students will use a temperature sensor to explore temperature changes through chemical reactions.

Theory:

Students will gain experience with both inquiry skills and content, including:

• Discovering how simple compounds can react to create chemical and physical changes that create changes in temperature.
• Demonstrating an ability to use the scientific process to explore the characteristics of two compounds, Calcium Chloride and Sodium Chloride.
• Observing physical and chemical changes to compounds that are mixed with water and identify the difference between exothermic and endothermic reactions.

Lab Summary:

Use a temperature sensor to determine a property of materials that allows some to heat up faster than other materials and then draw conclusions about water's influence on a region's climate.

Theory:

In this investigation, students use a temperature sensor to measure the effect of energy as it reaches the earth. Students measure and compare temperatures absorbed by water and land to gain a better understanding of different heating characteristics of materials.

Method:

To understand this content, students:

• Heat samples of water and sand with a lamp while recording the change in temperature as each sample is heated.
• Determine a property of some materials that allows them to heat up faster than other materials.
• Use evidence from the activity and research to draw conclusions about water's influence on a region's climate.

Lab Summary:

Students will explore concepts of electricity in this activity. By using a voltage sensor attached to a computer, students will be able to investigate aspects of battery and light bulb function and behavior, and gain insights into the operation of many everyday items that use electrical energy.

Theory:

Students will gain experience with concepts, including:

• Realizing that electrical circuits can produce light, heat, sound
• Discovering that electrical circuits require a complete loop through which an electrical current can pass

Method:

Still will also learn inquiry concepts by:

• Asking a question about objects used in their daily lives
• Employing simple equipment and tools to gather data
• Using data to construct a reasonable explanation
• Understanding the process of measurement and units
• Using representations to model and interpret physical, social, and mathematical phenomena
• Collecting data using observations, surveys, and experiments
• Recognizing and applying mathematics in contexts outside of mathematics

Lab Summary:

In this investigation, students will describe and quantify the boiling point and melting point of liquids including water.

Theory:

Students will experiment with liquids such as water using different amounts of solute and determine if boiling points will vary.

Method:

Students will gain experience with both inquiry skills and content, including:

• Identifying the melting point and boiling point of water
• Predicting changes in freezing and boiling points of water, given the type and quantity of solute added.
• Calculating changes to boiling points and freezing points of solutions based upon data supplied.

Lab Summary:

Use a temperature sensor to compare the results of measuring temperature to how the temperature feels.

Theory:

Students will gain understanding by:

• Realizing temperature’s effect on matter.
• Understanding that properties of matter are dependent on outside conditions including temperature.
• Understanding that heat flows from a warmer to a colder object until they come to the same temperature (equilibrium).
• Understanding that humans and other organisms have senses that help them detect internal and external cues.

Method:

Students will gain experience with both inquiry skills and content, including:

• Planning and conducting a simple investigation.
• Using data to construct a reasonable explanation.
• Understanding the process of measurement and units.
• Making explanations and predictions from evidence and drawing logical conclusions.
• Gaining skills and confidence in using a scientific measurement tool, the temperature, as well as the graphing capacity of a computer to represent and analyze data.

Lab Summary:

Use a temperature sensor to understand that mixing hot and cold water results in a new temperature that is between hot and cold.

Theory:

In this investigation, students will explore the concept of energy transfer and temperature changes. By using a temperature sensor attached to a computer, students will be able to investigate mixing water of various volumes and develop a model for predicting mixing results.

Students will gain experience with both inquiry skills and content, including:

• Understanding that heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
• Identifying and controlling variables.
• Developing descriptions, explanations, predictions, and models using evidence.
• Using mathematics to answer questions about the natural world.

Method:

To understand this content, students:

• Identify the temperature of different objects.
• Recognize that the position of the line on a graph relates to the hot or cold temperature of the object.
• Predict the resulting temperature of mixing hot and cold water.

Lab Summary:

In this activity, students explore temperatures in their surroundings.

Theory:

Students collect data using the temperature sensor and organize and compare their information in simple tables or graphs. In addition, they identify relationships the temperature patterns reveal.

Lab Summary:

Students will use a voltage sensor to test the conductivity of different materials.

Theory:

Students will gain experience with content and inquiry concepts, including:

• Realizing that electrical circuits can produce light, heat, sound
• Discovering that electrical circuits require a complete loop through which an electrical current can pass

Method:

To understand this content, students:

• Build an electrical circuit tester from materials provided.
• Use their circuit tester to test which materials are conductors and which are insulators.
• Use a voltage sensor to test the voltage drop across their circuit.

Lab Summary:

Students will use a voltage sensor to test electrical circuits.

Theory:

Students will gain experience with content and inquiry concepts, including:

• Realizing that electrical circuits can produce light, heat, sound
• Discovering that electrical circuits require a complete loop through which an electrical current can pass

Method:

To understand this content, students:

• Build simple series and parallel circuits using AA-cell batteries and light bulbs.
• Compare the brightness of two bulbs in a simple series circuit to the brightness of two bulbs in a simple parallel circuit.
• Measure the voltage being applied to the light bulbs in each circuit.
• Relate the brightness of the light in their circuits to the voltage and the type of circuit.

Lab Summary:

Use a temperature sensor to understand which materials conduct heat and which don't, and why they do or don't.

Theory:

In this activity students examine the insulating properties of different clothing materials while learning that the body releases heat and clothing works as an insulator between the body and the cold air.

Method:

To understand this content, students:

• Classify clothing or fabrics according to the type of fiber with which they are made.
• Measure the temperature change in a cup of hot water exposed to the air for five minutes.
• Design and implement an insulated covering for a test tube with hot water.
• Measure the temperature change in a control test tube and in an insulated test tube of hot water, each for three minutes.

Lab Summary:

Using the pH sensor and simulated rainwater from different sources, the students determine the effect of acid rain on the germination of bean seeds.

Theory:

In this activity students will:

• Become familiar with the way pH levels can vary within rainfalls or surface water.
• Measure the pH of different rain water samples.
• Gain skills and confidence in using a scientific measurement tool, the pH sensor, as well as the graphing capability of a computer to represent and analyze data.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the pH of several different "rainwater" samples.
• Measuring the growth of bean seeds over a period of 4 to 7 days to see the response to different levels of acid in their water.
• Using math skills to average the lengths of roots.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

In this activity, students learn about the related concepts of speed and velocity and how to graph speed and velocity versus time.

Theory:

Students will investigate speed and velocity while they:

• Observe that speed is the rate at which position changes and that average speed is the distance an object travels divided by the time it was traveling.
• Observe that a complete description of velocity includes speed, direction, and a frame of reference.
• Measure and describe their own velocity (speed and direction).

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the position and velocity of a moving object.
• Measuring distance and time data and plotting it on a graph.
• Recording their own motion as they follow instructions that include distance, speed, direction, and time.
• Using math skills to compute rate of speed, given distance, and time.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Students use a temperature sensor to measure body temperature changes at different locations throughout the body.

Theory:

Students observe that different parts of the body are at different temperatures and these differences are related to their distance from the heart. They also understand that the hypothalamus regulates and maintains the body temperature within a small range. They will also develop:

• Understanding that all organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
• Understanding the human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the temperature of several different locations on their bodies.
• Looking for a pattern in the temperature measurements of the different parts of their body.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Students investigate how light intensity changes as they alter the distance between themselves and a light bulb.

Theory:

Students investigate light while:

• Observing interactions of light with matter (air) by transmission and scattering.
• Learning that energy is associated with heat, light, electricity, mechanical motion, and the nature of a chemical.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the intensity of light.
• Using a light sensor to measure the intensity of the light at increasing distances from the light source.
• Using math skills to measure distances between a light bulb and sensor and to graph the relationship between light intensity and distance from the light.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

In this activity, students explore temperatures variations in multiple locations in their environment. Students collect data using the temperature sensor and organize and compare their information in simple tables. Students will then be able to identify relationships the temperature patterns reveal.

Theory:

Students investigate areas and objects at different temperatures related to their surroundings while they:

• Recognize that heat can be transferred through a substance.
• Recognize that the sun is the major source of energy for phenomena, such as weather, climate, and the food web, on the earth's surface.
• Gain skills and confidence in using scientific measurement tools, the temperature sensor, as well as the graphing capability of a computer to represent and analyze data.
• Design and conduct a scientific investigation.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment to measure environmental temperatures.
• Selecting locations to measure temperatures.
• Measuring the temperatures at ten pre-determined locations.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

In this activity, students use a motion sensor to create several features of an “ocean floor” using books, toys, and other classroom materials. Students will be able to draw several parallels between the operation of the motion sensor and the concepts of sonar, radar, and echo sounding, among others.

Theory:

Students investigate how to use a motion sensor to map an area while they:

• Analyze and draw inferences from a graph of Position versus Time.
• Evaluate the feasibility of studying and using certain seafloor structures.
• Apply their knowledge of motion sensor technology to the concept of sonar, radar, and echo sounding.
• Analyze their experimental results to determine why they appear “different” than an actual profile of the ocean floor.

Method:

Students gain experience conducting the following procedures:

• Simulating the variety of terrain found on an ocean floor with objects from the classroom.
• Using the motion sensor to scan a cross-section of the simulated ocean floor terrain.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Students investigate the effect of temperature changes on the transition from liquid to solid states of matter. Using the temperature sensor, students graph the cooling curves of pure water and at least one solution. They then use the graphs to identify relationships they see in the temperature patterns.

Theory:

Students investigate water and water solutions during a phase change from liquid to solid (water to ice) while they:

• Understand that energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, and the nature of a chemical.
• Realize that heat moves in predictable ways, flowing from warmer objects to cooler objects, until both reach the same temperature.
• Observe effects and changes in the characteristic properties of water such as freezing point and density.
• Gain skills and confidence in using scientific measurement tools, the temperature sensor, as well as the graphing capability of a computer to represent and analyze data.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the change in temperature as water cools.
• Determining how the temperature of tap water changes as the water changes phase from liquid to solid.
• Determining how the temperature of a solution of tap water and salt changes as it changes phase from liquid to solid.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Students determine the effect of exercise on their heart rate and find their recovery heart rate, which is a measure of fitness.

Theory:

Students will determine how exercise affects their heart rate while they:

• Understand the effects of exercise on biological rhythms such as heart rate.
• Measure their recovery heart rate after undergoing exercise.
• Formulate the relationship between health-relevant measurements and amount of exercise over a period of time.

Method:

Students gain experience conducting the following procedures:

• Using an exercise heart rate sensor to determine their resting heart rate, their heart rate with exercise, and their recovery heart rate.
• Applying statistics (mean, median, and range) to data collected for the entire class and calculating the percentage change of their measured heart rates.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Using a pH sensor, students will learn about soil pH levels.

Theory:

In this activity, students learn about soil pH levels while they:

• Compare the acidity or alkalinity of each soil sample to a typical pH range for healthy plants.
• Determine the effects of adding substances that adjust pH levels.

Method:

Students gain experience conducting the following procedures:

• Collecting soil samples and prepare them for measuring the soil pH.
• Using a pH sensor to investigate the pH of soil samples that they provide.
• Relating the pH of the soil to its fitness for growing various crops.
• Describing the type of soil particular crops might thrive in, and suggesting methods to alter the soil to improve its usefulness for growing agricultural crops.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Students will use a voltage sensor to measure changes in voltage as lights are added to and removed from a circuit.

Theory:

In this activity, students investigate the voltage drop across a varying number of elements in series in a circuit.

Students will also investigate voltage while:

• Observing that electrical circuits provide a means of transferring electrical energy and converting that energy to heat, light, sound, or chemical changes.
• Understanding that energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, and the nature of a chemical.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the voltage across a circuit.
• Building a simple circuit with wire, holiday "mini" light bulbs, and batteries.
• Systematically measuring the voltage across different numbers of resistors ("mini" light bulbs) in series.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

In this activity, students investigate temperature―a factor that affects reaction rates.

Theory:

Students will also:

• Observe and compare the varying amounts of time it takes for the reaction to run its course under different conditions.
• Measure the amount of time needed for a reaction to occur.
• Observe that substances react chemically in characteristic ways with other substances to form new substances (compounds) with different properties.
• Observe that in most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the temperature of two different systems.
• Measure the change in temperature over time during four trials of Alka-Seltzer® tablets as they react and produce bubbles in a container of water.
• Using math skills to average temperature results.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Using a pH sensor, students determine the level of acidity in a variety of liquids.

Theory:

Students will gain understanding using the following concepts:

• Recognizing that substances often are placed in categories or groups (such as acids or bases) if they react in similar ways.
• Using the pH scale to quantitatively describe how acidic a substance is and they connect the acidity of common beverages to the need for brushing one’s teeth.

Method:

Students gain experience conducting the following procedures:

• Setting up the equipment and work area to measure the pH of several different liquids.
• Measuring the pH of vinegar, orange juice, and a variety of soda pop beverages.

Your Bundle Options:

Option 1:

Middle School Science Starter Sensor Bundle (PS-2924B)

Lab Summary:

Use a motion sensor to introduce the concept of representing motion as a change of position in a graphical form.

Theory:

This activity introduces students to the concept of representing acceleration as a change of velocity in a graphical form. This activity allows students to:

• Understand that average acceleration over a given time is the change in velocity divided by the change in time.
• Describe acceleration properly as the change in velocity with respect to time.
• Interpret a velocity versus time graph.

Method:

Students will gain experience conducting the following procedures:

• Measuring the velocity of an object using a motion sensor.
• Tracking the change of velocity of an object using a graphical representation.
• Interpreting a graphical representation of velocity versus time.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a force sensor to explore the relationship between the volume of fluid displaced by a submerged object and the buoyant force experienced by that submerged object.

Theory:

Students explore the relationship between the volume of fluid that a submerged object displaces and the buoyant force experienced by that submerged object. Through this process, students discover:

• The sum of the forces equals zero if the object is not accelerating.
• Water provides an upward buoyant force on submerged objects.
• That forces are responsible for some objects sinking and other objects floating.

Method:

Students gain experience conducting the following procedures:

• Using a force sensor to measure the net downward force on the object submerged in air and submerged in water.
• Measuring the volume of water displaced by the object by using a spill-can.
• Calculating the weight of the displaced water using a scale or knowledge of the density of water.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a motion sensor to detect how energy is transformed in a cart and track system and to observe that the total energy of the system is conserved.

Theory:

Students observe the behavior of a cart and track system to see how energy is transformed. By comparing the extremes of the system, the students see that the total energy of the system is conserved. Students:

• Determine the points of maximum gravitational potential energy and kinetic energy.
• Calculate values for gravitational potential energy and kinetic energy.
• Compare the total energy values to other points in the system to prove that energy is conserved.

Method:

In this investigation, students gain experience with the following tools and techniques:

• Measuring the motion of a cart and track system using a motion sensor.
• Interpreting a graph of Position versus Time and Velocity versus Time to determine critical points in the motion of a cart.
• Employing basic trigonometric relationships to calculate gravitational potential energy.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a voltage sensor to observe the electromotive force generated by passing a magnet through a coil.

Theory:

Explore Faraday’s Law of induction using a coil winding and permanent magnet. 

• Show how the number of turns in a coil affects the amount of voltage induced when a magnet passes through the coil. 
• Show how the strength of a magnet passing through a coil affects the induced voltage. 
• Show how velocity of a magnet passing through a coil affects the induced voltage.

Method:

Students gain experience measuring a continuously changing voltage for a very short duration. This lab pays particular attention to the scientific method of isolating a variable. In each of three parts, students isolate and change a single variable to determine the effect it has on the outcome.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a magnetic field sensor to investigate the magnetic field strength of a permanent magnet as a function of distance from the magnet.

Theory:

Explore the behavior of magnetic fields and field lines from a permanent magnet. 

• Investigate magnetic field strength from a permanent magnet as a function of distance. 
• Determine a mathematical representation for the relationship between field strength and distance.

Method:

Students gain experience conducting the following procedures:

• Aligning a magnetic field sensor with the magnetic field from a permanent magnet.
• Measuring and recording the magnetic field strength from a permanent magnet as a function of distance from the magnet.
• Determining the relationship between the magnetic field strength and distance from a permanent magnet.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a motion sensor to determine the influence of force in the motion of an object, and that an object’s motion is unchanged in the absence of an external force.

Theory:

Students will investigate the concepts surrounding Newton's First Law of Motion. Students will:

• Show that an object at rest remains at rest unless acted upon by an unbalanced force. 
• Show that an object in motion maintains a constant motion unless acted upon by an unbalanced force.

Method:

Students gain experience conducting the following procedures:

• Measuring the velocity of a cart while it undergoes three different forms of motion: constant zero velocity, constant non-zero velocity, constant non-zero acceleration.
• Comparing the velocity associated with each form of motion to determine whether a net force is acting on the cart.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a force sensor and motion sensor to develop an understanding of the relationship between the net force applied to an object, the acceleration of the object, and the object's mass.

Theory:

This lab helps students to develop an understanding of the relationship between the net force applied to an object, the acceleration of the object, and the object's mass. 

• Explore the net force on a spring and mass system as it applies to the acceleration of the system. 
• Show that force is equal to mass multiplied by the acceleration of that mass.

Method:

Students will gain experience conducting the following procedures:

• Measuring the applied force and resultant motion of an oscillating mass and spring system using a force and motion sensor.
• Completing free body diagrams representing the forces imparted to mass in the system.
• Interpreting graphs of force and motion to outline the relationships that exist between mass, acceleration, and net force in the system.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a voltage sensor and current sensor to investigate the relationship between current, voltage, and resistance in a circuit.

Theory:

Investigate the relationship between current, voltage, and resistance in a direct current (DC) circuit. 

• Use a variable voltage source to show that voltage is proportional to current for a circuit using a constant resistance. 
• Use Ohm’s law to show that the resistance of a light bulb is not constant.

Method:

Students gain experience conducting the following procedures:

• Measuring the current through a resistor in a circuit as the voltage applied to the resistor changes.
• Comparing the slopes of Voltage versus Current graphs for two different resistors.
• Measuring the current through a light bulb in a circuit as the voltage applied to the bulb changes.
• Comparing the plot of Voltage versus Current for a circuit with a light bulb to the voltage versus current plots that result from two different resistors.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a motion sensor to test predictions of how the speed and velocity of a cart will differ.

Theory:

Define what is meant when a person refers to the speed of an object rather than its velocity. 

• Explore what makes speed and velocity similar and/or different. 
• Measure the speed and velocity of a cart on a track and show how the two quantities are different.

Method:

Students gain experience conducting the following procedures:

• Predicting how a velocity versus time and speed versus time graph will look for a cart travelling down a track and back.
• Assembling the equipment using a dynamics cart and track, as well as a motion sensor.
• Measuring the actual speed and velocity using the motion sensor as the cart travels along a track.
• Comparing the predicted graphs to the actual graphs.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)

Lab Summary:

Use a voltage sensor to explore both the chemical and physical production of a potential difference.

Theory:

This activity is designed to introduce students to voltage. It will explore the chemical production of a potential difference. 

• Understand how a potential difference (voltage) is produced. 
• Understand the construction of a electrochemical battery.

Method:

Students will gain experience conducting the following procedures:

• Using probeware to measure discrete voltages.
• Constructing a simple fruit battery.
• Comparing voltages of batteries in series.
• Comparing voltages of batteries in parallel.

Your Bundle Options:

Option 1:

Physics Starter Sensor Bundle (PS-2923)