Water Testing

Critical Learning
Understandingthecomplexprocessofwatertestingisessentialfor developingawarenessofpotentialhazardsinourwater. Manyfactorsmustbeconsideredwhentestingwatertoensurethatitis safeforhumanconsumption. Sciencelabsandexperimentsbringthescientificmethodtolifein authenticcontexts.Meaningfulscienceandtechnologyexperiencesresult fromusingandmakingconnectionswiththeprocessscientistsfollow.

Lesson 12

Grade 8, Science and Technology

Guiding Questions
Whyisitsoimportantformunicipalities toconductwatertesting? Whatarepotentialramificationsof nottestingwaterintendedforhuman consumption? Whatcanindividualsdotokeepwater cleanandsafe?

Curriculum Expectations
Developing Investigation and Communication Skills 2. investigatefactorsthataffectlocalwaterquality 2.1 ollowestablishedsafetyproceduresfortheuseofapparatusand f chemicals(e.g.,whenusingwater-testingequipmentandwater-testing chemicals) 2.3 estwatersamplesforavarietyofchemicalcharacteristics(e.g.,pH, t salinity,chlorine,hardness,andturbidity) 2.6 seappropriatescienceandtechnologyvocabulary,including; u experiment,fairtest,pH,salinity,chlorine,waterhardness,concentration, density,dissolve,temperature,hypothesis,conclusion 2.7 seavarietyofforms(e.g.,labreport)tocommunicatewithdifferent u audiencesandforavarietyofpurposes(e.g.usingappropriatescientific conventions,completealabreportthatincludes;purpose,hypothesis, apparatus/materialsmethod,observationsandconclusion) Learning Goals Studentswillbeableto: completewaterteststodeterminethe natureofawatersample uselabmaterialssafely,(e.g.,testtubes,beakers,chemicals,droppers) completeadatatableofwatersample testresults discussandanalyzethefindingsrelated tothenatureofwaterandthetests identifyaspecificsamplebasedon informationgatheredfromprevious testresults

Instructional Components and Context

Readiness Generatinghypothesis/hypothesesand drawingconclusions Abilitytomeasureaccurately Methodsforrecordingdatacollected Makingandrecordingobservations Qualitativeandquantitativetesting Enteringdataintotables Terminology Experiment Fairtest pH Salinity Chlorine Waterhardness Turbidity Waterdensity Dissolve Temperature Materials Variouswatersamples Canadian Scientists Chart Lab 1 instructions and table Lab 2 instructions and table Related Website Resources http://www.science.ca/scientists/ scientists.php http://www.nrc-cnrc.gc.ca/eng/ education/index.html http://www.cln.org/themes/ famous.html

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s g r a d e 8 science and TechnoLogy

 Water Testing
Lesson 12
Grade 8, Science and Technology

Minds On (Elicit and Engage)

Whole Group Exploring Attributes of Scientists Studentssharewhattheyknowaboutscientists,guidedbyprompts: Whatdoesascientistdo,(e.g.,think,observe,try,test,talk,share,write,guess,predict)? Howdoscientistswork,(e.g.,alone,withapartneroringroups)? Whatdoallscientistsneedtoknow,(e.g.,howtoworksafelyandtoensurethatworkspaces aresafeforthemselvesandothers)? Facilitateadiscussiontocomparetoresultsandaddressmisconceptions. OntheCanadian Scientists chart,drawstudentsattentiontothefactthatthescientistslisted arebothmaleandfemaleandrepresentativeofdiverseculturesandbackgrounds.Studentstest theirgeneralknowledgebymatchingscientistsnameswiththeirachievements.Providecorrect matchessostudentscanself-assess. Posethequestion:Whatarethecriticalattributesandhabitsofmindofascientist?Tellstudents thattheywillassumetheroleofscientiststoworkinthesameway,withthesamehabitsofmindas scientists.Createananchor chartofattributesforreference.Discusshowlessonsinthisunithave engagedstudentsinscientific inquiry. Sharelearninggoals.

Pause and Ponder

QuickTip

Extendactivitybyexamining mediatexts,suchastheirscience textbook,sciencemagazines,clip art,andbyrecallingtelevision programs,e.g.,Bill Nye the Science GuyorMythbusters.

Anchorchartsand checklistshelpstudentsselfassessandregulatedlearning.

action! (Explore and Explain)

Individual Representing Understanding Reviewthechoiceofstrategiesforconsolidatingunderstanding,summarizinginformation,and supportingrecall,(e.g.,mind map,concept map,Venndiagram,orcombined list).Students selectastrategytorepresenttheirunderstanding,usingeachotherasresources,ifnecessary. StudentsposttheirworkanddoaGalleryWalk. Pairs or Small Groups Lab #1 Review safety proceduresandproperuseoflabmaterialsandequipment.Toreviewcriteriaofa gooddatatableorobservationtable,studentsbrainstormalistofcriteria,(e.g.,usinga T-Chart withlabelsLookslikeandSoundslike).Usesuggestionstocreateachecklistwithwhich toassessthedatatables.Remindstudentsaboutscientifichabitsofmind,collaborativenorms, accuracyofobservationandrecording. StudentscompleteLab 1,recordingtheirfindingsontheirtables.Teacherswhowishtodo so,maytestfordensityusingmassandvolume.DebriefLab1,focusingontheusefulnessof qualitativeversusquantitativedatawhenmakingcomparisons.Providefurtherclarificationof termsandofexpectationsbeforestudentscompleteLab 2,recordingfindingsinasecondset oftables. SeeLab Rubric.

QuickTip

See Strategy Implementation Continuum foradescriptionof thegradualreleasemodel.By thispoint,studentsshouldbe readyforguidedorindependent practice. Brainstormingisanintense problem-solvingstrategyused bycreativeteamsthatrapidly generatesideaswithouteditingor evaluatingthem.Modeleffective brainstorming. Provideoralfeedback, (e.g.,onsafelabprocedures, methodicalapproachtolab instruction)andextenttowhich studentsarethinkinglike scientists.Probetoascertain understanding,andcuestudents tomatchtheirworktoLevel3 criteriaontherubric. Checklistsandcoaching rubricscanhelpstudentsdevelop self-assessmentskills

QuickTip

Consolidation (Elaborate, Evaluate, Extend)

Whole Group Pulling It All Together Facilitateadiscussionofthelessonsguidingquestions.Studentswriteadouble-entryjournalin theirWaterPortfolio:onesidesummarizingthelessonanddiscussion,theotherreflectingonhow welltheythoughtandactedlikescientists.

Studentsreflectontheir performanceinreferenceto previouslygeneratedcriteria.

Home Connection or next Lesson Connection

StudentsworkontheWaterGalleryPerformanceTask,usingtheirWaterPortfoliosandteam membersasresources.
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 Water Testing
Minds On
Anchor Chart Ananchorchartisastrategyforcapturingstudentsvoicesandthinking.Anchorchartsareco-constructed.Bymakingstudents thinkingvisibleandpublic,theyanchor,orstabilizeandscaffoldlearning.Anchorchartsshouldbedevelopmentallyappropriateand clearlyfocused,accessible,andorganized. Scientific Inquiry Inscientificinquiry,studentsengageinactivitiesthatallowthemtodevelopknowledgeandunderstandingofscientificideasinmuch thesamewayasscientistsdo.Likescientists,studentsmustdevelopskillsinthetwomajorcomponentsofscientificinvestigation: experimentationandresearch. Experimentationinvolvesconductingfairteststodeterminewhetherchangingonefactorintheexperimentalset-upaffectsthe results,and,ifso,how. Researchincludesbothprimaryresearch,donethroughfirst-hand,directobservationofobjectsandprocesses;andsecondaryresearch, donebyreviewingtheworkandthefindingsofothers.( SeeThe Ontario Curriculum, Grades 1-8: Science and Technology, 2007, MinistryofEducationofOntario,pages12-13. Inthislesson,studentshavetheopportunitytoconductavarietyofexperimentsrelatedtowatertesting.

Lesson 12

Grade 8, Science and Technology

action!
Strategy Implementation Continuum Whenintroducingoptions,showexamples,modelhowtocompletethemwithaThink-Aloud,andprovideexplicitexplanations. Studentsneedsharedandguidedpracticebeforecreatingtheseindependently. SeetheStrategy Implementation Continuumforthegradualreleasemodel. Mind Map BennettandRolheiser(2001)identifycriticalattributesofmindmaps: 1. acentralimagerepresentingthesubject 2. mainthemesradiatinglikebranchesfromthatcentralimage 3. akeyimageorkeywordforeachbranch 4. connectionsbetweentheimageandbranches 5. useofcolour Bennett,BarrieandRolheiser,Carol(2001).Beyond Monet: The Artful Science of Instructional Integration. Ajax,ON:Bookation. p.289. Tocreateamindmapforthisactivity: Createanimageforthecentreofthepagetorepresentthetopic:ScienceandTechnologySafetyRules. Add4-6curvedlinesradiatingoutfromthecentre,eachendingwithakeywordfromthesafetyrulesofyourclassroom,(e.g.,eye protection,earprotection,longhair,jewelry). Addabranchfromeachkeywordtoparaphrasetherulethatgoeswiththatkeyword,(e.g.,ifyouhavelonghairtieitbackbefore comingintothelab). Addimagestosupportwords. Usecolourtorenderkeyideasdistinctandmemorable. Concept Map Aconceptmapisavisualrepresentationofrelationshipsamongconcepts,ideasorwords. Unlikemindmaps,whichusuallyradiateoutfromasingle,centralconcept,conceptmapsarehierarchical,branchingdownwardsfrom thecentralconcept.Unlikemindmaps,whichincludeimagesandcolour,conceptmapsarelimitedtowordsandlines(branches). Unlikemindmaps,whichusecurvedlines,conceptmapsarelinear. SeeBennett,BarrieandRolheiser,C.(2001).Beyond Monet: The Artful Science of Instructional Integration. Ajax,ON:Bookation. Foran explanationandexamplesofconceptmapsanddistinctionsbetweenconceptandmindmaps.

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s g r a d e 8 s c i e n c e a n d T e c h n o Lo g y

 Water Testing
Lesson 12
Grade 8, Science and Technology Combined List Effectivereadersrecognizeanduseknowledgeoftextstructuretoconstructionmeaning.Graphicorganizers,(e.g.,KWLand comparisonmatrix),oftenincorporatelistsorprovideagraphicversionofalist. Asimple listgroupsrelateditemsunderalabel.Theselistsmaybeverbalorgraphic;horizontal,verticalorspatiallyarranged; organizedorrandom.Anexampleofasimplelistwouldbealistofmaterialsforalaboralistofinstructions. Acombined listplacestwoormoresimplelistsside-by-sidesothatcorrespondingitemsareside-by-side.Anexampleofacombined listwouldbealistofstatesofwaterwithcorrespondingexplanationsandpercentage. Anintersected listisamatrixoratable,whicharrangeslabelsalong2dimensions,(e.g.,acrossthetopanddowntheleft-handside). Intersectedlistsareanefficientwayofsummarizinginformationin3simplelists.Tolocatedinformationinanintersectedlist,students locatetheappropriatelabelsandfollowthecolumnandrowtowheretheyintersect.Examplesofintersectedlistsareschedulesor maps. Forinformationonlists,seethefollowing: Document Use at Work(CombinesDocument Literacy&Language of Documentsinonepublication).SkillPlan:BCConstructionIndustry SkillsImprovementCouncil.SeeResources, Publications. Safety Procedures Teachersmustmodelsafepracticesatalltimesandcommunicatesafetyexpectationstostudentsinaccordancewithschoolboardand MinistryofEducationpolicies.Tocarryouttheirresponsibilitieswithregardtosafety,itisimportantnotonlythatteachershaveconcern fortheirownsafetyandthatoftheirstudents,butalsothattheyhave: theknowledgenecessarytousethematerials,tools,andproceduresinvolvedinscienceandtechnologysafely knowledgeconcerningthecareoflivingthingsplantsandanimalsthatarebroughtintotheclassroom theskillsneededtoperformtasksefficientlyandsafely Note:Teacherssupervisingstudentsusingpowerequipmentsuchasdrills,sanders,andsawsneedtohavespecializedtrainingin handlingsuchtools.Studentsdemonstratethattheyhavetheknowledge,skills,andhabitsofmindrequiredforsafeparticipationin scienceandtechnologyactivitieswhenthey: maintainawell-organizedandunclutteredworkspace followestablishedsafetyprocedures identifypossiblesafetyconcerns suggestandimplementappropriatesafetyprocedures carefullyfollowtheinstructionsandexampleoftheteacher consistentlyshowcareandconcernfortheirsafetyandthatofothers TakenfromThe Ontario Curriculum, Grades 1-8, Science and Technology, 2007. Sample criteria Maintainawell-organizedworkspace. Followestablishedsafetyprocedures. Identifypossiblesafetyconcerns. Suggestandimplementappropriatesafetyprocedures. Carefullyfollowteacherexamples. Consistentlyshowcareandconcernforsafetyofselfandothers. T-Chart a Quality Data table Looks like sounds Like

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Canadian Scientists
Match the scientist to his/her contribution. scientist 1. SheilaWatt-Cloutier 2. DusankaFilipovic 3. GeorgeJohnnKlein 4. HelenHogg Match Contribution A . FirstwomantoreceiveanElectricalEngineeringdegreeinCanadaandthefirst womanaircraftdesignerintheworld. B. nventedtheautomaticlubricatorforlocomotivetrains,thefoldingironing I board,andanautomaticsprinkler C. irstwomangeologistinCanada,expertinPalaeozoicformations. F D. isinventionsincludekeycontributionstothefirstelectricwheelchairsfor H quadriplegics,thefirstmicrosurgicalstaple gun,theZEEPnuclear reactor whichwastheprecursortotheCANDU reactor,theinternationalsystemfor classifyingground-coversnow,aircraft skis,theWeaselall-terrain vehicle, theSTEMantennaforthespaceprogram,andtheCanadarm. E. Thefirstpersonintheworldtomakeamealusingelectricityin1892. F. reatedauniqueorganicstyleofarchitecture.Hiscompanywasaleaderin C theindustrysuseofcomputersandcomputer-assisteddrawingtechnologyin architecture. G. anadianInuitenvironmentalactivist.Mostrecentfocusispersistentorganic C pollutantsandglobalclimatechange. H. o-inventoroftheBlueBottleTMprocesswhichrecovers,reclaims,andrecycles C halogenatedhydrocarbons,suchasCFCs,forreuse. I. nternationalauthorityonglobularstarclusters,whicharetheoldestobjects I inourgalaxy,theMilkyWay. J. nventedthefirstcamcorder,theCCD(Chargecoupleddevice)whichisatthe I heartofmostdigitalcameras,camcorders,andtelescopeimagingsystems.

5. ElijahMcCoy 6. ThomasAhearn

7. WillardBoyle 8. AliceWilson 9. DouglasCardinal 10. ElsieGregoryMacGill

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s g r a d e 8 science and TechnoLogy

Canadian Scientists-Matches
scientist 1. SheilaWatt-Cloutier 2. DusankaFilipovic 3. GeorgeJohnnKlein Contribution CanadianInuitenvironmentalactivist.Mostrecentfocusispersistentorganicpollutants andglobalclimatechange. Dusankaistheco-inventoroftheBlueBottleTMprocesswhichrecovers,reclaimsand recycleshalogenatedhydrocarbons,suchasCFCs,forreuse. Hisinventionsincludekeycontributionstothefirstelectricwheelchairsfor quadriplegics,thefirstmicrosurgicalstaple gun,theZEEPnuclear reactorwhich wastheprecursortotheCANDU reactor,theinternationalsystemforclassifying ground-coversnow,aircraft skis,theWeaselall-terrain vehicle,theSTEMantenna forthespaceprogram,andtheCanadarm. Internationalauthorityonglobularstarclusters,whicharetheoldestobjectsinour galaxy,theMilkyWay. Inventedtheautomaticlubricatorforlocomotivetrains,thefoldingironingboard,andan automaticsprinkler. Thefirstpersonintheworldtomakeamealusingelectricityin1892. CCD(Chargecoupleddevice)whichisattheheartofmostdigitalcameras,camcorders, andtelescopeimagingsystems. FirstwomangeologistinCanada,expertinPalaeozoicformations. Createdauniqueorganicstyleofarchitecture.Hiscompanywasaleaderintheindustrys useofcomputersandcomputer-assisteddrawingtechnologyinarchitecture.

4. HelenHogg 5. ElijahMcCoy 6. ThomasAhearn 7. WillardBoyle 8. AliceWilson 9. DouglasCardinal

10. ElsieGregoryMacGill FirstwomantoreceiveanElectricalEngineeringdegreeinCanadaandthefirstwoman aircraftdesignerintheworld.

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s g r a d e 8 science and TechnoLogy

LAB 1
Yourteacherwillprovide2watersamples,(e.g.,tapwaterandsaltwater).Thesewillbecompared. Youwillconductthefollowingtests: pH UsepHpaper/pooltestkittoindicateacidicandneutralsamples Chlorine Usepooltestkittoindicatequalitativeresults Hardness Mixdilutesoapsolutionandwatersampletoindicatequalitativemineralconcentration(Calcium Carbonate).Higheramountsofsoapbubblescanbeobservedinsoftwater,i.e.,waterlowinmineralconcentration. Turbidity Shakesampleandquantitativelymeasuretheresidualcloudinessofthesampleafter1minute. Salinity Makeahighlyconcentratedsaltwatersolutionof30%concentrationbymixing30gramsofsaltin1000mL ofwater.AllowasampletoevaporatefromaglassslideonaCSAapprovedhotplate.Amineralcrustringwillformon theslide.Higherconcentrationsofsaltwillleavemoreprecipitateontheslide.(Note:Ifyoudonothaveaccesstoahot plate,simplyleavetheslideoutintheairtodryovernight.) Density Conductasticktestbyplacingapieceofdoweling/woodintoagraduatedcylinderthatcontainsthewater sample.Greaterdensitysampleswillindicateahigherfloatingpoint(buoyancy).Itsalsopossibletousequantitative methodusingmassandvolume. Recordyourdataonthetableontheobservationpage. Reportoneofthefollowing: 1. Qualitativedata 2. Quantitativedata,basedonmeasurements. IntheConclusionscolumn,summarizeyourfindings,(e.g.,SampleAproducesmorebubblesandbetterlather thanSampleB). Evaluatethevalidityofqualitativeandquantitativemeasureswhencomparingyourresults.

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s g r a d e 8 s c i e n c e a n d T e c h n o Lo g y

Lab #1 Observations
Name:_____________________________________________Date:_________________ test: Prediction tap water results Conclusion

salt water

test: Prediction tap water results Conclusion

salt water

test: Prediction tap water results

salt water

test: Prediction tap water results Conclusion

salt water

test: Prediction tap water results Conclusion

salt water

test: Prediction tap water results Conclusion

salt water

Lab 2
NOTE: Taketemperatureofallwatersamplesatthebeginningofthelab. Youwillbegivenupto5differentsamplesofwater.Thesecouldinclude:localtapwater,bottledwater,distilledwater,water withdiluteacid/basecontent,saltwater,hardwater,brackishwater,meltedsnow,pondwaterorothers! DeterminethenatureandtypeofwatersamplebyconductingavarietyoftestsfromLab1andpredictingresults.Recordtest resultsontheobservationtableforLab2.

Lab #2 Observations
Mystery liquid temperature test 1 _________ test 2 ________ test 3 ________ Prediction a B C D E results Prediction results Prediction results

LAB RUBRIC
Expectations
Knowledge and Understanding UnderstandingofContent

Criteria
Doesthismeanthat studentsunderstandwhat certainresultsmean?

Level 1
Demonstrateslimited knowledgeofcontent: identifyingwatersamples basedonprevioustesting

Level 2
Demonstratessome knowledgeofcontent: identifyingwatersamples basedonprevioustesting

Level 3
Demonstratesconsiderable knowledgeofcontent: identifyingwatersamples basedonprevioustesting

Level 4
Demonstratesthorough knowledgeofcontent: identifyingvaryingwater consumptionpractices basedonprevioustesting

Thinking and Investigation ThinkingandInquiry. Theuseofcriticaland creativethinkingskillsand inquiryandproblem-solving skillsand/orprocesses. Communication ExpressingandOrganization ofIdeas UseofConventions, VocabularyandTerminology in WrittenForm

Whatinquiryandthinking processesareusedto determinewhattypeof watersampleeachis? E.g.,Isthisaboutaccurate prediction?

Usesinquiryandthinking processes,withlimited effectivenesswhen determiningwatersamples; fewsamplesaccurately predicted

Usesinquiryandthinking processes,withsome effectivenesswhen determiningwatersamples; somesamplesaccurately predicted

Usesinquiryandthinking processes,withconsiderable effectivenesswhen determiningwatersamples; mostsamplesaccurately predicted

Usesinquiryandthinking processes,withahigh degreeofeffectiveness whendeterminingwater sampleallsamples accuratelypredicted

Whatistheformat?Whatis expectedfororganization? Whataretheconventions, vocabularyand terminology?

Expressesandorganizes ideasandinformationwith limitedeffectivenesswhen followingassignedlab format Usesdatatableconventions, vocabularyandterminology withlimitedeffectiveness

Expressesandorganizes ideasandinformationwith someeffectivenesswhen followingassignedlab format Usesdatatableconventions, vocabularyandterminology withsomeeffectiveness

Expressesandorganizes ideasandinformationwith considerableeffectiveness whenfollowingassignedlab format Usesdatatableconventions, vocabularyandterminology withconsiderable effectiveness

Expressesandorganizes ideasandinformationwitha highdegreeofeffectiveness whenfollowingassignedlab format Usesdatatableconventions, vocabularyandterminology withahighdegreeof effectiveness

Application ApplicationofKnowledge andSkills

Whatarethecriteria(or samplecriteria)forsafeand skillful?

Useslabequipmentand technologyinasafeand skillfulmannerwithlimited effectiveness

Useslabequipmentand technologyinasafeand skillfulmannerwithsome effectiveness

Useslabequipmentand technologyinasafe andskillfulmannerwith considerableeffectiveness

Useslabequipmentand technologyinasafeand skillfulmannerwithahigh degreeofeffectiveness

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