SUBSTANCE FORMULA ATOM NAMES # OF ATOMS MOLECULAR MODEL Make the clay compound model and color the diagram ELEMENTS, COMPOUNDS OR MIXTURES Hydrogen Gas H2 Salt (Sodium Chloride) NaCl Methane CH4 Carbon Dioxide CO2 Oxygen Gas O2 Air N2, O2, H2O, CO2 Water H2O Hydrochloric Acid HCl Sodium Hydroxide (lye) NaOH
Create a claim, support with evidence, and explain with reasoning based on ONE of the following questions below: 1) What are the benefits and limits of your model of the universe? 2) How would you describe the vastness (largeness) of our universe? Claim: Make a CLAIM based on what you observed in the experiment you performed today. Evidence: Support your claim using EVIDENCE you collected in your experiment. Reasoning: Use science concepts to provide REASONING for why the evidence you presented supports your claim.
PLANET Distance from the Sun in Astronomical Units (AU) Standard-Scale (chosen by class/group) AU x scale unit Distance of Planet in the chosen scale. (cm) Mercury 0.4 Venus 0.7 Earth 1.0 Mars 1.5 Jupiter 5.2 Saturn 9.5 Uranus 19.5 Neptune 30.2 Pluto (Dwarf Planet) 40 Results and Conclusions: Why do you think scale models are important? Why were you instructed to multiply the distances in AU by 40 to determine how long your scale model needed to be? Compare and contrast the distances of the inner and outer planets from the Sun Extension: Draw the planets by scale according to size (diameter) on the distance scale model. Research other celestial bodies in the universe (other known stars and galaxies). Using AU and units such as a light year, include these in you distance scale model. Part 3 - Martian Sun Times Reporters Student Procedure: Your group will be assigned an investigation to research and present to class. Use the factual information obtained to prepare an article. This may consist of anyone of a variety of formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian interest) story, a fashion report, weather predictions. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor, organizer. Summary of Investigations:
Data Analysis Data Table for Red Liquid Volume (mL) Mass of Empty Cylinder CE (g) Mass of Cylinder and Sample of Liquid CL (g) Mass of Sample of Liquid CL- CE (g) Density (g/mL) 10.0 20.0 30.0 40.0 50.0 Data Table for Blue Liquid Volume (mL) Mass of Empty Cylinder CE (g) Mass of Cylinder and Sample of Liquid CL (g) Mass of Sample of Liquid CL- CE (g) Density (g/mL) 10.0 20.0 30.0 40.0 50.0 Data Table for Green Liquid Volume (mL) Mass of Empty Cylinder CE (g) Mass of Cylinder and Sample of Liquid CL (g) Mass of Sample of Liquid CL- CE (g) Density (g/mL) 10.0 20.0 30.0
the Earth’s atmosphere traps heat. Identify the gases in the atmosphere that “act” like the glass in a greenhouse. Optional: , Explore: Teacher Preparation: Drill the caps of the bottles to the same diameter as your thermometer. Place the thermometers through the holes in the caps several inches. Use the modeling clay to hold the thermometers in place and seal the hole. Number bottles #1, #2, #3, and #4. Name:___________________________________________ Period: _______Date: ____________ Procedure: For your source of carbon dioxide, use the following methods quickly to ensure CO2 is captured: Bottles #1 and #2 - Carefully mix 10 grams of baking soda and 50 mL vinegar in a flask. Cover with balloon to capture the CO2. Add 50 mL water to bottle #1. Release the CO2 into bottle #1 and cover with cap quickly. Repeat the procedure for the bottle #2. Bottles #3 and #4 – Pour10 grams of baking soda into each bottle. Now add 50 mL of water to each bottle. Place the caps with thermometers onto the tops of the bottles. Place bottles in sunlight. Make sure they receive the same amount of sun. NOTE: a heat lamp may be substituted for the sun, but you must be very careful to place the bottles exactly the same distance from the lamp. Shade the thermometers by putting a strip of opaque tape on the outside of the bottles. The tape must be the same length on all bottles. Measure the temperature of the bottles over time. Record the temperature of each bottle every five minutes for a half hour Data Table Dry Wet Elapsed Time in minutes Bottle 1 Bottle 2 Bottle 3 Bottle 4 Initial 5 10 15 20 25 30 Explain: Conclusion Interpret the graph and identify a trend for the change in temperature for each container during the experiment? Did both jars show the same change in temperature? Calculate the change in temperature for each jar. Did your results support your hypothesis? Explain why the temperature of the covered jar showed an increase in temperature. What part of this setup contributed to the increase in temperature?
km ice dioxide 7 medium small 12,756 km solid rock, liquid water, carbon compounds medium nitrogen, oxygen moderate 21 C Earth 8 medium small 12,100 km solid rock thick carbon dioxide very hot 480 C Venus 9 tiny 4878 km solid rock none (helium) variable range to 400 C Mercury Student PLANET CHARACTERISTICS Size Surface Type and Composition Atmosphere Temperature Name 1 2 3 4 5 6 7 8 9