Technical Manager (TM) The technical manager is in charge of recording all data. Roles and responsibilities: Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures Assists with the cleanup Safety Director (SD) The safety director is responsible for enforcing all safety and conducting the lab. Roles and responsibilities: Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher track of time Assists the MM as needed. When assigning lab groups, various factors need to be taken in consideration; Always assign the group members preferably trying to combine in each group a variety of skills. For example, you can place an “A” student with a “B”, a “C” and a “D” or an “F” student. Evaluate the groups constantly and observe if they are on task and if the members of the group support each other in a positive way. Rotation of lab groups and members throughout the year is encouraged. Laboratory Safety Rules: Know the primary and secondary exit routes from the classroom. Know the location of and how to use the safety equipment in the classroom. Work at your assigned seat unless obtaining equipment and chemicals. Do not handle equipment or chemicals without the teacher’s permission. Follow laboratory procedures as explained and do not perform unauthorized experiments. Work as quietly as possible and cooperate with your lab partner. Wear appropriate clothing, proper footwear, and eye protection. Report all accidents and possible hazards to the teachers. Remove all unnecessary materials from the work area and completely up the work area after the experiment. Always make safety your first consideration in the laboratory. Safety Contract:
Conclusion Claim – Write a statement that answers the original question. Evidence – the scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Reasoning – Explain how the evidence justifies your It shows why the data count as evidence by using appropriate and sufficient scientific principles.
Once all of the planets have mapped out, each group member should choose one or two planets to draw and color. Use your textbook or materials provided by your teacher as a reference. TABLE 2: Scaled Distances of Planets PLANET Distance from the Sun in Astronomical Units (AU) Standard-Scale (chosen by AU x scale unit Distance of Planet in the chosen (cm) Mercury 0.4 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 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 Teacher’s Procedure: Divide the class into seven different groups. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor, organizer. Assign to each group one of the investigations to research. 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.