Science, Technology, and Society
| Teacher | Judy Thompson | |
| Grade Level | 11-12 | |
| Standards | Inquiry Skills | |
| Students will design and conduct scientific investigations | ||
| Students will communicate scientific procedures and explanations | ||
| Science and Technology | ||
| Students will demonstrate abilities in technological design | ||
| History and Nature of Science | ||
| Students will explain the nature of science and technology | ||
| Objectives | 1. Make gelatin
solution that have varying concentrations 2. Use the gelatin solutions to make films and a gel 3. Test various biodegradable materials including films and gel, for their strength and compressibility. 4. Relate the strengths of the films to the concentrations of the gelatin solutions from which they were made 5. Students will devise additional tests for strength and attempt each others. |
| Materials and Activities | |
| Materials | various packaging materials, paper, paper bag, plastic film, Plastic bag, gel caps, peanuts etc. watch and clock |
| Engage | Comparing various
biodegradable and non-biodegradable packaging:
Method: Have students construct a data chart for materials given. Have them predict how many pieces they can rip each into. They then need to tear, rip etc. ( no mechanical tools allowed) each material into as many pieces as possible i n 10 seconds. record number for each in data chart. have them graph the data. Discuss the results against predictions. Elicit questions about strength and durability. Discuss what makes a good packaging material |
| Explore | Question: Can a
biodegradable product have the strength and durability of a non-biodegradable
material? Do lab activity 3, part A and B on page 12 of Biodegradable Materials module. See teachers edition for materials. p. 12 |
| Explain | Discuss how gelatin concentrations effect strength and compressibility.Have students compare data. Discuss experimental error? Evidence? |
| Elaborate | Have students do
questions page 14 and 16. Initiate discussion to clarify answers. Have students read page 17 for homework. Have students design and test an additional test for strength not used in the lab. Trade their test with another group and have that group test. Compare results and peer critiques the new tests. |
| Evaluation | Lab work, safety
and cooperation. Lab notebook and graphs/ use rubriks that tell students exactly what is expected for each grade. Effective design of additional test and self critiques. |
| Homework | Give time for test design if not enough time in class. |