ENERGY & THE ENVIRONMENT - PARC: Photosynthetic Antenna ... · Materials Needed PARC Energy & the Environment Kit # 1: Water Filtration [Includes activity materials and flash drive

PARC

ENERGY &THE ENVIRONMENT

PARCEnergyandtheEnvironmentKit#1:WaterFiltration

TableofContents

TopicTemplate…………………………….…..…………………….……….………………….…..1

KitMaterialsList………………………..…………………………………….……………….…….3

WaterFiltrationTeacherGuide…………………………………….……….……..….……...5

EngageActivity…………..…..…………………………………………….…....………….………..5

ExploreActivity:CanYouCleantheWater?..……………………………………….…….5

ExplainOptionsandActivities……….…………………………………………..……….……9

ElaborateOptions………………………………….………………………………………………25

EvaluateOptions……………………………………………………….…………………….…….26

PARCOutreach–Energy&theEnvironment–WaterFiltration-2018 1

TopicTemplateTopicTitle WaterFiltration

AssociatedPARCCurriculum

Energy&theEnvironmentSeriesWaterQuality;ClimateChange

AssociatedContentOrSubject

PhysicalScience,EarthScience

Summary

Usingthe5EInstructionalmodelstudentsusetheengineeringdesigntocleandirtywaterandlearnaboutwaterfiltration.

MaterialsNeeded PARCEnergy&theEnvironmentKit#1:WaterFiltration[IncludesactivitymaterialsandflashdrivewithPowerPointpresentationtitledWaterFiltration]Materialsprovidedbytheteacher:Organicmaterials,suchasleaves,tadpoles,minnows,etc.toputintubtocreate“dirtywater”.ComputerwithUSBport&projector

RecommendedGradeLevel(s)

4-8thgrade

RelatedNGSSStandards

ESS3.CHumanImpactsonEarth’sSystemsESS2CWaterCycleESS2AEarth’smaterialandsystemsMS-ESS2-4DevelopamodeltodescribeEarth’ssystemsdrivenbyenergyfromsunandforceofgravityMS-LS2-5Evaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservices.HS-ETS1-2Designasolutiontoacomplexreal-worldproblembybreakingitdownintosmaller,moremanageableproblemsthatcanbesolvedthroughengineering

EssentialQuestion Howdowebringbalancebacktoanecosystem,whenitisdisruptedbynatural,orhumanmadedisasters?Howdowefindcleanwater?Howdowecleanthewater?

EngageActivity DoYouKnowHowtoGetCleanWaterinaDisaster?ShowslidesofNepalearthquake,St.LouisfloodingandFlint,MOandtheproblemoffindingcleanwaterinadisaster.

ExploreActivity CanYouCleantheWater?Studentswillworkingroupsandexplorehowtocleandirtywaterusingthematerialsinthefiltrationkit.

ExplainActivities Howdoesnaturefilterwater?Studentsareabletolearnabouthowwaterfiltersnaturallythroughthefollowingactivities:1.Animatedvideoofwatercycle2.Watercyclediagrams3.Earth’sFreshWater4.WaterDistributionDemo5.WaterCycleGame


Elaborate Optionsinclude:1. ToilettoTapvideo(4min)2. Redesignwaterfiltrationdevice,EngineeringDesign3. LifeSaverBottleTedTalk–LifeSaverVideo(7min)4. EPAwebpageforThirstin’sWaterFiltrationLesson

Evaluate Optionsfor:I.ConstructiveResponseII.PerformanceTaskIII.Redesign

ExtensionResources

Grades3-5WaterFiltrationhttps://www.teachengineering.org/activities/view/water_filtrationGrades5-8PurifyWateronMarshttps://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Water_Filtration_Challenge.htmlIdeasonFiltrationMethodshttp://www.ciese.org/curriculum/purification/students/index.htmGrades9-12HighSchoolDesignaWastewaterTreatmentPlanthttp://www.lbranch.bajaru.com/apes-assignments/pollution--8-weeks/pollution-unit/water-treatment-lab.htmlhttps://blog.americanchemistry.com/2017/03/clean-water-water-brought-to-you-by-chemistry/


PARCEnergyandtheEnvironmentKit#1:WaterFiltration

MaterialsIncludedinKit:

Ø 1CopyWaterFiltrationUnitModuleLessonPlan

ActivityTitle Item Qty Unit DistributeAll USBdrivewithWaterFiltration

PowerPointpresentation1 each fortheteacher

Engage:CleanWaterinaDisaster?

Usepresentationonly NA NA NA

Explore:CanYouCleantheWater?

Studentworksheetcopymaster 1 each Fortheteacherlong,lowplastictub 6 each 1perstudentstationclay,gravel,sand,1bageach 6 set 1perstudentstationcottonballs 36+ each 6perstudentstation2-Lplasticbottle 12 each 2perstudentstationcharcoalpellets,1galbag 1 bag sharedbyclassnylonpanty-hose 6 pair 1perstudentstationcoffeefilter 12 each 2perstudentstationfunnel 6 each 1perstudentstationplasticcup,12oz 12 each 2perstudentstationcolander 6 each 1perstudentstationmeasuringcupset 6 set 1perstudentstationmesh,plastic,12x12inches 6 each 1perstudentstationcheesecloth 1 pkg sharedbyclassdisposablepipets 12 each 2perstudentstationfoodcolor 6 each 1perstudentstationpapertowels 1 roll sharedbyclass

Explain1:AnimatedWaterCycle

Uselinkprovidedininstructorpages

NA NA NA

Explain2:WaterCycleDiagrams

UseWaterFiltrationPowerPointpresentation

NA NA NA

Explain3:Earth’sFreshWater

Studentsheetcopymaster 1 each fortheclass

Explain4:WaterDistributionDemo

5gallonbucket 1 each Forclassdemo2-cupmeasure 1 each Forclassdemo½cupmeasure 1 each Forclassdemodisposablepipet 1 each Forclassdemotablesalt,1-LBbox 1 box Forclassdemofoodcoloring,2colors/set 1 set Forclassdemopapertowels 1 roll Forclassdemo

Explain5:WaterCycleGame

Laminatedstationsheets,setof9 1 set 1perstudentstationDice 9 each 1perstudentstationStudentworksheetcopymaster,2pgs

1 each Fortheteacher

EvaluateOptions Studentworksheetcopymasters 1 each Fortheteacher


MaterialsProvidedbytheTeacher:Ø ComputerwithUSBportandprojectorØ Organicmaterialstomakedirtywater(soil,leaves,sticks,rocks,etc.)Ø IcecubesfortheEXPLAIN#4demonstrationØ Photocopiesofstudentworksheets


WaterFiltrationTeacherGuideWaterFiltrationisanimportantcomponentofthewatercycleprocess.Thislessonseriesallowsstudentstheopportunitytoexplorehowtofilterdirtywater.Usingtheengineeringdesignprocessstudentswilllearnaboutwater,thewatercycleanddesignamethodtocleanwater.Finallystudentswillhavetheopportunitytodemonstratetheirunderstandingwithanevaluation.ENGAGEShowthe2slidesoffloodingandnaturaldisastersthatarefoundontheteacherPowerPointpresentationtitledWaterFiltration[foundpreloadedonaUSBdriveinthekitmaterials,oronlinefordownloadathttps://parc.wustl.edu/outreach/educators/energy-kits/energy-and-environment].Askthestudentshowdoyoufindcleanwaterinadisaster?Havethestudentsthinktothemselves,andthensharewiththeirpartnerorgroup.Haveeachgroupshareout.EXPLOREPutstudentsinto6groupswitheachgrouphavingawaterfiltrationkitontheirtable.Takeallthematerialsoutoftheplastictubs,asthistubwillbeusedtocreatethe“dirtywater”thatthestudentswillstarttoclean.Fillthetubabout½withwaterandthenadditemsthatcanandcannotbefilteredout.Itemstocreatethedirtywatercanbeleaves,tadpoles,sticks,rocks,sand,etc.Youcanalsocolorthewaterwithfoodcoloring.Saytothestudents,Yourjobistofigureoutawaytocleanthewatersoit’scleanenoughtodrink”.Givestudentsabout20-30minutestocreateawaytofilterthewater.Havethemusethefollowingpage,CanyouCleantheWater?,tocreateasketchofwhattheyplantodotocleanthewater.Iftheycan,havethestudentsdescribewhatordertheyuseditemstofilteroutthe“wastewater”andwhytheychosetheorder.RememberthisistheExploresection,soitprovidesthestudentstheopportunitytogainsomefirsthandexperiencewithfilteringthewater.Afterthetimeisup,haveeachstudentgroupshareoutwhattheychosetodoinordertofilterthewater.It’simportanttoleavetimeforcleanupandforallstudentstowashtheirhandsbeforetheclassisover.TellstudentsthattheywerejuststartingtousetheEngineeringDesignProcesswiththeirgrouptogetthewaterascleanaspossible.RefertotheEngineeringDesignPoster&askstudentswhattheydidineachpart:1.Identifyneed/problem-tocleanthewater2.Researchandbrainstorm-theybrainstormedhowtocleanthewaterwiththeirgroup3.ChooseBestIdeas-withintheirshorttimeframetheyweretochoosebestidea4.Constructaprototype-theymadeamodelorprototypeoftheirwaterfiltrationdevice5.Testandevaluate-Theytestedtheirdevicehere.


Safetyprecaution:Tellstudentstheyarenotallowedtodrinkthewater.Theremightbebacteriainthewater.Alsoifstudentschoosetousethesodabottlesforfiltrationdevices,helpthestudentsbycuttingthetopsoffthesodabottleswithscissors.


StudentName EXPLORE

CanYouCleantheWater?

DesignChallenge:Asagroup,usethematerialsprovidedtocleanyourwatersample.Howcanyoutesttoseeifitiscleanenoughtodrink?Sketchandlabelyourdesignideabelow:


TheEngineeringDesignCycle


EXPLAINFortheexplainphase,weprovidemanyresourcesthatyoumayusewithyourstudentstohelpthemlearnaboutwaterfiltrationaspartofthewatercycle.Thereareseveraldifferentopportunitieslistedheretohelpyourstudentsunderstandhowwaterfiltrationworksandalsoallowsfordifferentiation,dependingonwhatyourstudentsneed.1.WaterCycleAnimatedVideoUsethefollowinglinktoshowananimationofthewatercycle:

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/index.html2.WaterCycleDiagramsThepicturebelowisintheslideshowontheflashdriveandshowshownaturallywaterwillfilterthroughtheprocessofthewatercycle.Youmaywanttoaskstudentstoexplainwhatisoccurringwitheacharrow.Forinstance,havestudentsTurnandTalktodiscussthefollowingquestions:Whatisevaporation?Whatdoesanundergroundaquiferdo?Howdoanimalwasteandpesticidesendupinbodiesofwater?Themainfocusisforstudentstounderstandthataswatermovesinthedifferentphases,itisalsohasanaturallyfilteringprocessthatoccursasitgoesthroughrock,sand,etc.


3.Earth’sFreshWaterProbeAdaptedfromPageKeeley,UncoveringStudentIdeasinEarthandEnvironmentalScience

PurposeThepurposeofthisexerciseistoelicitstudentideasaboutthedistributionoffreshwateronEarth.StudentsshouldrecognizethatmostoftheEarth’sfreshwaterisfoundinfrozenform,oringroundwater.BackgroundInformationTheEarthismostlyrock.About¾ofthesurfaceoftheEarthiscoveredwithwater,andtheentireplanetissurroundedbyathinlayerofair.MostoftheEarth’swaterisfoundintheoceanandissaline.Onlyabout3%ofEarth’swaterisfresh.Mostofthisfreshwaterisfoundasice,snow,groundwater,andsoilmoisture.Onlyabout0.3%isfoundinliquidformonthesurfaceinlakes,swamps,riversandstreams.AsmallpercentageofwateronEarthisalsofoundinlivingthingsandtheatmosphere.Freshwaterisnecessaryforlife.Waterinrivers,lakesandundergroundcanbedepletedorpolluted,makingitunsuitableforlife.Thisprobeisintendedforstudentsingrades3-12.Usethisprobeasaformativeassessmentforthestudent’sunderstandingofwherethemostfreshwaterisfound.ThisisadaptedfromPageKeeley’sProbe-WhereistheMostFreshWater?Haveeachstudentcompletethefollowingpage,Earth’sFreshWater,thendiscusstheiranswers.Afterdiscussingtheirideas,showtheslideofhowmuchfreshwaterisavailable[WaterFiltrationPowerPointpresentation].


StudentName_______________________________

Earth’sFreshWater

ThreestudentsweretalkingabouttheEarth’sfreshwater.TheyeachhadadifferentideaaboutwheremostoftheEarth’sfreshwaterisfound.Skyler: IthinkmostofEarth’sfreshwaterisfoundinsnow,icecaps,glaciersand

undertheground.Liz: IthinkmostoftheEarth’sfreshwaterisfoundinlakes,rivers,streamsand

swamps.Chris: IthinkmostoftheEarth’sfreshwaterisfoundintheocean,seasandbays.Whodoyouagreewiththemost? Explainyouchoice:


4.WaterDistributiondemoandvideoThisdemonstrationhelpsstudentsseehowlittlecleanfreshwaterthereisforhumanuse.Materials:5-gallonbucketORaquariumfilledwithwater2-cupmeasure,clearglass½-cupmeasure,clearglass1disposablepipet1–lb.boxoftablesalt2cupsicecubesFoodcoloringPapertowelsProcedure:

a.ExplainthatthewaterintheaquariumorbucketrepresentsallthewateronPlanetEarth.b.Remove2cupsofwaterfromtheaquariumorbucket.ExplainthatthisisallthefreshwateronEarthandtherestofthewaterissaltwater(ocean).Poursaltintotheaquariumorbucketandplacethesaltcontainerinfrontofit.Remove½cupofwaterfromthe2cups.Explainthatthe1.5cupsremainingisfrozeninpolaricecapsandglaciers.Pouroutthe1.5cupsofwaterandreplacewithicecubes.The½cuprepresentsalltheunfrozenfreshwaterfoundonEarth’ssurface,inthegroundandintheair.c.Fillthedropperfromthe½cupandplaceonedropinonestudent’shand.d.Askstudentswhatdotheythinktheone-dropofwaterinyourhandrepresents?(Answer:TheportionofallthewateronEarththatisavailableforhumanuse.)Explainthattherestofthehalf-cupistoopolluted,inaccessibleortoocostlytotransport.Placeafewdropsoffoodcoloringintheremainderofthe½cupofwater.e.ShowtheNASAShowMeTheWatervideo(2:49minutes)

https://www.youtube.com/watch?v=4HSFKwho7MQf.Askthestudentswhyisitimportanttohavecleanwater?Leadaclassdiscussionofthewayspeopleusewater,andhowanimalsandplantsusewater.


5.WaterCycleGameThisgamesimulatesthemovementofwaterwithinthewatercycle.Studentswillsimulatethewatercyclebyplayingadicegamethatdemonstrateshowthepathofwatermoleculesisnotalwayscircularandcanvarydependingonmanyconditions.BackgroundEarth’swaterispredominatelyfoundintheocean,glaciers,rivers,lakes,clouds,plants,animals,andintheground.Thesystemofmovementofwaterbetweentheselocationsisknownandthewatercycle.Manyfactorsinfluencewhetherwaterwillremaininitsplace,ormovethroughotherpartsofthissystem.Heatenergy,electromagneticradiation,gravityandtheEarth’ssurfacestructurealldirectlyinfluencechangesinawatermolecule’sphase(solid,liquidorgas),andsubsequentchangesinitslocation.MaterialsLaminatedStationSheetsDiceStudentWorksheetwithVocabularyInstructions

1. Layoutonestationsheetand1dieatseparatelocationsaroundtheroom.2. Tellthestudentstheyeachbeawatermolecule,andwilltravelthroughtheEarth’s

watercycle.Assignanequalnumberofstudentstoeachstation.ThiswillbetheirSTART.

3. Eachstudentwillrollthedicetodeterminewheretheywillgonext.Theymustrecordthenameofthenextlocationontheirdatasheet(column2).

4. Studentswillusewordsfromthevocabularylistedonthebackoftheirworksheettodescribetheirmovementprocessateachstep.

5. Allowthegametoprogressuntilmoststudentshave10dataentries.6. Haveagroupdiscussionofthedata,eitherasaclassorwithinsmallgroups.

Emphasizethatthewatercycleisnotalwaysacircle.Givestudentstheopportunitytodiscusswhatsurprisedthemabouttheconceptslearnedinthegame.Forinstance,moststudentswillbeshockedtolearnthatwaterwillstayinaglacierforalongtimeandsowillnotbepartoftheconstantrecyclingofwaterthroughthewatercycle.


Animal

Rolla… Goto… Pathway1 Soil Waterisexcretedthroughthefecesandurine.2 Soil Waterisexcretedthroughthefecesandurine.3 Clouds Waterisrespiredorevaporatedfromthebody.4 Clouds Waterisrespiredorevaporatedfromthebody.5 Clouds Waterisrespiredorevaporatedfromthebody.6 Stay Waterisincorporatedintothebody.

Remembertomarkonyourstudentsheetwhereyougonext.


Clouds

Rolla… Goto… Pathway1 Soil Watercondensesandfallsonsoil.2 Glacier Watercondensesandfallsassnowontoaglacier.3 Lake Watercondensesandfallsintoalake.4 Ocean Watercondensesandfallsintotheocean.5 Ocean Watercondensesandfallsintotheocean.

6 Stay Waterremainsasawaterdropletclingingtoadustparticle.



Glacier

Rolla… Goto… Pathway

1 GroundWater Icemeltsandwaterfiltersintotheground.

2 Clouds Iceevaporatesandwatergoestotheclouds(sublimation).

3 River Icemeltsandwaterflowsintoariver.4 Stay Icestaysfrozenintheglacier.5 Stay Icestaysfrozenintheglacier.6 Stay Icestaysfrozenintheglacier.



GroundWater

Rolla… Goto… Pathway1 River Waterfiltersintoariver.2 Lake Waterfiltersintoalake.3 Lake Waterfiltersintoalake.4 Stay Waterstaysunderground.5 Stay Waterstaysunderground.6 Stay Waterstaysunderground.



Lake


1 GroundWater Waterispulledbygravityandfiltersintothesoil.

2 Animal Ananimaldrinkswater.3 River Waterflowsintoariver.

4 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.

5 Stay Waterremainswithinthelakeorestuary.6 Stay Waterremainswithinthelakeorestuary.



Ocean




3 Stay Waterremainsintheocean.4 Stay Waterremainsintheocean.5 Stay Waterremainsintheocean.6 Stay Waterremainsintheocean.



Plant


1 Clouds Waterleavestheplantthroughtheprocessoftranspiration.




5 Stay Waterisusedbytheplantandstaysinthecells.6 Stay Waterisusedbytheplantandstaysinthecells.



River

Rolla… Goto… Pathway1 Lake Waterflowsintoalake.

2 GroundWater Waterispulledbygravityandfiltersintothesoil.

3 Ocean Waterflowsintotheocean.4 Animal Ananimaldrinkswater.


6 Stay Waterremainsinthecurrentoftheriver.



Soil

Rolla… Goto… Pathway1 Plant Plantrootsabsorbwater.2 River Thesoilissaturated,sowaterrunsoffintoariver.

3 GroundWater Waterispulledbygravity,andfiltersintothesoil.



6 Stay Waterremainsonthesurface(inapuddleoradheringtoasoilparticle.



Name_________________________________StudentSheet-WaterCycleGameDataTable:DiceRoll

Locationofwater(ocean,glacier,animal,plant,etc.)

Processbywhichthewatergetstonextlocation(evaporation,precipitation,etc.)

START


StudentSheet-WaterCycleVocabularyWordstodescribehowwaterchangesfromaliquidtoagasthroughheating(goingtotheclouds): Evaporation,evaporated,evaporatingWordstodescribehowwaterchangesfromagastoaliquidthroughcooling:Condensation,condensed,condensingWordstodescribehowwaterfallsfromtheskyinformssuchasrain,snow,sleet,orhail:Precipitation,precipitated,precipitatingWordstodescribehowwaterstaysinoneplacewithoutchangingform:Accumulated,Accumulation,collection,collected,collecting,pooled,gatheredWordstodescribehowwaterleavesporesofplantsasavapor(gas):Transpiration,transpired,transpiringWordstodescribehowwaterleavesporesofanimalsasavapor(gas)orfromaliquidtoagas: Evaporation,evaporated,evaporatingWordstodescribehowwaterleavesanimalsthroughbreathingasavapor:Respiration,respired,respiringWordstodescribehowwaterleavesporesofanimalsasaliquid:Perspiration,perspired,perspiringWordstodescribehowwaterleavesanimalsasaliquid(urination): Elimination,eliminate,eliminatingWordstodescribehowwaterentersanimals: Drink,ingest,ingestionSublime-phasechangefromsoliddirectlytoagas.(Sublimation)GlaciertocloudWaterchangingtoasolid(ICE)isfreezing: solidifyWaterseepsfromalakeorriverintotogroundwater,orseepsfromsoiltogroundwaterOtherusefulvocabularywordsCycling Temperature CumulusCloudVapor Atmosphere CirrusCloudStratusCloud Freeze CumulonimbusCloudAbsorbed Molecule


ELABORATE1.Showsomeoftherealsolutionstothisproblem:ToilettoTapCBSvideo3:35minuteshttp://www.cbsnews.com/videos/california-plant-transforming-sewage-into-drinking-water/2.StudentscouldnowapplywhattheyhavelearnedtogobacktotheEngineeringDesigntoredesigntheirfiltrationdevice,tomakeitevenbetter. 3.TheLifeSaverBottleTedTalk10:04minutesThisvideoexplainshowapersonengineeredarealsolutiontowatercrisisbydevelopingtheLifeSaverBottle.https://www.ted.com/talks/michael_pritchard_invents_a_water_filter4.Tohelpstudentswhoneedassistance,teachersmightwanttoshowstudentshowtocreateafiltrationdeviceshowingthefollowingEPAwebpageforThirstin’sWaterFiltrationLesson.http://www3.epa.gov/safewater/kids/flash/flash_filtration.html EVALUATEOnthefollowingpagesthereareseveraloptionsforevaluatingstudentunderstanding.


StudentName:

EVALUATIONOPTIONI–ConstructiveResponseThediagramshowsamodelofthewatercycleusedtocleanwater.

Identifythestatesofmatterpresentinthemodelabove. Explainwhythelevelofthemuddywaterwilldecreaseslightlyifthemodelisleftinasunnylocationforseveraldays. Whatwatercycleprocessisrepresentedbythedropsofcleanwaterfallingintotheglass? Explainwhytheamountofsedimentinthemuddywaterwillremainthesame. Describehowthemodelisusedtoseparatethemixtureofmuddywaterintotwocomponents.Whatothermethodcouldyouusetoseparatethismixture?


EVALUATIONOPTIONI–ConstructiveResponse(AnswerKey)Thediagramshowsamodelofthewatercycleusedtocleanwater.

1.Identifythestatesofmatterpresentinthemodelabove. Liquid;Gas2.Explainwhythelevelofthemuddywaterwilldecreaseslightlyifthemodelisleftinasunnylocationforseveraldays.

Thewaterwillevaporateandcondenseontheplasticwrap.

3.Whatwatercycleprocessisrepresentedbythedropsofcleanwaterfallingintotheglass? Precipitation4.Explainwhytheamountofsedimentinthemuddywaterwillremainthesame. Becausethisisaclosedsystem,sothereisnowayforthemudtogetout.5.Describehowthemodelisusedtoseparatethemixtureofmuddywaterintotwocomponents.Whatothermethodcouldyouusetoseparatethismixture? Youcouldseparatethemudfromthewaterbyusingmesh.Themeshwouldcollectthemud,andthewaterwillgothroughthemesh.


StudentName:

EVALUATIONOPTIONII-PerformanceTask

CleanWater?Directions: Usethefollowinginformationtoanswerquestions1–8DarcieandMattwerehikingintheCascadeMountainsandranoutofcleanwater.Theonlywatertheycouldfindwasfromamuddystream.Theydesignedandbuiltthewatercleanersystemshowninthediagrambelow.

DarcieandMattmadetheirwatercleanersystemfromequipmentfoundintheirbackpacks.Theypouredmuddywaterintothebottomofalargeplasticbowl.Theyplacedametalcupintothemiddleofthemuddywaterintheplasticbowl.Theystretchedclearplasticwrapoverthetopofthebowl.Finally,theyplacedarockontopoftheplasticwrapcausingtheplasticwraptosaginthemiddle.Theirwatercleanersystemfunctionedwiththeenergyinputfromsunlight.DarcieandMattusedtheirscientificunderstandingofthewatercyclearoundtheminthedesignoftheirwatercleanersystem.Fourprocessesthatarepartofthewatercyclearelistedbelow:

1. Condensation2. Evaporation3. Precipitation4. Collection


Questions:1.Howdoesthisdesignusecondensation?2.Howdoescondensationhappenintheenvironment?3.Howdoesthedesignuseevaporation?4.Howdoesevaporationhappenintheenvironment?5.Howdoesthedesignuseprecipitation?6.Howdoesprecipitationhappenintheenviornment?7.Howdoesthedesignusecollection?8.Howdoescollectionhappenintheenviornment?


StudentName:

EVALUATIONOPTIONIII–Redesign

DarcieandMattrealizedthattheirWaterCleanerSystemwasnotcleaningasmuchwaterastheyneeded.Theydecidedtoredesigntheirwatercleanersystemtoproducecleanwaterfasterthantheoriginal.Theyhadthefollowingfouritemsavailabletouseintheirredesign:

ü Largepiecesofaluminumfoilü Metalpot

ü Large,blackplasticbagü Whitetowel

UseoneormoreofthematerialslistedtoredesigntheoriginalWaterCleanerSystem.Youmayalsousetheoriginalmaterials.Besureto:

• Describehowyouwouldusethematerial(s)toredesigntheoriginalWaterCleanerSystem.

• ExplainhowyourredesignwouldcleanwaterfasterthantheoriginalWaterCleanerSystem.

Usewords,labeledpictures,and/orlabeleddiagramsinyourresponse.

29

RUBRICforRedesignA2-pointresponsescoreTheresponseusesoneormoreofthematerialslisted(alongwithanyoftheoriginalmaterials)toredesigntheoriginalWaterCleanerSystemby:

1. Describinghowthematerial(s)wouldbeusedtoredesigntheOriginalWaterCleanerSystem,AND

2. ExplaininghowtheredesignwouldcleanwaterfasterthantheOriginalWaterCleanerSystem

Example:SetthewholeWaterCleanerSystemontothealuminumfoil.ThereflectedsunlightwouldincreasethetemperatureofthemuddywaterandairinsidetheWaterCleanerSystem,sowaterwillevaporatemuchfaster.A1-pointresponsescoreTheresponsedescribeshowthematerial(s)wouldbeusedtoredesigntheoriginalWaterCleanerSystembuttheexplanationofhowtheredesignwouldcleanwaterfasterthantheoriginalWaterCleanerSystemisincomplete,vague,orshowssomemisconceptionofthescientificconceptsbeingapplied.ORTheresponseexplainshowtheredesignwouldcleanwaterfasterthantheOriginalWaterCleanerSystem,butdoesnotprovideenoughdesigndetailstogetcreditfortheredesignoftheoriginalWaterCleanerSystem.A0-pointresponsescoreNotes:

1. Responsesusingmaterialsotherthanthoseinthescenarioand/orinthelist(e.g.fire,tape)maynotbecredited.

2. Responsesmayuseincreasedtemperature(e.g.warmer,hotter,moreheat)toimplyfaster.

3. Responseswhichcreateanewtypeofsystem(e.g.filtrationsystem,boilingwater)maynotbecredited.

Documents

ENERGY & THE ENVIRONMENT - PARC: Photosynthetic Antenna ... · Materials Needed PARC Energy & the Environment Kit # 1: Water Filtration [Includes activity materials and flash drive