The chemistry of sand: Not all beaches are created equal
Alicia Newton
, University of South Carolina
Author ProfileStudents use science process skills to make observations about various types of sand and make predictions about chemical reactions.
Context
Audience:
sixth through eighth grade science classes and after school enrichment programs
Skills and concepts that students must have mastered:
Process skills: Obervations, inferences, and predictions
Chemistry: Should recognize chemical symbols and be able to identify chemical reactions
Chemistry: Should recognize chemical symbols and be able to identify chemical reactions
How the activity is situated in the course:
A two to three class period lab activity
National or State Education Standards addressed by this activity?:
National Science Content Standards: Abilities necessary to do scientific inquiry; understandings about scientific inquiry; properties and changes of properties in matter; chemical reactions; and populations, resources, and environments
Goals
Content/concepts goals for this activity:
visualizing chemical reactions, understanding and describing sediment samples
Higher order thinking skills goals for this activity:
Using observations to make predictions, evaluating the accuracy of predictions
Other skills goals for this activity:
Use of a microscope, lab safety skills
Description of the activity/assignment
Middle school students use the scientific process skills of making observations, inferences, and predictions to analyze sediment (sand) samples. Students will use a microscope to make visual observations about the sands. They will then use a weak acid and their understanding of chemical reactions to further assess the carbonate content of the sand.
Determining whether students have met the goals
Students will be assessed on the quality of their observations and predictions.
Download teaching materials and tips
- Activity Description/Assignment (Microsoft Word 45kB Dec11 06)