Goody Goody Gumdrops
Subject: Earth Science
Grade Levels:
9-12
Time
Objectives
Use a simple model to analyze and explain phenomena
Design, construct, and engineer mineral models
Understand how the internal arrangement of atoms determines a mineral’s
properties
Materials
Gumdrops
Toothpicks
Pocket
dictionaries (or some other handy stackable item)
Teacher Notes & Instructions
It is assumed that
before this activity begins, students have a background on minerals sufficient
enough to understand the differences between graphite and diamond.
Students should have already seen the molecular models of graphite and
diamond.
The goal of this
lesson is for students to see that by rearranging their toothpicks and gumdrops,
they can produce a structure with different properties – just like the internal
arrangement of atoms determines a mineral’s physical properties.
Distribute the
Lab Report Worksheet. Have a student
volunteer to count out exactly the correct amount of gumdrops and toothpicks to
use: for the cube subunit, 12 gumdrops & 20 toothpicks and for the tetrahedron
subunit, 14 gumdrops & 30 toothpicks.
For an extra challenge, give the students just the 14/30 combination, and
have the groups disassemble their cube subunits in order to construct their
tetrahedron. For the “create your
own subunit” challenge, generally 16 gumdrops and 40 toothpicks keeps it
interesting.
After the
construction of each subunit, the groups come up one by one and stack as many
paperback dictionaries on top of their subunit until the teacher determines that
it has been structurally compromised, the stack falls over, or one minute has
elapsed (it does not matter what is stacked on top – use whatever stackable item
is easily available in the classroom).
The class records the results of their tests (and perhaps also the class’
data can appear on the SMART Board) on their lab sheet.
This then repeats for the tetrahedron, and the “create your own subunit”
on the back of the worksheet.
In the discussion of
the concluding questions, make sure that the students understand that the cube
and tetrahedron had almost the same number of gumdrops, yet the number of
dictionaries held should be quite different.
New York State Earth Science Core Curriculum
Alignment
STANDARD 1 –
Analysis, Inquiry, and Design
SCIENTIFIC INQUIRY:
Key Idea 1:
The central purpose
of scientific inquiry is to develop explanations of natural phenomena in a
continuing, creative process.
Key Idea 3:
The observations
made while testing proposed explanations, when analyzed using conventional and
invented methods, provide new insights into phenomena.
STANDARD 4:
The Physical Setting
Key Idea 3:
Matter is made up
of particles whose properties determine the observable characteristics of matter
and its reactivity.
Performance
Indicator 3.1:
Explain the
properties of materials in terms of the arrangement and properties of the atoms
that compose them.
Major Understanding
3.1a: Minerals have physical properties determined by their chemical composition
and crystal structure.
STANDARD 6:
– Interconnectedness: Common Themes
PATTERNS OF CHANGE:
Key Idea 5:
Identifying
patterns of change is necessary for making predictions about future behavior and
conditions.