MIDDLE SCHOOL LAB ACTIVITIES

MIDDLE SCHOOL LAB ACTIVITIES

Times listed for each lab activity are approximate times. Times include set-up/take down of equipment and discussion of data collected. Lengthy labs can be spread over several days.

Many of the lab activities listed under Chemistry Activities, Life Science/Biology Activities, and Physical Science Activities are appropriate for middle school science classes.

Global Positioning System (GPS) activities

Students will use GPS units to learn how they work, how they are used by campers, hunters, hikers, etc., and how they are used in other areas such as agriculture and the military. These activities can be done during a class period or independently outside of

class. Time - 50-60 minutes

1. GPS Scavenger Hunt - A geocache will be hidden and students will be given the coordinates

of the site. Students will be challenged to find the geocache using a GPS unit.

2. GPS Orienteering - Students create a "route" using GPS units. Other students attempt to retrace the route using the landmarks stored by the previous group.

Criminalistics Lab (Middle School Version) - Students are given a crime scene scenario and they then analyze evidence collected at the crime scene. Evidence analyses include ink chromatography, blood typing, and powder analysis. Time - 1 - 1.5 hours.

"Waves" Powerpoint - A Powerpoint program that introduces students to the basic concepts of light, including color absorbance and reflectance, reflection and refraction of light waves, properties of light waves, structure and function of the lens of the eye, and other light-related topics. Students use lasers to analyze the properties of light. Time - 80-90 min. if all topics are covered.

Onion Root Mitosis - Students use either the 40x or 100x (oil immersion) lens of a microscope to

observe the various stages of mitosis on prepared slides of onion roots. Students can easily

observe all stages of mitosis. Time - 50-60 min.

Vitamin C Analysis of Food and Drink - Students measure the amount of vitamin C in common foods and drinks. This is a great science lab because students learn to use burettes, pipets, graduated cylinders, filters, blenders and other science tools, and they perform basic science activities such as predicting, measuring, and recording data. Time - 60-70 min.

Exploring DNA - Students use models to analyze the structure of DNA and to compare the DNA of humans to other organisms such as chimpanzees, mice, bacteria, and yeast. This is a great way to introduce DNA to middle school students. Time - 30-40 min.

Complete the Circuit - Students are given a light bulb, a wire, and a battery. They are challenged to light the bulb using three different circuits. This is a great introduction to electricity and circuits.

Time - 20 - 30 min.

Series and Parallel Circuits - Students are given an electronics board containing 4 - "D" cell batteries and three light bulbs. Given the definition of both series and parallel circuits, students are challenged to create both types of circuits and to note differences in the circuits.

Time - 20 - 40 min., depending on previous knowledge of students.

LAB ACTIVITIES USING VERNIER LAB PRO SENSORS (from the Vernier manual Middle SchoolScience with Computers.)

Experiment # and title:

• A hot hand - Use of the temperature probe to measure the temperature of the palm of the student's hands. This is a simple yet effective lab for students to collect, graph, display, and analyze data. Time 30-40 minutes.
• Heating of land and water - Use of the temperature probe to measure the change in sand compared to warm water when heated under a lamp. Time45-50 minutes.
• The Greenhouse effect - Use of the temperature probe to measure temperature changes in a thermal inversion "city" vs. a normal "city." Time 45-50 minutes.
• Relative humidity - Use of the temperature probe to measure relative humidity inside and outside your school. Time 50-60 minutes.
• Soil study - Students study moisture retention of various soils and use the pH probe to measure pH of various soils. They can then relate their data to soils which best support plant growth. Time 50-60 minutes.
• Absorption of radiant energy - Use of the temperature probe to compare the absorption of radiant energy by different colors of paper. (See note on #7.)
• Reflectivity of light - Use of the light sensor to measure the amount of light reflected from various colors of material. This lab, along with #6 can be done in 45-50 minutes.
• Schoolyard study - Students take the Lab Pro, light sensor, and temperature outside to explore the relationship between reflected light and temperature. Time 60-70 minutes.
• A good sock - Use of the temperature probe to measure heat loss from a water-filled container that is wrapped with various types of socks -wool, cotton, or synthetic material. Schools must provide the socks. Time 45-50 minutes.
• What causes the seasons? - Use of the temperature probe, a light source, and a globe to simulate warming of your town during summer and winter months. Schools must provide globes (1 per 2 students). Time 45-50 minutes.
• Solar homes - Students construct two model homes out of boxes. They then use temperature probes to measure the effect of thermal mass on the ability of the solar home to retain heat. Students must build homes prior to MSL visit. Time 90-100 minutes.
• Ocean floor mapping - Use of the motion detector to create a map of a simulated ocean floor and to create graphs of the terrain. This activity simulates how sonar can be used to map the ocean floor. Schools must provide a vriety of empty boxes. This lab is best done in a school lab. Time 45-50 minutes.
• Boiling temperature of water - Use of the temperature probe to measure the boiling point of water. Schools must provide additional hotplates. Time 40-50 minutes.
• Freezing temperature of water - Use of the temperature probe to measure the freezing point of water. Time 40-50 minutes.
• How low can you go? - Use of the temperature probe to measure the change in temperature when salt is added to ice. Students are challenged to change variables to cause a greater change in temperature. Time 45-50 minutes.

Ziplock ice cream - This lab is a follow-up of "How low can you go". After students discover that salt lowers the temperature of ice, they use that principle to make home-made ice cream. This lab is best done in the classroom the day after "How Low Can You Go?" Time 50-60 minutes.

• A good cold pack - Use of the temperature probe to measure temperature changes when

a variety of chemicals are added to water. Students test 6-7 chemicals (some exothermic/some endothermic). Time 60-70 minutes.

• Lemon juice - Use of the voltage probe, different types of electrodes, and a lemon to measure the voltage output of a lemon. Time 45-50 minutes.
• Get a grip! - Students use the pressure sensor to measure their gripping power, compare their gripping power with classmates, and observe the effect of fatigue on gripping power. Time 45-50 minutes.
• Fun with pressure - Students are challenged to produce the highest pressure reading in a container using only their body or the bodies of teammates. A pressure sensor is attached to the container and the students attempt to increase pressure by blowing air into the container, compressing the container, or by whatever means they can contrive. This lab follows #18. Students must prepare containers ahead of time. Time 40-50 minutes.
• Water hardness study - Use of the conductivity probe to measure the hardness, conductivity, and "sudsing" of tap water, lake water, dist. water, etc. Time 60-70 minutes.
• Diffusion: How Fast? - Use of the conductivity probe and dialysis tubing to measure the rate of diffusion of ions through a membrane. Time 50-60 minutes.
• A water field study - Students compare the quality of natural bodies of water by measuring temperature, pH, and conductivity using those respective Vernier probes. Requires a natural body of H2O close to school. Time 90-100 minutes.
• Cooling rates: Shaq vs. Susie - Use of the temperature probe to measure the temperature loss in a large bottle of water (simulating the heat loss from the body of 315 lb. (Shaq O'Neal) compared to the temperature loss from a small bottle of water (simulating the heat loss from the body of 78 lb. Susie Chang, a 4 ft. 8 in. middle school student.) Schools must provide 2L and 16-20 oz. pop bottles. Time 45-50 minutes.
• Yeast beasts in action - Use of the pressure sensor to measure the amount of carbon dioxide produced by yeast cells when the cells are placed in acid, neutral, and basic environments. Time 50-60 minutes.
• Heart rate and body position - Use of the exercise heart rate monitor to measure heart rate in the sitting, standing, and reclining positions. Time 50-60 minutes.
• Heart rate and exercise - Use of the exercise heart rate monitor to measure the heart rate before, during, and after exercise. Time 50-60 minutes.
• Mapping a magnetic field - Use of the magnetic field sensor to measure and graph magnetic field strength at points along a bar magnet. Time 45-50 minutes.
• Electromagnets - Students build an electromagnet and use the magnetic field sensor to measure magnetic field strength. Time 50-60 minutes.
• Friction - Use of the dual-range force sensor to measure sliding friction and friction between different substances. Time 45-50 minutes.
• First-class levers - Use of the dual-range force sensor to measure force and to calculate actual and ideal mechanical advantage. Time 45-50 minutes.
• Pulleys - Use of the dual-range force sensor to measure force, calculate mechanical and ideal mechanical advantage, and to determine efficiency. Time 50-60 minutes.
• Buoyancy - Use of the dual-range force sensor to illustrate Archimedes principle.

Time 45-50 minutes.

• Graphing your motion - Use of the motion detector to measure distance, velocity, and acceleration of a person walking. This lab must be done in a classroom, gym or outside. Time 45-50 minutes.
• Velocity - Use of the motion detector to measure velocity of a dynamics cart down a ramp. Time 45-50 minutes.

• The Indy 500 - Students build or re-design a car and use the motion sensor to measure the maximum velocity achieved by the car as it travels down a ramp. This activity is designed as student competition. The pencil car is a similar activity in which students build the car out of common materials such as pencils, paper clips, index cards, etc. Exp. #34 should precede this activity. Students must build their cars prior to the MSL visit. Time 50-60 minutes.
• Crash dummies - Students use the motion detectors, dynamic carts, and small action figures to measure the relationship between velocity and distance the "crash dummy" is thrown during a crash. Time 45-50 minutes.
• Falling objects - Use of the motion detector to measure distance and velocity of a falling object and to produce distance vs. time and velocity vs. time graphs. Time 45-50 minutes.

Note: Exp. #33-36 are best done in a classroom or in the gym