roblem-based Science Grade 8summerschool.dadeschools.net/pdfs14/Sci-8gr-Student_Packet.pdf · Department of Mathematics and Science P ... ummer S chool Science Grade 8 Student Exploration

Miami-Dade County Public Schools

Department of Mathematics and Science

Problem-based Activities for Summer School

Science

Grade 8 Student Exploration Guides

July 2014

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Mr. Carlos L. Curbelo

Dr. Wilbert “Tee” Holloway

Dr. Martin Karp

Dr. Marta Pérez

Ms. Raquel A. Regalado

Ms. Krisna Maddy

Student Advisor

Mr. Alberto M. Carvalho Superintendent of Schools

Ms. Maria L. Izquierdo Chief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de Armas Assistant Superintendent Division of Academics

Mr. Cristian Carranza Administrative Director Division of Academics

Dr. Ava D. Rosales Executive Director

Department of Mathematics and Science

M-DCPS Grade 8 Science Credit Recovery Page 3 of 44

Table of Contents

Student Gizmos Exploration Guides

Weight and Mass .............................................................................................................. 1

Density .............................................................................................................................. 4

Phase Changes ................................................................................................................. 8

Element Builder ................................................................................................................. 12

Element Builder Day 2 ....................................................................................................... 14

pH Analysis ....................................................................................................................... 16

Solubility and Temperature ............................................................................................... 19

Plants and Snails .............................................................................................................. 23

Greenhouse Effect ............................................................................................................ 27

H-R Diagram ..................................................................................................................... 30

Solar System ..................................................................................................................... 35

Phases of the Moon .......................................................................................................... 38

M-DCPS Grade 8 Summer Credit Recovery Page 1 of 44

Student Exploration: Weight and Mass Vocabulary: balance, force, gravity, mass, newton, spring scale, weight

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Your weight is the pull of gravity on your body. Suppose you step on a bathroom scale on

the Moon. How would your weight on the Moon compare to your weight on Earth?

A. greater on the Moon B. less on the Moon C. same on Earth and the Moon 2. Your mass is the amount of matter, or “stuff,” in your body. How would your mass on the

Moon compare to your mass on Earth?

A. greater on the Moon B. less on the Moon C. same on Earth and the Moon Gizmo Warm-up On the Weight and Mass Gizmo™, you can use a balance to compare the masses of objects. 1. Place the dog on the right pan of the balance. What

happens? _____________________________

2. Place the 5-kilogram (kg) mass on the other pan.

Which has more mass, the dog or the 5-kg mass?

__________________________________________ 3. The 5-kg mass is heavier than the dog, so take it off the pan and place a 1-kg mass on the

pan. Add 1-kg masses to the left pan until it goes down. Then take one of the 1-kg masses off the pan so that the masses are above the dog.

4. Use this process of adding and subtracting other masses from the left pan until the two pans

are balanced. Add up all the masses on the left pan. This is equal to the mass of the dog.

What is the mass of the dog? _________________________________________________


Activity A:

Weight on different planets

Get the Gizmo ready:

Click Clear scales to remove all objects from the spring scale and the balance.

Introduction: A spring scale is used to measure force. Since weight is a type of force, a spring scale can measure weight. The metric unit of force is the newton (N). Question: Will an object’s weight change on different planets? 1. Measure: Place the pumpkin on the spring scale. Move the cursor over the red line on the

scale to see its weight measured to the nearest newton. What is the weight of the pumpkin? _____________________________________________

2. Predict: If you take an object to a different planet, do you think its weight will stay the same

or be different? (Circle your answer.)

Same Different 3. Collect data: Measure the weights of the following objects on Earth, the Moon, Mars, and

Jupiter. Record your measurements in the data table below.

Pumpkin Dog Watermelon

Weight on Earth

Weight on Moon

Weight on Mars

Weight on Jupiter

4. Analyze: Does the weight of an object change when it is moved to a different planet?

_________________________________________________________________________

5. Extend your thinking: Which celestial body had the strongest gravity, Earth, the Moon, Mars,

or Jupiter? Explain how you know. _____________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________


Activity B:

Mass on different planets


Click Clear scales.

Question: How do weight and mass change on different planets? 1. Predict: If you take an object to a different planet, do you think its mass will stay the same or

be different? (Circle your answer.)

Same Different 2. Collect data: Use the balance to measure the masses of the following objects on Earth, the

Moon, Mars, and Jupiter. Record your measurements in the data table below.

Pumpkin Dog Watermelon

Mass on Earth

Mass on Moon

Mass on Mars

Mass on Jupiter

3. Analyze: Does the mass of an object change when it is moved to a different planet?

_________________________________________________________________________

4. Draw conclusions: Based on what you have learned about mass and weight, why do you

think the mass did not change but the weight did? _________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. Extend your thinking: First, using the balance, find the mass of a pumpkin on Jupiter. Then

place the pumpkin on the spring scale and record its weight. Finally remove the pumpkin and weigh the masses from the balance on the spring scale. How do the weights compare?

_________________________________________________________________________

_________________________________________________________________________


Student Exploration: Density Vocabulary: density, mass, matter, volume Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. List three objects that you think would sink in water.

_________________________________________________________________________

2. List three objects that you think would float in water.

_________________________________________________________________________

3. Why do you think some things float and some things sink?

_________________________________________________________________________ _________________________________________________________________________

Gizmo Warm-up 1. In the Gizmo™ select an object and drag it onto the scale. Mass is

the amount of matter, or “stuff,” in an object.

A. Which object did you choose? _________________________

B. What unit of measurement is used for mass? _____________ C. What is the object’s mass? ____________________________

2. Drag the object into the graduated cylinder. The number above the cylinder gives the volume, the amount of space the object takes up.

A. What unit of measurement is used for volume? ____________

B. Which object did you choose? _________________________

C. What is your object’s volume? _________________________ D. Drop the object into the beaker of water. Does it sink or float? __________________


Activity A:

Sink or float?


Replace all objects on the shelf.

Be sure the liquid in the beaker is Water.

Question: How do mass and volume affect sinking and floating? 1. Predict: Which objects will float in water? Which will sink? Record your predictions below.

Object Prediction

(sink or float?) Mass Volume

Result (sink or float?)

Ping pong ball

Golf ball

Apple

Chess piece

Penny

Rock

2. Experiment: Use the Gizmo to find the mass and volume of each object and whether it floats

or sinks. Record your results in the table. 3. Analyze results: Look at the data in your table.

A. Can you use mass alone to predict whether an object will sink or float? Explain.

___________________________________________________________________

B. Can you use volume alone to predict whether an object will sink or float? Explain.

___________________________________________________________________

4. Draw conclusion: Can you use mass and volume to predict whether an object will sink or float in water? Explain your thinking. _________________________________________________________________________ _________________________________________________________________________

5. Apply: Measure the mass and volume of the toy soldier: Mass ________ Volume ________

Will it float or sink? ________________ Use the Gizmo to test your prediction.


Activity B:

Calculating density


Replace the objects on the shelves.

Be sure the liquid in the beaker is Water.

Question: How does density tell you whether an object will sink or float? 1. Calculate: Density is the amount of mass in a certain volume. To find the density of an

object, divide its mass by its volume. Density is recorded in units of grams per milliliter (g/mL). What is the density of an object if its mass is 100 g and its volume is 50 mL?

_________________________________________________________________________

2. Record data: In the Gizmo, find mass and volume of the objects listed below. Then calculate each object’s density and record it. Finally, test whether each one sinks or floats in water.

Object Density Sink or Float?

Chess piece

Rock

Toy soldier

Apple

3. Draw conclusion: The density of water is 1.0 g/mL. Look at the data in your table. How can

you use the density of an object to predict whether it will sink or float? _________________________________________________________________________ _________________________________________________________________________

4. Apply: In the Gizmo, either Crown 1 or Crown 2 is

solid gold (but not both). Find the density of the gold nugget and of each crown. (Hint: You will probably need a calculator to do this.)

A. Density of the gold nugget: _____________________________________________

B. Density of Crown 1: ___________________________________________________

C. Density of Crown 2: ___________________________________________________

D. Which crown is pure gold? ______________________________________________


Activity C:

Egg-speriment


Replace all the objects on the shelf.

Question: How does an object behave in different liquids? 1. Observe: Use the Gizmo to explore whether the egg sinks or floats in different liquids.

Record what you find in the table below.

Liquid Water Oil Gasoline Seawater Corn Syrup

Sink or Float?

2. Draw conclusion: Which liquids are denser than the egg? Which are less dense? Explain

your reasoning. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

3. Extend your thinking: Observe the egg in each liquid again.

A. In which liquid does the egg float the highest? ______________________________

B. In which liquid does the egg sink the fastest? _______________________________

C. Which liquid do you think is the densest? Least dense? Explain. ________________ ___________________________________________________________________ ___________________________________________________________________

4. Challenge yourself: Using the objects in the Gizmo to help you, list the liquids from densest to least dense. Discuss your answer with your teacher and classmates. (Hint: Compare where objects float within each liquid.)

________________________________________________________________________ ________________________________________________________________________


Student Exploration: Phase Changes Vocabulary: altitude, boil, boiling point, freeze, freezing point, gas, liquid, melt, melting point, phase, solid

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. A family from Minnesota turns off the heat and flies to Florida for a winter holiday. When

they come home, all of their water pipes have burst. What do you think happened? _________________________________________________________________________

2. Spaghetti takes about 9 minutes to cook at sea level, but about 14 minutes in the

mountains. Why do you think this is so? _________________________________________________________________________ _________________________________________________________________________

Gizmo Warm-up In the Phase Changes Gizmo™, select the Micro view and

set the Ice volume to 50 cc. Click Play ( ) and observe molecules in the solid (ice), liquid (water), and gas (air) phases. 1. In which phase(s) are the molecules held rigidly together?

______________________________________________ 2. In which phase(s) do the molecules move freely?

______________________________________________

3. In which phase(s) are the molecules held in a defined shape? ________________________ 4. In which phase(s) do the molecules take the shape of their container? _________________

_________________________________________________________________________


Activity A:

Phase changes


Click Reset ( ) and select Macro view.

Set the Water temperature to 10 °C.

Set the Ice volume to 0 cc. Question: How is temperature related to phase changes? 1. Predict: Based on your prior knowledge, predict the following:

i. At what temperature will water change from a liquid to a solid (freeze)? _______ ii. At what temperature will water change from a solid to a liquid (melt)? _______ iii. At what temperature will water change from a liquid to a gas (boil)? _______

2. Investigate: Use the Gizmo to explore phase changes. Use the Add/remove heat energy

slider to control the water temperature. Record your observations in your notes, then answer the questions below:

i. At what temperature does water freeze? _______ This is the freezing point.

ii. At what temperature does ice melt? _______ This is the melting point. iii. At what temperature does water boil? _______ This is the boiling point.

3. Observe: Set up the Gizmo to observe freezing. What do you notice about the temperature

while the water is in the process of freezing? _____________________________________

4. Explore: Use the Gizmo to investigate melting and boiling. Does the temperature change

while either of these phase changes is occurring? _________________________________

5. Interpret: Select the GRAPH tab to see a graph of temperature vs. time. Click the “–” button

until the whole graph is visible. What does the graph look like during a phase change?

_________________________________________________________________________ 6. Extend your thinking: Why do you think the temperature does not change much during a

phase change? If possible, discuss your answer with your classmates and teacher. _________________________________________________________________________ _________________________________________________________________________


Activity B:

Temperature and molecular motion


Click Reset, and select the Micro view.

Set Ice volume to 0 cc.

Set Add/remove heat energy to 0 J/s. Question: Why do phase changes occur?

1. Compare: Set the Water temperature to 0 °C and click Play. Observe the water molecules.

Click Reset, set the Water temperature to 100 °C, and click Play again. What do you notice? ________________________________________________________ _________________________________________________________________________

2. Observe: Click Reset. The mean molecular speed of the water molecules is displayed

below the container. Set the Water temperature to 0 °C and Add/remove heat energy to 400 J/s. Click Play.

A. How does the mean speed of the water molecules change as they are heated? ________________________________________________________________

B. Does the mean molecular speed change as much as the temperature as the water heats up? Explain. ________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Explain: How is temperature related to the motions of molecules? _____________________ _________________________________________________________________________

_________________________________________________________________________

4. Observe: Click Reset. Set the Water temperature to 20 °C and the Ice volume to 50 cc. Set Add/remove heat energy to 0 J/s. Click Play. How do the molecules in the liquid interact with the molecules in the solid? _________________________________________________________________________

_________________________________________________________________________

(Activity B continued on next page)


Activity B (continued from previous page)

5. Observe: Click Reset. Set the Water temperature to 100 °C and the Ice volume to 50 cc. Click Play. How does this situation compare to the previous one? _________________________________________________________________________ _________________________________________________________________________

6. Propose a theory: Based on what you have observed, explain why you think phase changes occur. If possible, discuss your theory with your classmates and teacher. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

7. Apply: Use your theory to explain what happens at the molecular level in each of the following situations. Also, list the temperature at which each transition occurs.

A. Ice is warmed to the melting point. _______________________________________ __________________________________________________ Temperature: _____

B. Water is warmed to the boiling point. ______________________________________ __________________________________________________ Temperature: _____

C. Water is cooled to the freezing point. _____________________________________

__________________________________________________ Temperature: _____

8. Extend your thinking: Click Reset. Set the Water temperature to 0 °C, the Ice volume to 0 cc, and Add/remove heat energy to -400 J/s. Click Play and wait until all the water freezes.

A. What volume of ice is created from 200 cc of water? _________________________

B. Why do water pipes sometimes burst in the winter? __________________________

___________________________________________________________________


Student Exploration: Element Builder Vocabulary: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What are some of the different substances that make up a pizza? _____________________

_________________________________________________________________________ 2. What substances make up water? _____________________________________________

3. What substances make up an iron pot? _________________________________________

Elements are pure substances that are made up of one kind of atom. Pizza is not an element because it is a mixture of many substances. Water is a pure substance, but it contains two kinds of atom: oxygen and hydrogen. Iron is an element because it is composed of one kind of atom. Gizmo Warm-up Atoms are tiny particles of matter that are made up of three particles: protons, neutrons, and electrons. The Element Builder Gizmo™ shows an atom with a single proton. The proton is located in the center of the atom, called the nucleus. 1. Use the arrow buttons ( ) to add protons, neutrons,

and electrons to the atom. Press Play ( ).

a. Which particles are located in the nucleus?

_________________________________ b. Which particles orbit around the nucleus?

__________________________________ 2. Turn on Show element name. What causes the element name to change? _____________

_________________________________________________________________________


Activity A:

Subatomic particles


Use the arrows to create an atom with two protons, two neutrons, and two electrons.

Turn on Show element name. Question: What are the properties of protons, neutrons, and electrons? 1. Observe: Turn on Show element symbol and Element

notation. Three numbers surround the element symbol: the mass number (A), electrical charge (no number is displayed if the atom is neutral), and the atomic number (Z).

2. Investigate: Watch how the numbers change as you add or remove particles.

i. Which number is equal to the number of protons in the atom? __________________

ii. How can you calculate the number of neutrons (N) in an atom? _________________

___________________________________________________________________

iii. Which particle (proton, neutron, or electron) has a positive charge? ______________

Negative charge? ______________ No charge at all? ______________ 3. Analyze: An isotope is an alternative form of an element. Each isotope of an element has

the same number of protons, but a different number of neutrons. The isotope is represented by the atomic symbol and mass number, such as He-4. Some isotopes are stable, while others are radioactive, which means the atoms decay over time and emit radiation.

i. What are the stable isotopes of carbon? ___________________________________

ii. What are the stable isotopes of nitrogen? __________________________________

iii. List two radioactive isotopes of oxygen: ___________________________________

4. Practice: Use the Gizmo to answer the following questions.

i. How many electrons are in a neutral atom of lithium? ______ ii. How many neutrons are in an atom of Mg-25? ______

iii. What is the mass number of an atom with 5 protons and 7 neutrons? ______

iv. When at atom is charged, it is called an ion. How many electrons are in O2-? ______

v. How many electrons are in Mg2+? ______


Student Exploration: Element Builder Day 2 Vocabulary: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons

Activity B:

Electron arrangements


Create a neutral hydrogen atom (1 proton, 0 neutrons, 1 electron).

Question: How are electrons arranged around the nucleus of an atom? 1. Observe: Add electrons to the atom until you have used all the available electrons. What do

you notice? _______________________________________________________________

_________________________________________________________________________ 2. Analyze: Electrons are arranged in orbits called energy levels. The Gizmo shows all of the

first two energy levels but only part of the third energy level.

A. How many electrons can fit in the first energy level? ___________ B. How many electrons can fit in the second energy level? ___________

C. How many electrons fit in the part of the third energy level shown? ___________

3. Observe: Click Reset ( ). The electrons in the outermost orbit, called valence electrons, help to create chemical bonds. Create a lithium atom (3 protons, 4 neutrons, 3 electrons). How many valence electrons are in a neutral lithium atom? ___________

4. Diagram: Turn on Show electron dot diagram. The valence electrons of an atom are shown in an electron dot diagram. Each dot represents a valence electron.

Draw the electron dot diagram for neutral lithium: ___________

5. Practice: Turn off Show electron dot diagram. Use the Gizmo to create a neutral atom of

each of the following elements. Draw an electron dot diagram for each. When you are finished, turn on Show electron dot diagram and check your answers.

H He Li Be B C N O F Ne Na Mg Al Si

6. Extend your thinking: Many chemical properties are determined by the number of valence

electrons. Elements with the same number of valence electrons will have similar properties.

Which element has similar properties to lithium? _________ Beryllium? _________ Explain: __________________________________________________________________


Extension:

The periodic table


Create a neutral hydrogen atom.

If you have access to a periodic table, open it now. (Not required.)

Question: The 117 or so known elements are arranged in the periodic table. Why does the periodic table have the shape it has? 1. Form a hypothesis: Look at the first three rows of the periodic table below.

Why do you think the elements are arranged the way that they are? ___________________ _________________________________________________________________________

2. Draw diagrams: Create an electron dot diagram for each of the elements below. Use the Gizmo to help you do this. To check your work, turn on Show electron dot diagram.

H He Li Be B C N O F Ne Na Mg Al Si P S Cl Ar

3. Analyze: What do the elements in each column of the periodic table have in common?

_________________________________________________________________________ _________________________________________________________________________

4. Draw conclusions: How is the periodic table organized? ____________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


Student Exploration: pH Analysis Vocabulary: acid, acidic, alkaline, base, indicator, neutral, pH

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Acids are substances that produce hydrogen ions (H+) when dissolved in water. Lemon

juice is an example of an acid.

A. What does lemon juice taste like? ________________________________________ B. What does it feel like if lemon juice gets in your eye? _________________________

2. Bases are substances that produce hydroxide ions (OH-) when dissolved in water. Hand

soap is an example of a base.

A. What does soap feel like? ______________________________________________ B. What does soap taste like? _____________________________________________ C. What does it feel like if soap gets in your eye? ______________________________

Gizmo Warm-up The strength of an acid or base is measured on the pH scale. The term “pH” is short for “potential of hydrogen.” It is a measure of how many excess H+ ions there are in a solution. The pH scale runs from 0 to 14, with 0 representing the highest concentration of hydrogen ions. Acidic substances have a pH below 7, while alkaline substances (bases) have a pH above 7. Pure water has a pH of 7 and is considered neutral. The pH Analysis Gizmo™ allows you to find the pH of a variety of liquids. In the Gizmo, check that the Substance in the tube is Ammonia, and click Test. Wait until the animation is finished. 1. Indicators change color in acids or bases. What is the color of the pH paper? ___________

2. Compare the paper to the pH color chart. What is the pH of ammonia? _____________

3. Is ammonia acidic or alkaline? _____________


Activity A:

Measuring pH


Click Reset.

Check that the 0-14 paper is selected.

Goal: Find the pH of 18 common substances. 1. Test: Use the Gizmo to find the pH of each of the available substances. Classify each

substance as acidic (pH < 7), alkaline (ph > 7), or neutral (pH = 7).

0-14 pH indicator paper

Material in the tube pH value Acidic, alkaline, or neutral?

Baking soda

Bleach

Coffee

Cola

Drain cleaner

Hand soap

Juice (lemon)

Juice (orange)

Juice (tomato)

Milk

Milk of magnesia

Oven cleaner

Saliva (human)

Shampoo

Stomach acid

Vinegar

Water (distilled)

Water (ocean)

2. Summarize: Compare all the acidic substances and all the alkaline substances.

i. In general, what types of substances tend to be acidic? _______________________

___________________________________________________________________

ii. What types of substances tend to be alkaline? ______________________________ ___________________________________________________________________


Activity B:

More accurate pH


Click Reset.

Select the 4.5-7.5 paper.

Goal: Find the pH of substances in a more accurate way. 1. Test: Before you begin testing with the 4.5-7.5 paper, list the pH values of the substances

below that you found using the 0-14 pH indicator paper. Then find the pH of each substance with the 4.5-7.5 paper.

4.5-7.5 pH indicator paper

Material in the tube pH value (0 to 14 paper) pH value (4.5 to 7.5 paper)

Coffee

Milk

Oven cleaner

Saliva (human)

Shampoo

Stomach acid

Water (distilled)

2. Analyze: Compare the pH values in each column.

A. How do these values compare? _________________________________________

___________________________________________________________________ B. What is an advantage of using the 4.5-7.5 paper? ___________________________

___________________________________________________________________ C. What is a disadvantage of using the 4.5-7.5 paper? __________________________

___________________________________________________________________ D. Given the results from two kinds of indicator paper, which substances appear to be

neutral (pH = 7)? _____________________________________________________


Student Exploration: Solubility and Temperature Vocabulary: concentration, dissolve, homogeneous mixture, solubility, solubility curve, solute, solution, solvent

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What happens when you stir a spoonful of sugar into hot water? ______________________

_________________________________________________________________________

2. When sugar or another substance is dissolved in water, it disappears from view and forms a homogeneous mixture with the water, also called a solution.

If you can’t see the sugar, how can you tell that it is there? __________________________

_________________________________________________________________________

3. Does sugar dissolve more easily in hot water or cold water? _________________________ Gizmo Warm-up A solution generally consists of two parts, a solute that is dissolved and a solvent that the solute is dissolved into. For example, sugar is a solute that is dissolved into the solvent water. In the Solubility and Temperature Gizmo™, you will study how temperature affects how much solute will dissolve in a solution. To begin, check that Potassium nitrate is selected and the Temp. of the water is 20 °C. Click OK. 1. In this solution, what is the solute? ________________ What is the solvent? ___________

2. Click Add 10 g to mix 10 g of potassium nitrate into the water.

A. Did all of the potassium nitrate dissolve? ___________

B. How can you tell? ____________________________________________________ ___________________________________________________________________


Activity A:

Solubility


Click Reset.

Check that the Temp. is 20 °C and that Potassium nitrate is selected.

Question: How do we find how much solute can be dissolved in a solvent? 1. Observe: Click OK. Click Add 20 g, and observe the potassium nitrate being mixed into the

solution. On the right, select the BAR CHART tab and turn on Show numerical value. The bars show how much solute has been added and how much has piled up on the bottom.

Did all of the solute dissolve? _________________________________________________

2. Calculate: The concentration of a solution is equal to the mass of solute divided by the

volume of solvent. Units of concentration are grams per 100 milliliters (g/100 mL, or g/dL).

What is the concentration of this solution? _______________________________________ 3. Experiment: Click Add 20 g again.

i. Did all of the solute dissolve? Explain how you can tell. _______________________

___________________________________________________________________

ii. Based on the amount of solute added and the amount piled up on the bottom, how

many grams of solute dissolved in the water? _______________________________

iii. The solubility of the solution is equal to the maximum concentration of the solute.

What is the solubility of potassium nitrate in 20 °C water? _____________________ 4. Experiment: Click Reset, and select Sodium chloride. With the Temp. still set to 20 °C,

click OK. Add sodium chloride to the beaker until it starts piling up at the bottom. i. How much sodium chloride did you add? __________________________________

ii. How much sodium chloride piled up at the bottom? __________________________

iii. How much sodium chloride dissolved in the water? __________________________

iv. What is the solubility of sodium chloride in 20 °C water? ______________________

5. Apply: At 20 °C, how much sodium chloride could be dissolved into 2 L of water? ________

How much potassium nitrate could be dissolved into the same amount of water? _________


Activity B:

Solubility and temperature


Click Reset.

Set the Temp. to 10 °C.

Select Potassium nitrate, and click OK. Question: How does temperature of the solvent affect solubility? 1. Predict: Based on your own experience, how do you expect temperature to affect solubility?

_________________________________________________________________________

_________________________________________________________________________

2. Gather data: Use the Gizmo to measure the solubility of potassium nitrate at each

temperature given in the table below. Then, graph the resulting solubility curve at right.

3. Infer: Based on your graph, what would you predict is the solubility of potassium nitrate at a temperature of 5 °C? 95 °C? Check your 5 °C prediction with the Gizmo.

5 °C predicted solubility: ____________ 5 °C actual solubility: ____________ 95 °C predicted solubility: __________ (Impossible to find actual solubility using Gizmo.)

4. Explain: Potassium nitrate absorbs a large amount of heat energy from the water as it

dissolves. How does this explain the solubility curve you graphed for potassium nitrate?

_________________________________________________________________________

_________________________________________________________________________

(Activity B continued on next page)

Temperature Solubility (g/100 mL)

10 °C

20 °C

30 °C

40 °C

50 °C

60 °C

70 °C

80 °C

90 °C


Activity B (continued from previous page) 5. Gather data: Now use the Gizmo to measure the solubility of sodium chloride at each

temperature given in the table below. Then, graph the solubility curve of sodium chloride.

6. Infer: Based on your graph, what would you predict is the solubility of sodium chloride at a temperature of 5 °C? 95 °C? Check your predictions with the Gizmo.

5 °C predicted solubility: ____________ 5 °C actual solubility: ______________ 95 °C predicted solubility: ____________ 95 °C actual solubility: _____________

7. Compare: How does the solubility curve for sodium chloride compare with the solubility curve for potassium nitrate?

_________________________________________________________________________

_________________________________________________________________________

8. Infer: Potassium nitrate absorbs a lot of heat from water as it dissolves. Based on its solubility curve, what can you infer about how much heat sodium chloride absorbs?

_________________________________________________________________________

_________________________________________________________________________

9. Think and discuss: What do you think the solubility curve would look like for sugar? Explain.

_________________________________________________________________________ _________________________________________________________________________

Temperature Solubility (g/100 mL)

10 °C

20 °C

30 °C

40 °C

50 °C

60 °C

70 °C

80 °C

90 °C


Student Exploration: Plants and Snails Vocabulary: bromthymol blue (BTB), carbon dioxide-oxygen cycle, indicator, interdependence Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What important gas do we take in when we breathe?

_________________________________________________________________________

2. Why don’t we run out of the important gases that we need to stay alive?

_________________________________________________________________________

_________________________________________________________________________ Gizmo Warm-up In the Plants and Snails Gizmo™, each of the test tubes contains water and a small amount of bromthymol blue (BTB). BTB is a chemical indicator. An indicator changes color when the chemicals in the water change. 1. With the lights set to on, drag a snail into one test tube

and a plant into another. Press Play ( ). After 24 hours, what is the color of each tube? ___________________________________________ ___________________________________________

2. Select Show oxygen and CO2 values. Place the O2/CO2 probe in each tube. The probe

will show you the levels of two gases, oxygen (O2) and carbon dioxide (CO2), in the tubes. We call these amounts the gas levels.

a. When the water turns blue, which gas is most common? ______________________

b. When the water turns yellow, which gas is most common? _____________________

c. What does it tell you when the water is green? ______________________________

___________________________________________________________________


Activity A:

Gases in and gases out


Click Reset ( ).

Clear all of the test tubes.

Turn on Show oxygen and CO2 values.

Question: What gases do plants and animals take in and what do they give off? 1. Collect data: Use the Gizmo to learn what gases plants and animals take in and give off. Try

it in both light and dark. Record your results below. If you do more than five experiments, write your extra results in your notebook or on separate sheets of paper.

What is in the tube Lights: on/off Results

2. Analyze: Study your data on gases given off by plants.

a. What gas do plants give off in the light? ___________________________________ b. How about in the dark? ________________________________________________

3. Analyze: Study your data on gases given off by animals.

a. What gas do animals give off in the light? __________________________________ b. How about in the dark? ________________________________________________

c. How do these results compare to your plant results? _________________________

___________________________________________________________________

4. Infer: Describe the carbon dioxide-oxygen cycle by completing the sentences below:

Animals breathe in ________________ and breathe out ________________. In sunlight, plants take in ________________ and release ________________.


Activity B:

Interdependence


Click Reset.


Turn the light switch to on.

Check Show oxygen and CO2 values.

Question: How do plants and animals depend on each other? 1. Observe: Put one sprig of Elodea and one snail in a test tube with the lights on. Click Play.

A. Does the color of the water in the tube change? _____________________________

B. What happens to the O2 and CO2 levels? __________________________________

___________________________________________________________________ 2. Predict: Without using the Gizmo, predict what you think will happen to the gas levels in

each case listed below. (Leave the Actual result column blank for now.)

Tube Prediction Actual result

2 snails, 2 sprigs, lights on

1 snail, 2 sprigs, lights on

1 snail, 2 sprigs, lights off

3. Run Gizmo: Now run the Gizmo to test your predictions. Record your findings in the table. 4. Generalize: Describe how plants and animals each contribute to the survival of the other.

(This type of cooperative relationship is called interdependence.)

_________________________________________________________________________

_________________________________________________________________________ 5. Challenge: Simulate a 24-hour day (12 hours of light, 12 hours of dark). How many snails

and plants do you need to keep a stable environment? Explain any discoveries you make.

_________________________________________________________________________

_________________________________________________________________________


Activity C:

Linking O2 and CO2


Click Reset.


Turn the light switch to on.

Check Show oxygen and CO2 values. Question: How are the amounts of oxygen and carbon dioxide related to each other? 1. Observe: Put two Elodea sprigs into a test tube. Put the O2/CO2 probe into the tube with the

Elodea. Click Play. As the Gizmo runs, Pause ( ) it a few times.

A. How do the oxygen (O2) and carbon dioxide (CO2) levels change over time? ___________________________________________________________________

B. What is always true about the total amount of O2 and CO2 in the test tube? ___________________________________________________________________

C. What happens when the CO2 reaches zero? _______________________________

___________________________________________________________________

2. Revise and repeat: Click Reset and run the experiment again, this time with the lights off.

A. How do the gas levels change? O2 _________________ CO2 _________________

B. What is the total of O2 and CO2? _________________________________________ 3. Revise and repeat: Click Reset. Remove the plants. Repeat the experiment with two snails.

A. How do the gas levels change? O2 _________________ CO2

_________________

B. What is the total of O2 and CO2? _________________________________________

C. Why do the gas levels stop changing in this case?

___________________________ ___________________________________________________________________

4. Challenge: The total of the O2 and CO2 in the test tubes always stayed the same. Why do

you think this is? (Hint: Molecules of carbon dioxide, CO2, are made of carbon, C, bonded together with two molecules of oxygen, O.)


Student Exploration: Greenhouse Effect Vocabulary: global warming, greenhouse effect, greenhouse gas, heat flow

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What do you notice when you get into a car that has been sitting in the Sun for a while?

_________________________________________________________________________

2. Why is the inside of the car so hot? _____________________________________________

_________________________________________________________________________ 3. How would things be different if the car’s windows were left open? ____________________

_________________________________________________________________________

Gizmo Warm-up Like the windows of a car, greenhouse gases play a major role in regulating Earth’s climate. Without the gases that trap heat in Earth’s atmosphere, Earth would be a frigid desert like Mars (average temperature -55°C). Too much greenhouse gas and Earth could be a fiery inferno like Venus (average temperature 450°C). On the Greenhouse Effect Gizmo™, set the Greenhouse gases to 0% and the Simulation speed to fast.

1. Click Play ( ) and view the BAR CHART tab. The temperature will go up and down every day, but try to look at the overall trend. What happens to the temperature over time? _________________________________________________________________________

2. Now set the Greenhouse gases to 100% and let the simulation run for a while. How does a

maximum amount of greenhouse gas affect the temperature? _________________________________________________________________________


Activity:

Heat in, heat out


Click Reset ( ).

Set Simulation speed to slow.

Be sure the Greenhouse gases level is 10%. Question: How do greenhouse gases affect Earth’s climate? 1. Observe: Select the BAR CHART tab and click Play. After about 24 simulated hours, click

Pause ( ). What do you notice about the heat flow into and out of Earth’s atmosphere? _________________________________________________________________________ _________________________________________________________________________

2. Analyze: Select the TABLE tab.

i. At what time of day is heat flow into the atmosphere (Hin) greatest? ______________ ii. At what time of day is heat flow into the atmosphere (Hin) least? ________________ iii. Does heat flow out of the atmosphere (Hout) change during a day? ______________

iv. At what time of day is surface temperature highest? _________ Lowest? _________

3. Predict: Click Reset. When you change the amounts of greenhouse gases in the

atmosphere, which factor(s) do you expect to change? (Circle your answer/answers.)

Heat flow in Heat flow out Temperature 4. Experiment: Select the BAR CHART tab, and click Play. While the simulation is playing,

move the Greenhouse gases slider back and forth. What do you notice?

_________________________________________________________________________ _________________________________________________________________________

5. Experiment: Click Play, and this time observe the GRAPH tab as you change the

Greenhouse gases. What do you notice?

_________________________________________________________________________ _________________________________________________________________________

(Activity continued on next page)


Activity (continued from previous page)

6. Draw conclusions: The influence of greenhouse gases on temperature is called the greenhouse effect. Based on what you have seen, how do greenhouse gases affect the heat flow into and out of Earth’s atmosphere? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

7. Extend your thinking: Atmospheric concentrations of greenhouse gases such as carbon

dioxide have risen dramatically in the past century. Most scientists agree that this has begun to result in global warming, a slow increase in average temperature worldwide. What are the possible consequences of global warming?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Note: The reason greenhouse gases raise the temperature of Earth’s atmosphere is similar to, but not identical to, the way that the glass in a greenhouse raises the temperature inside. In a greenhouse, sunlight passes through the transparent glass and is absorbed by the plants and soil below. Heat is then radiated from plants and soil, which heats the air inside the greenhouse. The hot air is trapped by the glass. If the glass were not there, the hot air would mix with the colder air outside, and the result would be similar temperatures inside and outside the greenhouse. In Earth’s atmosphere, greenhouse gases are transparent to visible light but absorb heat that is emitted from Earth’s surface. Some of this heat is then reflected back to Earth. If the greenhouse gases were not present, all of the heat would radiate into space instead.


Student Exploration: H-R Diagram Vocabulary: giant, H-R diagram, luminosity, main sequence, star, supergiant, white dwarf

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. How do the appearances of stars A, B, and C in the

photo at left compare?

________________________________________________ ________________________________________________ 2. What are some ways the stars in the photo could be

grouped or classified?

________________________________________________ ________________________________________________

Gizmo Warm-up In the early 1900s, astronomers were able to identify many star characteristics such as color, size, temperature, and luminosity—or how bright a star is. However, astronomers did not yet understand exactly how these characteristics were related. Using the H-R Diagram Gizmo™, you will discover some of these relationships on your own. Start by moving your cursor over the stars in the Star collection. Information about each star is displayed on the right side of the Gizmo. The numbers given for Luminosity, Radius, and Mass are in comparison to the Sun. So, a star with a radius of 2 is twice as large as the Sun. 4. Find Betelgeuse in the Star collection. Fill out the

chart at right.

5. The Sun has a radius of 695,500 km. What is the radius of Betelgeuse? ________________

Betelgeuse

Temperature

Luminosity

Radius

Mass


Activity A:

Color and temperature


Make sure Arrange stars is selected and Color is selected on the Arranged by menu.

Question: How is the color of a star related to its temperature? 1. Predict: If you look closely at some stars in the night sky, you can see slight differences in

their color. Some stars look reddish. Others appear orange, white, or blue. What do you think the color of a star indicates about its temperature? __________________ _________________________________________________________________________ _________________________________________________________________________

2. Organize: Compare the colors of the following stars in the Star collection: Aldebaran,

Betelgeuse, Sirius B, Spica, the Sun, and Vega. Drag the six stars to position them where you think they would fit on the Gizmo’s color scale. Click Sort stars on the Gizmo to check your placements. Mark the location of each star on the scale below. Use abbreviations for the star names. For example, “Ald” could represent “Aldebaran” and “Veg” could represent “Vega.”

3. Organize: On the Arranged by menu, select Temperature. Based on their given

temperatures, plot the stars on the Gizmo scale. Mark each star on the scale below. (Note: On the logarithmic scale, the space between 1,000 °C and 2,000 °C is the same size as the space between 10,000 °C and 20,000 °C.)

When you are finished, click Sort stars to check your placements. Revise your chart if necessary.

(Activity A continued on next page)


Activity A (continued from previous page) 4. Analyze: What relationship, if any, do you see between a star’s color and its temperature?

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________

5. Graph: You will now create a graph to confirm any relationships you found between a star’s

color and temperature. Select Graphical plot. Using the dropdown menus at the top of the screen, select Color vs. Temperature. Position the six stars on the graphical plot.

A. What pattern do you see in the graph? ____________________________________

___________________________________________________________________

B. What does the graph show about the relationship of a star’s color and temperature?

Explain. ____________________________________________________________

___________________________________________________________________ ___________________________________________________________________

C. Click Move all and then Sort stars. Is the relationship still evident? _____________

6. Infer: Naos is a star in the Argos constellation. It has a very deep blue color. What do you

think is the approximate temperature of Naos? ____________________________________

7. Apply: The flame of many stove burners is blue, but the wires of a toaster glow orange. How

do you think the temperatures of these two cooking appliances compare? ______________

_________________________________________________________________________ _________________________________________________________________________


Activity C:

Luminosity and temperature


Click Reset.

Select H-R diagram. Introduction: In the early 1900s, two astronomers—Ejnar Hertzsprung and Henry Norris Russell—independently made a graph comparing star luminosity and temperature. This graph, now known as a Hertzsprung-Russell diagram, or H-R diagram, is still used today to classify stars into groups. Question: What does an H-R diagram reveal about star types? 1. Observe: Look at the temperature axis on the diagram. What is unusual about this axis? _________________________________________________________________________ The temperature scale goes backward because the original H-R diagram plotted luminosity

vs. color, with the color ranging from blue to red. 2. Predict: How do you think the luminosity of a star is related to its temperature? _________________________________________________________________________ _________________________________________________________________________ 3. Classify: Click Move all and then Sort stars. Click COPY SCREEN and paste a screenshot

of the diagram in a blank document that you will turn in with this worksheet. Circle stars that you think belong in a group together. On the lines below, explain your groupings.

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 4. Identify: Turn on Show star groups.

A. Which group are most stars found in? _____________________________________

B. How would you characterize stars in this group? ____________________________ ___________________________________________________________________ ___________________________________________________________________

(Activity C continued on next page)


Activity C (continued from previous page) 5. Describe: More than 90 percent of all stars in the universe, including the Sun, are main

sequence stars. As main sequence stars age, they move up and to the right on the H-R diagram and become giants or supergiants. Giants and supergiants form when the center of a star collapses and its outer parts expand outwards.

What are the characteristics of giants and supergiants? _____________________________

_________________________________________________________________________ _________________________________________________________________________

6. Compare: Study the H-R diagram.

A. Which stars are white dwarfs?

__________________________________________

B. What are the characteristics of white dwarfs? ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

White dwarfs are small, hot stars that are near the end of their lives. They are the leftover cores of giants and supergiants.

7. Classify: Proxima Centauri is the nearest star to the Sun. It has a luminosity of 0.000138 and a temperature of 2,767 °C.

A. Which star group does Proxima Centauri belong to? _________________________

B. On the H-R diagram, which star would Proxima Centauri be near? ______________ 8. Describe: Locate the Sun on the H-R diagram. How will the Sun’s luminosity and

temperature change as it ages? How will these changes affect its position on the diagram?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


Student Exploration: Solar System Vocabulary: atmosphere, ellipse, gas giant, inner planet, orbit, outer planet, planet, rocky planet, solar system, year

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Name all the planets you can think of. __________________________________________

_________________________________________________________________________

2. What object is at the center of the solar system? _________________________________ 3. What force keeps the planets from flying out of the solar system? _____________________ Gizmo Warm-up On the Solar System Gizmo, check that the Orbit tab is selected. At first you can only see the four inner planets. The distances of the planets to the Sun are to scale, but sizes are not. 1. Move the cursor over each planet to learn its name.

What are the four inner planets? ______________________________________

These planets are called rocky planets because their surfaces are rocky.

2. Click the “–” button (upper right) three times to zoom

out. What are the names of the four outer planets?

_______________________________________ These planets are called gas giants because they are essentially huge balls of gas.

3. Before 2006, while Pluto was still considered a planet, people used this saying to remember

the nine planet names: “My very excellent mother just sent us nine pizzas.”

Come up with a new sentence to help remember the eight planet names, in order.

_________________________________________________________________________


Activity A:

Planetary orbits


Check that the Orbit tab is still selected.

Click the “o” button to reset the zoom level.

Be sure that the Speed is set to Slow.

Turn on Show orbits. Question: How long is a year on each planet?

1. Observe: The path a planet takes around the Sun is its orbit. Click Play ( ) and observe.

i. What is the shape of orbits? ____________________________________________

The actual shape of an orbit is an ellipse, or flattened circle. Planetary orbits are only slightly flattened so that they look almost perfectly circular to the naked eye.

ii. Which planet’s orbit looks the least like a circle? _____________________________

2. Measure: Click Reset ( ). Now you will measure how long it takes each planet to orbit the Sun. Notice that the date shown below the simulation is today’s date.

Drag an arrow from the left of the Gizmo and place it next to Mercury.

Click Play. When Mercury completes one orbit (reaches the arrow), click Pause.

Record Today’s date and the One orbit date in the first row of the table below.

Do the same steps for each planet, filling in the table as you go. o For the outer planets, zoom out (–) and increase the Speed of the simulation.

Planet Today’s date One orbit date Year length

Mercury months

Venus months

Earth years

Mars years

Jupiter years

Saturn years

Uranus years

Neptune years

3. Calculate: A year is the time it takes a planet to complete one orbit. Use your data to

estimate the Year length for each planet. Use time units of Earth years or Earth months.

Why does it take the outer planets so long to orbit the Sun? Try to come up with 2 reasons. _________________________________________________________________________


Activity B:

Comparing planets


Select the Size tab.

Question: What are the interesting features of each planet? 1. Observe: Look closely at the diagram of planets. Based on the diagram, list the planets from

smallest to largest:

______________ (smallest) ______________ ______________ ______________ ______________ ______________ ______________ ______________ (largest)

2. Compare: How do the four rocky planets compare to the four gas giants in size?

_________________________________________________________________________ 3. Analyze: Most planets are surrounded by layers of gas called an atmosphere. Click on

each planet and read about it. Focus on information about each planet’s atmosphere.

A. Of the rocky planets, which have well-developed atmospheres?

__________________________________________________________________ B. Which has only a thin atmosphere? ______________________________________

C. Which has no atmosphere at all? ________________________________________

D. Which planets are mostly “made of” atmosphere? ___________________________

___________________________________________________________________ 4. Analyze: How is the size of a planet related to the thickness of its atmosphere? Explain.

_________________________________________________________________________ _________________________________________________________________________

5. Extend your thinking: Which planet do you think would be easiest for humans to colonize

some day? Explain. _________________________________________________________

_________________________________________________________________________ _________________________________________________________________________


Student Exploration: Phases of the Moon Vocabulary: axis, crescent, First Quarter, Full Moon, gibbous, illuminate, Moon phase, New Moon, orbit, revolve, rotate, Third Quarter, waning, waxing Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. A Moon phase is what the Moon looks like from Earth at a particular time. In the space

below, draw a few pictures of different Moon phases, based on what you have seen before.

2. About how often does a Full Moon happen? ______________________________________ Gizmo Warm-up

1. In the Phases of the Moon Gizmo™, click Play ( ). What do you notice about the motion of the Moon? ________________________________________ The path that the Moon takes is called its orbit. The Moon is revolving around Earth.

2. What do you notice about the motion of Earth?

________________________________________ This motion is called rotation. Earth rotates on its axis, a straight line connecting the North Pole to the South Pole.

3. Where would you have to be to see the view shown above? Explain. __________________

_________________________________________________________________________


Activity A:

Moon phases


Click Reset ( ).

Question: Why do we see phases of the Moon? 1. Brainstorm: Why do you think we see phases of the Moon? __________________________

_________________________________________________________________________ _________________________________________________________________________

2. Run Gizmo:

Click Play. As the Moon goes around Earth, notice what the Moon looks like on the right side of the Gizmo. (This shows what an observer on the North Pole would see.)

Turn on Show view area to see which part of the Moon is visible from Earth.

3. Observe: How does the Moon’s appearance change as the Moon revolves around Earth? _________________________________________________________________________ _________________________________________________________________________

4. Analyze:

A. Look at the overhead view of the Moon and Earth. How much of the Moon is always

lit up, or illuminated, by the Sun? ________________________________________

B. Can we always see the same amount of the illuminated side of the Moon from Earth?

Explain. ____________________________________________________________

5. Think and discuss: Based on your observations, why do we see Moon phases?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


Activity B:

Name that phase!


Click Reset.

Goals: Learn the names of Moon phases and when they occur.

1. Run Gizmo: Click Play. When you are ready to fill in part of the diagram, click Pause ( ). Sketch what the Moon looks like and write the phase name and day next to your sketch. (The first two are done for you.) Click Play to continue.

2. Predict: Suppose you saw a waxing gibbous Moon. What phase would you expect one week

later? ______________________________________ Test your prediction using the Gizmo.

3. Think and discuss: Waxing means “growing” and waning means “shrinking.”

A. Seen from the North Pole, which side of a waxing Moon is illuminated? ___________

B. Which side is illuminated when the Moon is waning? _________________________

C. Suppose you see a crescent Moon. How do you know if it is waxing or waning?

___________________________________________________________________

Non-Discrimination Policy The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.

Revised: (05-12)

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