Soda Machine Model- A Black Box Activity
This is a lesson set adapted from the
"Science Plus" textbook. (Good series,but too big for
backpacks) How
Does a Soda Machine Work ??
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Objectives-
This an excellent evaluative |
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Students and teacher get to think through a "Black Box"situation, so science skills of Observation, Inference, Questioning, and then creative problem solving all come into play. |
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We get to see observation,organization, willingness to work, creative problem solving, and the blend of writing and graphic communication that each student is most comfortable with. |
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Steps in Lesson Set:
1. Observations- I have tried taking whole classes out and either purchasing a soda from machine while they record observations. (fun but a hassle).
This year I showed a photo some students took with digital camera, mainly to give them a perspective shot for drawing the cube model shape. (sent photo to TV from av equipped Mac... you could print it on a transparency if you have the right printer.)
Homework was to either go observe a soda machine (not neccessarily to buy one) and recall what is observable..... recording those observations and any questions in journal.
2. We uniformly arrived at a few basic observations, which eventually we recorded in a data table format, sothe progression from Observation >Inference> Question>Solution might be established.
1. Needs right american money= Recognizes money=How does it recognize?
2. Selects soda by button=a connection=how is button connected to actual sodas?
3. delivers soda (we hear it)=has a system for delivery=how is it constructed?
4. makes change= recognizes and evaluates money= how does it make change?
5. soda is cold= some kind of cooling system= how does it "refrigerate"?
3. Draw the model shape on 8.5X11 paper. I found that most 7th graders need lesson in drawing 3D cube shape. Strong suggestion that they use an angle where the top is not seen (easier) and the front is not emphasized.(they can spend huge time designing the advertisement without doing the real modeling inside the box!)
4. Students proceed at very different speeds. Great time to visit with small groups and individuals, finding natural cooperatives, and getting to know how they think, express, work.
5. Probably on the third day now- I demonstrated how to use reference cd "The Way Things Work" so they can use it for other needs also- went to "Air Conditioner" to introduce them to how surface area, coolants, and fans are used for heat exchange.
(this is not intuitive.... we had previously studied three kinds of heat exchange, and I remind them of what happens when they fan their sweaty faces)
In terms of actual content I want to reinforce, this is important for me as we will move into weather studies, and the water cycle specifically.
6.Give students large drawing papers as they solve problems effectively on drafts.
I give great leeway for creativity, such as cartoon characters inside the machines, just as long as they progress with some discernible logic from obs-infer-quest-sol.
7. About this point it is homework, and I give them several days. I've found that if I set up the next couple class days with activities that students finish at different times, students will take out their models and add detail, color, etc. whenever there is spare time.
click here for samples of small drafts (finals are too big!)
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Click and hold on Images, then choose save in pop-up box