http://www.transformation2013.org/docs/Design%20Challenges/Dirty%20Density by Jason Kozel

Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: When Crime Gets Dirty Teacher(s): Emily Abrams School: Travis HS Subject: Chemistry Abstract: An FBI drug enforcement agent is abducted from the streets in Guadalajara, Mexico. Dirt is the key to solving the mystery of his death. This PBL asks students to use their knowledge of density to uncover the location of the crime scene.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

ÂŠ 2008 Transformation 2013

Last Updated 9/25/2008

Step 1: Begin with the End in Mind 

Does this design challenge meet the criteria for STEM student needs (21st century skills, TEKS, TAKS)?

Section 1 Summarize the theme or “big ideas” for this design challenge. Density is a relationship between mass and volume. Liquids of different densities will “stack”. The density of solids can be estimated by how they sink in a liquid density column.

Section 2 Identify the TEKS/SEs that students will learn in the design challenge (two or three). Chemistry: (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (B) collect data and make measurements with precision; (E) communicate valid conclusions. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (D) describe the connection between chemistry and future careers; (4) Science concepts. The student knows the characteristics of matter. The student is expected to: (B) analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume; (C) investigate and identify properties of mixtures and pure substances;

Section 3 Identify key performance indicators students will develop in this design challenge. Use measurement techniques to find mass and volume of liquids and irregular solids; calculate density from measurement; apply measurements and calculations to a new problem; connect units of ml, grams, and g/mL to volume, mass, and density; summarize procedures and conclusions.

Section 4 Critical thinking, problem solving, communication, collaboration, writing

Last Updated 9/25/2008

Section 5 Identify STEM career connections and real world applications if content learned in this design challenge. Integration of math and science through concept of density. Career connection: Forensic Science

Step 2: Craft the Design Challenge  Have you posed an authentic problem or significant question that engages students and requires STEM knowledge to solve or answer?

U.S. drug enforcement agent Enrique Camarena became famous in the 1980’s for his work breaking up drug trafficking rings in the U.S. and Mexico. His career ended, however, on February 7, 1985 when Camarena was kidnapped in broad daylight from a street in Guadalajara, Mexico. At the time, he was working undercover in an illegal drug operation trying to develop informants. Someone in the operation had discovered who he really was. Immediately, the U.S. government put strong pressure on Mexico to find Camarena. On March 5, 1985, Mexican officials discovered two bodies during a police raid on a small-scale drug operation in Michoacán run by the Bravo family. The bodies were that of Camarena and a pilot employed by the DEA. The police asserted that Camarena and the pilot must have been killed by the Bravo family. All members of the Bravo family were killed during the raid leaving no witnesses to confirm or deny the Bravo’s role in Camarena’s death. Immediately after the raid, the Mexican government sent word to Washington that the Camarena case was solved. The media began broadcasting from the site. You have been given a sample of the soil found on Camarena’s body as well as soil samples from Guadalajara (where Camarena was kidnapped), the Bravo Ranch (where his body was found), and Mexico City (home to the Mexican consulate). Ron Rawalt, a career FBI forensic geologist, compares mineral samples to help solve crimes. When he saw the images of the Bravo ranch and the two recovered bodies on television, he immediately suspected a cover up. Agent Rewalt contacted the Mexican embassy for soil samples. You and your team work for Agent Rewalt, and it is your task to analyze the physical properties of the soil including soil density to determine the following:  Did the government send the actual samples or just dirt from their backyard in Mexico City?  Was Camarena killed on the Bravo Ranch?  Was Camarena killed elsewhere and then moved to the Bravo Ranch? Help solve this case!

Last Updated 9/25/2008

Step 3: Map the Design Challenge Look at the major product for the design challenge and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?

Performance Indicators (Refer to Step I, Section 3)

1. Students can calculate density from measurements of mass and volume. 2. Students can measure mass and volume. 3.

Students can summarize data and conclusions.

ÂŠ 2008 Transformation 2013

Already Learned

Taught before the project

Taught during the project

Last Updated 9/25/2008

Step 4: Plan the Design Challenge 5E Lesson TASK 1: Enter the Design Challenge Title and TEKS/TAKS objectives for your 5E lesson in the template provided. TASK 2: Describe the activities that occur throughout the 5E learning cycle. Provide explicit instructions in the 5E lesson plan, such that a first year teacher can easily understand what is expected and execute the design challenge lesson. Provide discussion facilitation questions if applicable. Use the planning forms provided on the following pages to complete each section of the 5E lesson. Refer to Step 3: Map the Design Challenge to help you identify relevant activities to include in the 5E learning cycle that focus on what students need to know and be able to do to complete the design challenge TASK 3: Identify and define the products and artifacts for each phase of the design challenge 5E learning cycle. Artifacts are evidence of the studentâ&#x20AC;&#x2122;s thinking. Products could include culminating products or products that provide checkpoints for progress through the learning cycle. The table below shows some examples of artifacts and products. Many additional possibilities exist. Use the planning forms provided on the following pages to complete the 5E lesson. ARTIFACTS PRODUCTS Notes Research papers* Journal entries Reports* E-mail records Multimedia shows* Chat records Presentations within the school* Records of conversations, decisions, revisions Exhibitions outside the school* Interviews using a structured set of questions Proposals Short, reflective paragraphs Outlines Library search record Plans Telephone logs Blueprints Purchase receipts Drafts Samples Edited drafts Minutes of meetings Revised drafts Discarded ideas Models Prototypes Product critiques Group process reports Videos Final versions of papers Field guides Biographies Websites Flow charts Design Briefs *indicates culminating projects

ÂŠ 2008 Transformation 2013

Last Updated 9/25/2008

Design Challenge Title: Dirty Density TEKS/TAKS objectives: Chemistry: (4) Science concepts. The student knows the characteristics of matter. The student is expected to: (B) analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume; (C) investigate and identify properties of mixtures and pure substances;

Engage Activity Identify/focus on instructional task, connect between past & present learning experiences, lay groundwork for activities (ex. Ask a question, define a problem, show a surprising event, act out a problematic situation) The particular subject area is introduced to the students with common examples that have meaning in their lives.

Define the products and artifacts for the Engage Activity.

Introduce students to the Design Challenge (See Step 2 above). Students will be recording their thoughts and processes in a journal format. After reading the design challenge, ask students to summarize the three most important details from the story that they believe will play a role in the rest of the investigation. Pose the question, “What do you think FBI agent Ron Rewalt might have seen on TV that made him suspicious?” and have the students reflect in their journals regarding their thoughts.

Students will journal the 3 important details and thoughts behind what Agent Rewalt saw on TV that made him suspicious.

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. Materials/Equipment: Journal, Design Challenge, pen/pencil Resources: Research for Camarena story from: Johll, Matthew. Investigating Chemistry: A Forensic Science Approach. New York: W.H. Freeman and Company, 2007 en.wikipedia.org/wiki/Enrique_Camarena

Last Updated 9/25/2008

Discuss: Rawalt could use the physical properties of soil to compare soil samples from different locations. This would allow him to match the soil from the Students get involved with body to the likely initial burial location. One phenomena and materials, students work in teams to explore physical property that could be used is density differences within the soil samples. through inquiry. Explore

Directed laboratories are conducted so the students can experience the principles in a controlled manner. This experience is crucial to success in solving design challenges.

Students should be divided into lab groups of 2 to 4 students. Students will find the mass of three liquids given the volume of these liquids. By making a graph, students will then calculate the density of these liquids from the slope. Students will compare these same liquids in a density column. Complete lab using the lab guide below (see pp. 1416).

Define the products and artifacts for the Explore Activity.

Lab worksheet

Artifacts (KWL charts, journal entries, etc) are evidence of the studentâ&#x20AC;&#x2122;s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. Materials/Equipment: For each lab group: 100 mL of water, cooking oil, and pancake syrup or corn syrup in beakers; 3 test tubes; test tube rack; graduated cylinder; triple beam balance; corn kernels; Styrofoam pieces; pebbles, Resources:

ÂŠ 2008 Transformation 2013

Last Updated 9/25/2008

Explain Students discuss observations, ideas, questions and hypotheses with peers, facilitators, groups. Learners apply labels to their experiences – thus developing common language, clarification/explanation of key concepts Delivery of the content begins with a discussion of the principles illustrated by the Hands-On examples. In this way, the participants’ intuition is tapped to introduce terms and concepts that they may have heard. This approach leads naturally to an indepth discussion of the science and mathematics concepts underlying the particular subject area. Define the products and artifacts for the Explain activity.

Have the students discuss their findings. Questions to discuss as a class: 1. Does the volume of the liquid affect its density? No, a substance keeps the same density regardless of volume (or mass) 2. What two variables are needed to calculate density? Mass and volume 3. How is density calculated from these two variables? Mass divided by volume 4. If given 3 or 4 liquids, how do you know which is most dense and which is least dense? Most dense sinks to bottom; Least dense floats to top Ask students to create a new journal entry explaining their procedure for estimating the density of the three solid objects (corn, Styrofoam, and pebbles). This is a great time to build a word wall and clear up any misunderstandings that your students might have. Journal entry

Resources: None.

Last Updated 9/25/2008

Elaborate Expand on concepts learned, make connections to other related concepts, apply understandings to the world. (ex. Extend & apply knowledge). At its heart, engineering is the application of science and mathematics to design solutions to problems for humanity. Thus, providing design opportunities to students is a key component of STEM education. Opportunities to be creative in open-ended situations peak the interest of many students, providing an answer to the ubiquitous question: “Why do we need to know this?”

Define the products and artifacts for the Elaborate activity.

Hand out “Camarena Soil Samples” (see document below pp. 17-18). Explain that students will need to analyze the physical properties of the samples to determine: 

Did the government send the actual samples or just dirt from their back yard in Mexico City?



Was Camarena killed on the Bravo Ranch?



Was Camarena killed elsewhere and then moved to the Bravo Ranch?

Brainstorm as a class:  What properties will you look for in the soil samples? 

How will you use “density” in analyzing the samples?



What data will you need to record?

Camarena Soil Samples Report in journal

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through the design challenge. Materials/Equipment: For each group: soil samples, a triple beam balance, 2 graduated cylinders, hand magnifying lens, cooking oil, water, glycerin, rubbing alcohol, and syrup Camarena Soils Sample handout Resources:

Last Updated 9/25/2008

Evaluate Ongoing diagnostic process to determine if the learner has attained understanding of concepts & knowledge (ex. Rubrics, teacher observation with checklist, student interviews, portfolios, project products, problem-based learning products, assessments) Leads to opportunities for enrichment through further inquiry and investigation.

Each group will present to the class their theory of what happened to Camarena. As the groups present, individuals will record any conclusions that differ from their own. Discuss these differences as a class and how the same data can be interpreted differently. Read together the true conclusion to the Camarena story (see document below p. 19).

What is the culminating task?

Define the products and artifacts for the Evaluate Activity.

Presentation Written description of group differences in journal

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking.

Journal entry from reading

Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. What is the final product (working model, portfolio, presentation, etc) you will require? Materials/Equipment: Journal, pen/pencil, “The Story Concludes” handout

Resources:

Last Updated 9/25/2008

Step 5: Plan the Assessment State the criteria for exemplary performance for each artifact/product of each section of the 5E lesson. 

Do the products and criteria align with the standards and outcomes for the design challenge?

Engage Artifact(s)/Product(s): Journal entry documenting 3 details students feel will be most important to the crime. – Complete with explanation of “why” the student believes the information to be important. Explore Artifact(s)/Product(s): Lab worksheet. – Measurements, calculations, and graphing are accurate. All questions attempted and answered correctly.

Explain Artifact(s)/Product(s): Journal entry describing density procedure. Student accurately and completely documents thought process required to estimate density of solid objects in a density column. Elaborate Artifact(s)/Product(s): Camarena Soil Samples Report – Answers show thoughtfulness and depth of thinking, a reasonable narrative is recorded that is backed up by observations or evidence from the reading, observations are documented in a usable format Evaluate Artifact(s)/Product(s): Presentation – Group narrative is read at an audible level Written description of group differences – Student identifies at least 2 aspects of other group narratives that differ from his/her own narratives. Final Journal Entry – Answers complete and explained thoroughly.

Last Updated 9/25/2008

Step 6: Create Rubrics Develop rubrics for each artifact/product of the 5E learning cycle, using the criteria for exemplary performance as a foundation for the rubric. 

Do the artifacts/ products and criteria align with the standards and outcomes for the design challenge?

Activity Journal Entry – 3 most important details

Density of a Liquid Lab

Possible Points 10 points – Three details are identified and an explanation of why the details are important is included. 8 points – Three details are identified, but “why” explanation is incomplete. 5 points – Three details are identified. No explanation of “why”. 3 points - Two details are identified. No explanation of “why”. 1 points – One detail is identified. No explanation of “why”. 0 points – No answer.

Points

_______ out of 10

Graded based on accuracy. ______ out of 20

Class discussion - Density of a Relevant contributions to discussion questions Liquid Lab worth 2 bonus points. Four point maximum. Camarena Soil Samples Report

______ out of 4

10 points – Part I. Student provides a clear description of all tests done on each sample and why each test was done. 2 points will be deducted for unclear descriptions. 3 points will be deducted for not explaining why the tests were done. 10 points – Part II. Data and Observations are presented in word or pictorial form. 2 points will be deducted for each missing sample. 15 points – Part III. Student answers the three questions from the problem description. 1) Did the government send the actual samples or just dirt from their back yard in Mexico City? 2) Was Camarena killed on the Bravo Ranch? 3) Was Camarena killed elsewhere and then

Last Updated 9/25/2008

moved to the Bravo Ranch? 5 points will be deducted for each missing question.

Presentation

Conclusion to Story Journal Entry

15 points – Part IV. In complete sentences, student writes a short narrative of the crime. 2 points will be deducted for any assertion not backed up by observations or information from the reading. 10 points - All group members come to front of room. At least one group member reads conclusions. 5 points – Group member did not come to front of room. At least one group member reads conclusions. 0 points – Group did not present 10 points – Both questions answered completely and accurately. 6 points –Both questions attempted, but answers to questions are incomplete. 3 points – Only one question is answered. 0 points – No attempt.

______ out of 50

_______ out of 10

Total ________ out of 104

Last Updated 9/25/2008

Problem Background and Description

U.S. drug enforcement agent Enrique Camarena became famous in the 1980’s for his work breaking up drug trafficking rings in the US and Mexico. His career ended, however, when on February 7, 1985 Camarena was kidnapped in broad daylight from a street in Guadalajara, Mexico. At the time, he was working undercover in an illegal drug operation trying to develop informants. Someone in the operation had discovered who he really was. Immediately, the US government put strong pressure on Mexico to find Camarena. On March 5, 1985, Mexican officials discovered two bodies during a police raid on a small-scale drug operation in Michoacán run by the Bravo family. The bodies were that of Camarena and a pilot employed by the DEA. The police asserted that Camarena and the pilot must have been killed by the Bravo family. All members of the Bravo family were killed during the raid leaving no witnesses to confirm or deny the Bravo’s role in Camarena’s death. Immediately after the raid, the Mexican government sent word to Washington that the Camarena case was solved. The media began broadcasting from the site. You have been given a sample of the soil found on Camarena’s body as well as soil samples from Guadalajara (where Camarena was kidnapped), the Bravo Ranch (where his body was found), and Mexico City (home to the Mexican consulate). Ron Rawalt was a career FBI forensic geologist whose job was to compare mineral samples. When he saw the images of the Bravo ranch and the two recovered bodies on television, he immediately suspected a cover up. Agent Rewalt contacted the Mexican embassy for soil samples. It is your task to analyze the physical properties of the soil including soil density to determine:  Did the government send the actual samples or just dirt from their back yard in Mexico City?  Was Camarena killed on the Bravo Ranch?  Was Camarena killed elsewhere and then moved to the Bravo Ranch?

You have available: soil samples, a triple beam balance, 2 graduated cylinders, hand magnifying lens, cooking oil, water, glycerin, rubbing alcohol, and syrup.

You will be keeping track of your research in your journal. As your first entry, summarize the three most important details from the story that you believe will play a role in the rest of the investigation.

Last Updated 9/25/2008

Density of a Liquid I.1. Using the volumes provided, find the mass of each liquid. Donâ&#x20AC;&#x2122;t forget to subtract away the mass of the graduated cylinder.

Type of Fluid Corn Syrup Water Oil

Volume (mL) 40 mL 80 mL 50 mL

Mass (g)

2. Graph your results below. Your lines should start at (0, 0) since a volume of 0 mL would have a mass of 0 g.

Key:

a) Which do you think is the densest?

Syrup: Water: Oil:

b) Which do you think is least dense?

ÂŠ 2008 Transformation 2013

Last Updated 9/25/2008

3. Find the slope of each line. The value of the slope is also the density of the liquid. Syrup: Water: Oil: 4. Based on your graph, which two variables did you divide to find the slope?

II. In your three test tubes, pour small amounts of the liquids in the order below. Test Tube 1  Syrup – Water – Oil Test Tube 2  Oil - Water – Syrup Test Tube 3  Water – Oil – Syrup 1.

Label the results below.

2. Which liquid always sinks and therefore has the highest density? 3. Which liquid always floats and therefore has the lowest density? III. Approximating density of solids. 1. Place a corn kernel, pebble, and Styrofoam bead into a test tube. Estimate their density based on where the solids settle in the density columns. Corn density – Pebble densitySyrofoam density –

Last Updated 9/25/2008

Camarena Soil Samples You have been given a sample of the soil found on Camarena’s body as well as soil samples from Guadalajara (where Camarena was kidnapped), the Bravo Ranch (where his body was found), and Mexico City (home to the Mexican consulate.

It is your task to analyze the physical properties of the soil including soil density to determine: Did the government send the actual samples or just dirt from their backyard in Mexico City? Was Camarena killed on the Bravo Ranch? Was Camarena killed elsewhere and then moved to the Bravo Ranch? You have available: soil samples, a triple beam balance, 2 graduated cylinders, hand magnifying lens, cooking oil, water, glycerin, rubbing alcohol, and syrup. Before you begin, reflect in your journal regarding the following: 1. What properties will you be looking at in the soil samples? 2. How will you use “density” in analyzing the samples? 3. What data will you need to record?

Last Updated 9/25/2008

Camarena Soil Samples Report To be documented in your journal. I. How did you analyze the samples? Why did you choose to analyze them in this way?

II. Data or Observations

III. Conclusions that can be drawn from the soil samples

IV. Theory of the Crime. Who do you believe kidnapped Camarena? Why? What role did the Bravo Ranch play in the crime? What do you think happened to Camarena once he was kidnapped in Guadalajara? Make sure to explain your thinking with any evidence from the reading or observations from the soil samples.

ÂŠ 2008 Transformation 2013

Last Updated 9/25/2008

The Story Concludes… Even on television, Rawalt could see that the soil around Camarena’s body was much darker than that from the Bravo ranch. From his closer observations of the samples sent from Mexico, Rewalt could see that this darker color was due to contamination from fatty tissues that had leaked from the body. Rewalt burned off the fatty tissues resulting in a soil sample that was actually much lighter in color than the soil of the ranch. Under the microscope, he saw that Bravo soil was composed of dark greenish-grey obsidian and the soil from Camarena’s body was a tan-white rhyolite ash. So where was the actual burial location? There were three minerals in the soil sample that were particularly unusual. Rewalt began skimming research about Mexican geography that indicated that these three minerals could only be found together in Jalisco State Park (just south of Guadalajara). Within hours, Rewalt was on a captured drug runner’s plane flying illegally in Mexico. After searching the mountains, he found the burial site. Discovery of the mountainside burial site made it clear that the Bravo family was not responsible for Camarena’s death. In the investigation that followed, it was uncovered that several Mexican officials had worked with a major drug family to create the story of Bravo Ranch so that the US would no longer pressure the Mexican government to look for the real murderers. Ultimately 22 Mexican officials were convicted of conspiracy, and members of the drug family were tried and found guilty of the abduction and murder of Enrique Camarena. National Red Ribbon week, celebrated each year by schools as part of an educational campaign to keep kids off drugs, was started in memory of Enrique Camarena.

Please answer completely in your journal: 1. Who was finally found guilty of the murder? Was this similar to your own conclusions? Explain.

2. What role did science play in the investigation?

Last Updated 9/25/2008