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SYLLABUS 2013-2014

Administrator: Emma Moulton e-mail: Expect responses within 10 days of inquiry on behalf of:

KAST Edu Science Education for the 21st Century Park City, UT a division of: Kids Are Scientists Too, Inc. Fostering Young Scientists Since 2010 Boston, MA

DESCRIPTION Our motto is Science Education for the 21st Century. At KAST Edu, we believe that there is a world of amazing and useful technologies at our disposal, and we ought to incorporate that technology into our educational system. We also understand that there are certain aspects of traditional education that just work as they are. Thus, it is our goal to mesh the best of modern technology with the tried-andtested methods of traditional education, in order to create a better system. Through online and distance education, we hope that more people around the world will have better access to better education. We are still early in the stages of this process, but hope that, student-by-student, we can build this world. MATERIALS To minimize costs for students and families, we have tried to keep the lessons and associated activities online wherever possible. However, in order to build a more classroom-like atmosphere and give students hands-on experience in science, some of our activities will require the use of relatively common household substances. The following table provides a comprehensive list of the supplies students will need for these activities (subject to change):

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SYLLABUS 2013-2014


Alternate online activity offered?

Supplies needed Glycerin** Dish Soap Lemon juice** Vinegar** Oil** Distilled water** Carbonated water** Regular water Cups A straw A spoon Toothpicks Marshmallows or Dots candy Gallon-sized plastic bag Quart-sized plastic bag Milk or half & half Sugar Vanilla Desired toppings* Rock salt (ice-cream salt or driveway salt) Water Cornstarch Cups Spoons White glue (Elmers preferred) Borax Can of Diet Coke Can of Non-diet Coke Large bucket of water Household supplies (you choose) Empty soda can Boiling water Ice water Tongs (big enough to pick up can) Oven mitts* Potatoes Water Food Coloring* Scale (kitchen scale preferred)** Talcum powder Black pepper Rubber bands Nylon mesh* Wire mesh* Pennies Oil Liquid detergent

Major carriers CVS/most pharmacies

Chemical Bonding: Bubbles


Most grocery stores Most grocery stores

Molecular Models: Candy Models


Most grocery stores

States of Matter (option 1): Ice Cream

No; alternate hands-on lab offered

Most grocery stores; ice cream salt can generally be found near the baking supplies

States of Matter (option 2): Gloop/oobleck

No; alternate hands-on lab offered

(Plastic preferred) Craft supplies Laundry supplies Most grocery stores Your sink or swim lab Near kitchen supplies

Density: Sink or Swim


Temperature and Particle Motion: Collapsing Can Diffusion: Potato Osmosis



Biochemistry (option 1): Surface Tension

No; alternate hands-on labs offered

Baking supplies Kitchen appliances Baby supplies Kitchen supplies Office supplies Some pharmacies Fishing supply store Laundry supplies

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Peanuts Marshmallows Potato Chips Corn Chips Biochemistry (option 2): Food Calorimetry Yes; alternate hands-on labs also offered

Grocery store

(Other foods can be substituted, but be sure they have a nutrition label)

Thermometer (long-stem preferred) Empty soda can Stand for soda can

Biochemistry (option 3): Catalase

Yes; alternate hands-on labs also offered

Aluminum foil Lighter or matches Potatoes Hydrogen peroxide Clear glass (chemistry glassware, such as a test tube, preferred but not necessary) Chicken wings Sharp knife or scissors (scalpel or hospital-grade scissors preferred, but not necessary) Disposable gloves**

Pharmacy or kitchen supplies (grilling thermometer) Your sink or swim lab Can be fashioned out of a wire hanger

CVS/most pharmacies Chemistry glassware can be purchased online

Musculoskeletal system: Chicken Wing Dissection *= optional **= strongly recommended Bold= less common


Scalpels and good scissors sold online or in some pharmacies Online, some pharmacies, or some grocery stores

Take note that students will also be performing small, science-fair-type projects as part of their assessment for units 2-6. The scope of these projects is not intended to be extreme, but may require the purchase of additional supplies. Cant afford your supplies? Send us an email and well see what we can do. GRADING AND TIMELINE The following determinates will factor into students grades: ASSIGNMENT EIS UNIT PROJECT UNIT TEST See Assignments for description. % OF FINAL GRADE 50.0 20.0 20.0


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Students will be graded according to the following scale: GRADE MINIMUM % A+ A AB+ B BC+ C CD+ D 97.5 90.0 87.5 85.0 77.5 75.0 72.5 65.0 62.5 60.0 52.5

D50.0 E 0.0 *Subject to change at administrators discretion The course will be subdivided into the following terms, which will determine students final grades for the class: TERM FALL TERM UNIT 1: BEGINNING CHEMISTRY UNIT 2: E ARTH SCIENCE UNIT 3: THE CELL SPRING TERM UNIT 4: ANATOMY AND PHYSIOLOGY UNIT 5: REPRODUCTION FINAL EXAM FINAL PROJECT DATE O PEN DATE CLOSED % OF FINAL GRADE

2 SEPT 2013 14 FEB 2014 37.5 2 SEPT 2013 1 NOV 2013 4 NOV 2013 13 DEC 2013 6 JAN 2014 14 FEB 2014 17 FEB 2014 30 M AY 2014 37.5 17 FEB 2014 28 M AR 2014 31 M AR 2014 25 APR 2014 2 JUN 2014 N/A 6 JUN 2014 6 JUN 2014 15.0 10.0


Within these timeframes, you may allocate your time as you choose. Our curriculum is designed to take 30-45 minutes per day, 5 days a week. This is about one sub-lesson per day, plus one day for the EIS (see Content and Assignments for more information)
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CONTENT Currently, our content is specifically geared to meet and exceed the requirements of the Utah State curriculum for 7th grade science. In the future, we hope to expand our program to cover a broader range of curricula. If you do not live in Utah and would like to request that a KAST Edu program be made to meet the requirements of your states curriculum, send us an email and well see what we can do. Our content is organized as follows:

e.g., "Beginning Chemistry"; there are 6 total units, covering a wide array of scientific topics per the standards of the Utah State curriculum.


Lesson: e.g., "Atoms"; there are 40 total lessons, designed

around the objectives laid out by the Utah State curriculum. Each lesson inculudes an interactive EIS, or "Exploration in Science" (see more under "Assignments"). most lessons have 2-3 sub-lessons, which divide the broader topics into clearer, more manageable chunks of information. Together with its associated "Quick Quiz" or "Learning Activity", each sub-lesson should take about 30-45 minutes (1 day) to complete.


Our content is written by volunteer contributors who show a passion for science and education. We aim to make it as understandable and engaging as possible, without straying from the concrete facts of science. We focus on the details that really matter, so that students can focus on truly understanding the important material, rather than getting bogged down memorizing less important information. We strive to show our passion through our writing, as to pass on this excitement to our students. We include demonstrations and tutorial videos where relevant, in order to make our content more appealing to young students. Students learn more and retain information longer when they are presented information in a way that makes them care about the topic; through integration of technologies, we hope to create this type of learning atmosphere.

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Students should be active learners. It is not enough for students to read about science; they must do science. They should observe, inquire, question, formulate and test hypotheses, analyze data, report, and evaluate findings. The students, as scientists, should have hands-on, active experiences throughout the instruction of the science curriculum. 1

QUICK QUIZZES AND LEARNING ACTIVITIES At the end of each sub-lesson, students will be given either a quick quiz or a learning activity. Quick quizzes generally include 3-5 multiple choice questions, which are primarily intended to test recall of material presented. In addition, they include 1-2 free response questions to encourage critical thinking, real-world application of information, and/or an appreciation for the historical context/impact of scientific discoveries. The responses to these questions are not intended to be lengthy, but should be well-synthesized in complete sentences. Quick quizzes are monitored by a KAST representative, but are generally graded based on completion rather than correctness (1 point each). In general, they should not take more than about 10 minutes to complete. Learning Activities generally accompany skill-based content, such as Unit 1: Lesson 1: The Bohr Model. They are generally 10-20 questions intended for skills practice. For an average student, they should take anywhere between 20 and 30 minutes to complete. All learning activities may receive 1 point based on completion. A random selection of learning activities will be graded based on correction, for an additional 5 possible points. EISS: E XPLORATIONS IN SCIENCE At the end of each lesson, students will be assigned a lab-type experience (EIS, or Exploration in Science) intended to solidify understanding of a topic addressed in the lesson. These are intended to be fun, enriching, and educational. Though the majority of the EISs will be offered online, some require a hands-on experience (see Materials). Students will also be given a set of questions to accompany the EISs. As with the free response questions in the quick-quizzes, these answers are not intended to be lengthy, but should fully answer the question posed in a clear and succinct way (though complete sentences are not always required). EISs should take about 30-45 minutes (1 day) to complete. UNIT PROJECT Students will be required to complete a science-fair-type unit project at the end of each unit (except Unit 1). The purpose of these projects is to encourage scientific thinking and use of the scientific method. It encourages students to incorporate knowledge they have learned in their studies to their own interests, allowing them to explore their personal scientific curiosity.

Utah Science Core Curriculum: Seventh and Eighth Grade, Utah State Office of Education 6 KAST Edu 2013. Do not distribute.

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Students should explore their own interests and design experiments by themselves, following each step of the scientific method. Though parents may be tempted to help their child by effectively taking over the experiment, this will do them no good in the long run and is thus strongly discouraged. Students will receive credit for failed experiments. 2 What is important is that their logic is clear and reasonable, in line with what they are expected to know as 7th grade students. Projects will be graded based on the following criteria: INTRODUCTION: 50-100 words explaining a clear link between a principle taught in the unit and their project, as well as background information on the topic (i.e., This is the principle I am talking about, here is how it relates to my project, and here is a summary of what I learned about it during the lessons.) RESEARCH QUESTION: Good projects will ask a clear, measurable scientific question involving a control group and at least one experimental group (i.e., not just, Look at this cool volcano!, but rather, How does using a lemon juice + baking soda combination compare to the standard vinegar + baking soda volcano?) If you are having difficulty brainstorming a research question, send us an email and we will help guide you in the right direction. HYPOTHESIS: Students should present a clear and logical hypothesis, explaining reasoning where necessary. It may be helpful to use the IfThenBecause form (i.e., If I use lemon juice in my baking soda volcano instead of vinegar, then there will be more foam/bubbles, because lemon juice is more acidic than vinegar and there will be a more complete reaction). Even if your experiment disproves your hypothesis, you will still receive full credit as long as your reasoning was clear. PROCEDURE: A step-by step outline of what you will do in your experiment. Should involve a control group, an experimental group, controlled variables, a way to measure the results, and multiple trials. 1. You should number each of your steps. 2. You should ask yourself, What do I need to do to test this hypothesis? 3. Then, you should organize one or more experimental group(s) and a control group. 4. Write down exactly what you are going to do to each of the groups. This should look almost like a recipe. (1. Add 2 tbsp of baking soda to two small dishes. 2. Measure out cup of lemon juice into one container and cup of vinegar into another. 3. Pour the lemon juice onto the first dish of baking soda. 4. Measure the size of the wet spot it leaves on the counter. 5. Repeat steps 3 and 4 for the vinegar group. 5. Repeat experiment 2 more times) 5. Be sure to reference our guide on the scientific process (under the resources tab). It will explain all the parts of a good experiment. 6. Keep in mind that a more complicated experimental procedure does not mean a better experimental procedure. We want to see that you understand the scientific method, not that you can land a space rover on Mars.

In the event of a failed experiment, students will be eligible for full credit if they complete an approximately 150 word write-up explaining a possible reason that their experiment failed, propose an alternate experiment (either to test why their experiment failed or to test their original hypothesis), and analyze a set of results provided by the administrator. 7 KAST Edu 2013. Do not distribute.

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MATERIALS: List, preferably in bulleted form, the things you will need to carry out your procedure. STOP! YOU MUST SUBMIT THESE 5 THINGS FOR ADMINISTRATIVE APPROVAL BEFORE YOU CAN BEGIN YOUR EXPERIMENT. DATA COLLECTION: Once you have gotten your experiment approved, you can start collecting data. Quantitative results (i.e., with numbers) are generally considered to be more reliable and scientific than qualitative results (without numbers, like a color change during a reaction), but either will be accepted. Data should be arranged in an appropriate chart or table. See our notes on the scientific process for a guide on how to select a chart type. CONCLUSION: What do your results mean? Was your hypothesis proved or disproved (right or wrong)? How is this related to what you learned in the lessons? What future tests could be done in relation to this experiment? Should be 100-200 words and contain actual data. (I.e., My experiment showed that there was no big difference between the lemon juice group and the vinegar groupthe average wet-spot size for the lemon juice group was 4.5 inches and it was 4.6 inches for the baking soda group. My original hypothesis was that the lemon juice group would make a bigger wet spot, because there is more acid to react with the base, which would mean more reaction and more bubbles. The fact that there wasnt actually a difference shows that it might not matter if there is more acid, if there is the same amount of base. This is related to the idea of a limiting reagent, which says that if there is not enough of one thing reacting, then the reaction will stop, even if you add more of the other thing. I could test this by doing another experiment with more baking soda, to see if I can see a difference between the two groups then.) Points will be divided as follows: CRITERION INTRODUCTION RESEARCH QUESTION HYPOTHESIS MATERIALS PROCEDURE DATA COLLECTION CONCLUSION TOTAL POINTS 10 5 5 2.5 7.5 10 10 50

Note that presentation is not one of the criteria. Projects should be neat and presentable, but not necessarily prettyin other words, the presentation is acceptable as long as your point gets across. If we cant tell what you are trying to say, you will be asked to reformat your project for a point penalty. Acceptable forms of presentation include a virtual poster including all of this information, a scientific article, a PowerPoint presentation, and a high-resolution picture of a paper poster.

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Projects should be started at least 2-3 weeks in advance of the due date, so that youre spending 10-15 minutes a day on it instead of rushing to get it all done at once. It is okay to turn projects in early, but (except in extenuating circumstances) we will not accept them after the unit closes. UNIT TEST

At the end of each unit, students will be given an examination. Like it or not, we live in a world where standardized tests abound, and you therefore need to develop the skills in taking them. Each test will cover, with appropriate weight, the topics covered in that unit. Anything in the lessons or associated activities is fair game as far as content goes. Expect to spend 1-2 hours on the test. Questions will be in both multiple choice and short-answer format. Students will be tested on both recall and critical thinking. Questions may rely on conceptual knowledge as well as skills students should have learned. Before each test, we will announce how many questions are on it and any other pertinent information students may need to know. FINAL NOTES FOR STUDENTS This course is intended to be challenging, yet fun and engaging. It is about learning. You are ultimately in charge of your time, but I urge you to use it wisely. If you procrastinate, then an activity that was supposed to be cool and exiting will end up being stressful and tedious. Learning happens best when you take it step by stepwe have put a lot of thought into designing this course so that it is easy for you to know what is expected of you. So do it! And, more importantly, enjoy it!

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