Introduction to the history of the atom- Mystery Box Scientific Method Inquiry Lab

Summary

In this lab activity students will try to develop methods of collecting data, other than visual, by trying to determine the contents of several small boxes.

I use this as an introduction to having students understand how scientists make inferences about the structure of the atom even without being able to see it.

Learning Goals

The student(s) should be able to make inferences and predictions based on their observations of the box without being able to open the box.

Concepts:

• Scientists can make a model of the atom (a black box) using observations even though they can't see the components of the atom directly.
• An organized plan is needed to solve a problem (scientific method).

Vocabulary: Scientific method, prediction, inference

Context for Use

I use this as the introductory activity for my students' study of the structure of the atom.  They need to conceptualize how scientists have developed a model of the atom without actually being able to see inside of it.

Grade Level: Middle (6-8)

Description and Teaching Materials

Show students a simple example of a "black box" that you have made in the classroom.  I use one with five marbles and two pieces of string in it.  Then, move it around and have students listen carefully to it.  Ask what they observe.  Usually they will mention something about hearing rolling etc.  I then ask them to make predictions about the type of items and number of items in the box.  After hearing their predictions, we open the box and I show them the contents.  Then, I discuss why they didn't predict the strings and we talk about how our observations don't always give enough information.  We relate this to the idea that the model of the atom has changed over time and that the model changes as new evidence is gathered. 

As we do this first activity, I have students complete the "example" part of the student activity sheet (see below)

Then, give students a chance to make their own "mystery  boxes" and practice making observations and inferences with the class activity.

Each group of 2-4 students will get a box to fill with not more than three types of items (I limit it to three types to keep kids from putting too many types of items in and because I am trying to relate it to the understanding of the atom.

After making their boxes and putting a group number on the box with the items using a post-it, they will bring the box up to the front of the room.  I then have another group member come choose a box to examine.  Students can observe their boxes any way they see fit as long as they don't open them.  I have them use the student activity sheet (see below) to write their observations and make inferences in writing and drawing about the contents of the box.

After each group  has had a chance to observe the box, they can open the boxes to see how accurate their inferences were.

Then, I have students clean up the materials and answer the reflection questions at the bottom of the student activity sheet (see below)

Materials

- Small boxes- I use old flat rate priority mail boxes that I have recycled for this purpose.

- I recommend one box per group of two to four students.

- A variety of craft materials and classroom supplies- I put out buckets of marbles, string, blocks, pencils, beads, and other classroom items that students can use in their boxes.  They can also include 

- One student activity sheet per student

Student activity sheet

Mystery Boxes Activity

Reflection questions:

Please answer the questions below in complete sentences.  

1) What were the differences and similarities were their between your inferences about the box contents and the actual contents of the box?

2) What observations were most useful when trying to infer what was in each box?

3) Given unlimited resources, what other types of observations and tests would you like to have done to determine the contents of the box?

4)With more evidence, do you think your inferences of the contents of the box would have changed? Explain.

3) How does this activity connect to how scientists make inferences about the structure of the atom?

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