Science Practice: Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Summary

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Links

NextGenerationScience.org
text: A Student-Led Lab: The Carbonate Project over 3 samples glass bottles of unknown white powder
A Student-Led Lab: The Carbonate Project
// Wednesday, March 22, 2023 • Erin Woulfe
Can high school students truly drive their own lab experience? I’d say after enough time and exposure, they can. This is what led me to develop a version of the Carbonate Project to have students perform after the AP Exam. This experience requires students to do some research, execute previously performed lab techniques, and identify an u
Diet Coke and Mentos reaction pencil drawing
The Diet Coke And Mentos Reaction – Having A Literal Blast!
// Monday, January 16, 2023 • Yvonne Clifford
The Diet Coke and Mentos reaction is a common experiment performed in many science classes. This year, I adapted my somewhat free-wheeling “wing it” approach to this experiment to instead have students research, test, and adapt as needed. The students’ goal is to get the highest possible geyser.
Titanic Sinking, engraving by Willy Stöwer
Chemistry and the Titanic
// Wednesday, January 4, 2023 • Tom Kuntzleman
Various items (hot dogs, bananas, flowers, racquetballs, plastic cups) show properties akin to glass when chilled in liquid nitrogen.1-4 Objects such as racquetballs and plastics behave in this manner because they are made of polymers, and polymers can become cooled below what is known as the glass transition temperature (Tg) for t
pH changes occur in water exposed to high voltage sparks
The Chemistry of Lightning
// Tuesday, September 20, 2022 • Tom Kuntzleman
Lightning exhibits some of the most fascinating phenomena on planet Earth.
Whoosh Bottle
Effect of Temperature on the Whoosh Bottle
// Tuesday, July 5, 2022 • Tom Kuntzleman
I recently had the opportunity to attend a conference of the Associated Chemistry Teachers of Texas (ACT2). I had  great time interacting with and learning from a whole bunch of wonderful chemical educators from the great state of Texas.
images from activity post
Identifying Unknowns: Intermolecular Forces and Properties
// Sunday, June 19, 2022 • Ben Meacham
At the end of our unit on chemical bonding, I wanted to provide an opportunity for students to apply the various topics from the unit into one culminating lab that was practical to execute and challenged their current understanding of the material.
Multicolored experiment
Solution to Chemical Mystery #19: Multi-colored Mixture
// Sunday, February 6, 2022 • Tom Kuntzleman
In Chemical Mystery #19,1 a yellow liquid is poured into a test tube, and the liquid turns red. When a white sold is added to the red liquid in the test tube, the liquid turns blue.
chemical reaction between sand and magnesium
Generating explosive gases from sand
// Friday, January 7, 2022 • Tom Kuntzleman
Introduction: Did you know that sand can be converted into a mixture of gases that spontaneously ignites in air? The procedures involved are relatively simple to perform, spectacular to observe, and relate to a rich assortment of chemical principles.