Harmful Algal Blooms using Kool-Aid
Students measure and graph the absorbance of several samples of Kool-Aid and DI water in a variety of concentrations using a colorimeter to determine the concentration of an unknown Kool-Aid.
Overview
Students investigate harmful algal blooms, beginning with the 2019 closure of Gulf of Mexico beaches, discussion questions about health, economic, and ecological effects, and a reading on freshwater blooms. In science class, groups use a colorimeter to measure the absorbance of three samples each of green Kool-Aid diluted with water to known concentrations, or use provided data from an ERDC experiment. In Algebra I, students plot the data, fit a line of best fit, write its equation, and use a given absorbance to find an unknown concentration. In ELA, the summative assessment is a written report on harmful algal blooms.
Lesson Objectives
- Students measure and graph the absorbance of several samples of Kool-Aid and DI water in a variety of concentrations using a colorimeter to determine the concentration of an unknown Kool-Aid.
Standards
NGSS · 3
- HS-PS4-5Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
- HS-LS2-1Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- HS-LS2-2Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
CCSS Math · 3
- HSA-CED.A.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
- HSF-LE.A.1Distinguish between situations that can be modeled with linear functions and with exponential functions.
- HSS-ID.B.6.aFit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
CCSS ELA · 5
- SL.11-12.1.aCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- RST.9-10.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- W.9-10.2.aIntroduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- W.9-10.2.bDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- W.9-10.2.dUse precise language and domain-specific vocabulary to manage the complexity of the topic.