Teacher Notes
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Think Tube![]() IntroductionWhat was it like to imagine the nature of the atom? How difficult is it to produce a model of something that can’t be seen? The Think Tube allows students to appreciate the challenges associated with understanding things we can’t see, such as atoms. As the instructor performs a series of simple manipulations with the Think Tube, students record their observations and later develop a hypotheses to explain the construction and inner workings of the tube. Concepts
MaterialsCord, nylon, neon, 36 inches, 2
Think Tube Worksheet Tube caps, 2 Washer, ¾" diameter White tube, 18" long, 1½" diameter, with 4 holes Wood bead, ¾" diameter, blue Wood bead, ¾" diameter, green Wood bead, ¾" diameter, red Wood bead, ¾" diameter, yellow Safety PrecautionsThe Think Tube is considered nonhazardous. Follow all normal laboratory guidelines. DisposalThe think tube may be reused from class to class and year to year. Prelab Preparation{11965_Preparation_Figure_1}
Procedure{11965_Procedure_Figure_2}
Red and yellow beads on left end appear to be connected by a single string.
Red and green beads appear to be connected by a single string.
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Demonstration 3 (see Figure 4) Yellow and green beads appear to be connected.
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ReviewRepeat any and all demonstrations and review what was observed. Review should show that: Demo 1: The red and yellow beads appear connected and the blue and green beads also appear connected. Student Worksheet PDFTeacher Tips
Correlation to Next Generation Science Standards (NGSS)†Science & Engineering PracticesDeveloping and using modelsConstructing explanations and designing solutions Disciplinary Core IdeasMS-ETS1.A: Defining and Delimiting Engineering ProblemsHS-ETS1.A: Defining and Delimiting Engineering Problems Crosscutting ConceptsSystems and system modelsCause and effect Structure and function Performance ExpectationsMS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. DiscussionThe demonstrations presented in this activity are designed to create discrepancies in the minds of the viewers. In the first demonstration, it appears that the red and the yellow beads are directly connected together and that the blue and green beads are connected. In the second demonstration, the red and green beads seem to be attached to each other. The third demonstration seemingly illustrates that the yellow and green beads are also attached. Repeat the three demonstrations as many time as necessary for your students to develop a model. Some students may be able to describe in words better than draw what is occuring. Encourage both words and drawings to record observations and the model. ReferencesSpecial thanks to Robert Lewis, Downers Grove North High School, Downers Grove, IL, and Jeff Hepburn, Dowling High School, West Des Moines, IA, for providing the idea and instructions for this activity. Recommended Products
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