1. Apply prior knowledge of scientific concepts for determining properties of unseen objects;
2. Describe the relationship between properties and structure in which the observer cannot see the structure;
3. Design a probe that can be used to determine properties, such as height, magnetism, temperature, etc.;
4. Develop a method for recording data from the probe;
5. Determine instruments used for probing in science;
6. Distinguish needs and qualities of different probes;
7. Question and predict scientific instrumentation of the future.

MA State Standard(s):

Physical Sciences: (p. 60) Recognize that the measurement of volume and mass, et cetera, requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of scientific digits.

Technology and Engineering: (p. 95-96) (A) Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. (B) Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (i.e.g., weight, strength, hardness, flexibility). (C) Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill, press, sanders, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a prototype of an engineering design.

1. Why is it important for scientists to continue to develop new tools for observation?
2. What kind of observation tools are you aware of? What kind of tools do you think will be needed in the future?
3. What have you learned from the probe activity?

Lesson Development:

Note: In order to make the project more interdisciplinary, the students can cut out wood blocks of various shapes in the technical education class to fulfill some requirements for the Massachusetts State Standards for Technology and Engineering. After the boxes have been constructed in the Technology Education class, the students can exchange boxes with friends and bring the closed boxes to science class. It is important that the students DO NOT open the boxes before doing the probing activity. The disadvantage to having students design the boxes in wood shop is that they will know what materials are in the boxes (though they will not know about the topography of the wood inside). All objects inside the box should be secured with glue or tape.

1. Ask the students to describe what is in the box without opening the box – how would they learn about the contents within the box? (they probably have experience with this from birthdays or other times they have received gifts). Allow them time to record information about the content of the box. Students may shake and listen, or test the box for magnetic properties, smells, etc. Discuss with the class some ideas the students have for learning about their box.
2. Introduce the term probe. Tell the students that scientists use probes to characterize matter that we can and cannot see. You may want to discuss probes you have used in your class or discussed in your class. Include in the discussion how the probes have helped you identify properties of objects. Common probes include magnifying glasses, microscopes, litmus paper, rulers, beam balances, space probes, stethoscopes, etc. Ask students to classify which probes are used for things we can see with our naked eye? Which probes measure things we cannot see with our naked eye?
3. You may want to begin the students with boxes containing simple shapes inside, which can be easily examined with a height probe. Eventually, the shapes can be made more complex and the materials inside can contain other properties, such as magnetic, elastic, or varying heat values. As the students gain experience with the probing activity, they will realize the importance of more probe points for better resolution and they will learn to design their own probes for measuring various material characterizations.
4. Hand out a student guide to each student and a box for each group of 2-3 students. Allow the students time to read over the student guide and discuss briefly as a class. Depending on whether you want the students to solve the problem of measuring the height of objects in the box, you may want to suggest the following method:

1. Insert probe in an area of the box with no object
2. Mark the probe where the probe touches the top of box. Use either tape or a permanent marker.
3. Insert probe in an area of the box with the object
4. Measure from the top of the box to the bottom of the marker (tape or permanent marker)
5. This measurement equals the height of the object at this point.
6. Once students have devised a method for measuring the height of the object at various points throughout the box, they should record that height on a separate piece of scan paper. They should use the grid system for recording carefully. Alternatively, they may record the height directly on the grid on the box top and the grid could be replaced next time the box would be used.
7. It may be necessary to ask the students to measure to the nearest 5 mm. When using complex shapes, there will be many different height values, which will be difficult to depict in a color topographical map. Although precision in measurement is typically very important, rounding measurements to the nearest 5 mm will be less frustrating for the students when coloring their topographical maps. For example, a box of 8 cm height will require a maximum of 16 different colors for the topographical representation, if the measurements are rounded to 5 mm increments.

1. What and how did you learn about the materials and shape of the object inside of the box by using the height probe?
2. Why is it important for scientists to continue to develop new tools for observation?
3. After looking inside your box, what are some things you see which you could not see using your probe?
4. What kind of observation tools are you aware of? What kind of tools do you think will be needed in the future?
5. What have you learned from the probe activity?