Post on 30-Dec-2015
description
A special partnership between theGeorgia Department of Education and the
Educational Technology Training Centers in support of the 8th Grade Physical Science
Frameworks.
Module 3:
Food and Cooking
StandardsContentS8P1. Students will examine the scientific view of the nature of matter. e. Distinguish between changes in matter as physical (i.e. physical change) or chemical (development of a gas, formation of precipitate, and change in color). g. Identify and demonstrate the Law of Conservation of Matter.
CharacteristicsS8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Use appropriate tools and units for measuring objects and/or substances. c. Learn and use standard safety practices when conducting scientific investigations. S8CS6. Students will communicate scientific ideas and activities clearly. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society. f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
Enduring Understandings:
Energy is neither created nor destroyed but can be transformed.
Energy is involved in chemical and physical changes. As particles are exposed to increasing levels of energy, their speed of movement increases and they will experience a change of phase. Essential Question: Why do onions make you cry, why do lemons taste sour, and why do sliced apples turn brown after they set in a bowl for awhile?
Pre-Assessment: Identify the physical and chemical changes in each event.
Chemical ChangesPhysical Changes
Boiling an Egg
Burning a Candle
Baking Bread
Pre-Assessment: Identify the physical and chemical changes in each event.
Chemical ChangesPhysical Changes
Making Vinegar from Apples
Making Cheese, Yogurt or Buttermilk
PullPull
The baking soda demonstrations can be done using the QX5 digital microscopes or by using a large beaker and a document camera.
Heated slowly, the marshmallow will melt (physical change). Heated quickly to a high enough temperature, the sugar will react with oxygen in the air and burst into flame.
Teacher Demonstration:
Introduce the concept of physical and chemical changes using one of the following demonstrations:
Add water to baking sodaAdd vinegar to baking sodaHeat a marshmallow
Station 1:
Materials:test tube in a tube rack10 mL graduated cylindereyedroppertweezers
Directions:Measure 5 mL of hydrogen peroxide into test tubeMeasure the temperatureUse the tweezers to transfer the potato or liver into the test tubeMeasure the temperatureRecord observations
thermometer3% hydrogen peroxidepieces of liver or potato
Station 2:
Materials:apple slices"Fruit Fresh" or lemon juice
Directions:Compare the treated and untreated apple slicesRecord observations
Station 3:
CAUTION: HOT SURFACE!
Materials:hot plateevaporating dishmargarine
Directions:Place a piece of margarine in the evaporating dishUsing tongs, place the dish on the hot plateRecord observations
Station 4:
Materials:10 mL graduated cylindertest tube in a tube rackgreen food coloringwater
Directions:Measure 5 mL of water in test tubeAdd 10 drops of green food coloringRecord observations
Station 5:
Materials:10 mL graduated cylindertest tube in tube rackgreen food coloringdropper bottle of bleach
Directions:Add 5 mL of water to test tubeAdd 10 drops of green food coloringAdd 10 drops of bleachRecord observations
Station 6:
Materials:walnutsscissors
Directions:Use the scissors to cut the nuts into smaller pieces.Record observations
Station 7:
CAUTION: HOT SURFACE!
Materials:hotplatebeakerwater
Directions:Observe the boiling waterRecord observations
Station 8:
CAUTION: HOT SURFACE!
Materials:hotplatebeaker of boiling water
Directions:Add a dropper of beaten egg white to the beaker of boiling waterRecord observations
egg whiteeye dropper
Station 10:
Materials:beakertwo 25 mL graduated cylinder25 mL milk25 mL vinegar
Directions:Measure 25 mL milkPour milk in beakerAdd 25 mL vinegar to beakerRecord observations
Station 11:
Materials:sugar50 mL graduated cylinderbeakerwater
Directions:Measure 5 g of sugarPour water into beakerDissolve sugar in 50 mL waterRecord observations
Station 12:
Materials:baking sodavinegarbeaker25 mL graduated cylinder
Directions:Measure 5 g of baking sodaAdd to beakerMeasure 15 mL of vinegarAdd to beakerRecord observations
Station 13:
Materials:egg shellvinegarsmall beaker
Directions:Place small chips of egg shell in small beaker of vinegarRecord observations
Assessment:
Use a digital camera to take a picture of each change
Complete the data chart provided
Arrange pictures into two categories: physical changes and chemical changesBeside each picture, explain why the change was physical or chemical