Before Thanksgiving Break, students became forensic technicians and were asked to help determine who had stolen our school's mascot cake. The teams of scientists began by looking at four known samples, all white powders, found either at the crime scene or on the suspects. The powders, all similar, were difficult to identify by appearance alone. Therefore, teams observed reactions when the powder was combined with three different liquids, water, vinegar, and red cabbage juice. Not only were they asked to make observations, but then identify the type of change, chemical or physical, and why it was that type of change.
On Monday, each scientific team was given samples from the crime scene and from each of the three suspects. Using what they had done with their known samples, the forensic scientists were once again asked to apply their lab skills and determine who the guilty suspect was. They were also asked to observe chemical and physical reactions. Below are pictures of the kids investigating the evidence.
Then, on Tuesday student scientists submitted their final report for our case of the missing mascot cake. They were asked to correctly identify the guilty suspect, provide data to support their claim, and explain how this data proved the suspect's guilt as well as vindicating the other two.
Wednesday, we began with a question - is mass/matter conserved when a physical or chemical change occurs? The majority of students predicted that physical changes would see no change in mass/matter, while chemical changes, because they create something entirely new, would. To test our hypothesis, we looked at a state change from ice to water, a shape change with playdough and cardboard, and combining two different substances, salt and water. The kids were pleased to find that their predictions were correct, no change in mass/matter with physical changes. Then, creating a closed system, we tested what happens with a chemical change. To do this, we determined the mass of Alka Seltzer and water separately, then combined them. To the surprise of most, the students found that there was no change in matter/mass even with a chemical change, thus proving the Law of Conservation of Mass/Matter correct.
On Thursday, the students participated in a three round Jeopardy! review game. The kids enjoyed the review and were clearly knowledgeable about the topics. However, without a doubt, the favorite part of the review was the "Is It True?" category. This category, designed to add a little humor and interest in general science, asked science related facts that were not necessarily related to the test at all. Foreign Accent Syndrome (FAS) may have been the hit of the day.
Finally, on Friday, we took the Matter and Its Interactions assessment and all did very well. After the assessment was completed, I introduced our final project for this unit, the chemical reaction car.
On Monday, December 4, students will begin building their chemical reaction cars in class. Today, after the test, the kids created groups (or chose to work alone), researched using the provided sources, and came up with a plan to be ready for build day. All resources can be found on Canvas. Students may look up additional resources on their own if they would like.
Please not that while students MUST gather their materials at home, they CANNOT build OR test their vehicles outside of school. In addition, they may not use pre-built vehicles (Pinewood Derby, Matchbox, RC cars, etc.), they are designing a building exclusively in school.
Most, if not all, of the materials listed below can be found around the house so hopefully you do not have to buy anything or only a very limited amount.
Materials your child MUST have:
The research done in today's class should have provided your child with ideas for how to create or what to use for these required elements
A bottle and lid with a hole in the lid (you may put holes in the lid)
4 wheels (can be a variety of materials, including premade wheels such as legos or toy car wheels or bottle caps)
2 axles to connect the wheels (wooden skewers are a great option)
Some method of attaching the wheels to the vehicle which still allows the wheels to turn (plastic straws are perfect - need only 2)
Chemical reactants (can be either baking soda and vinegar or alka seltzer and water - if they would like to try both they may, though they cannot mix the reactants. For example vinegar and alka seltzer)
Materials your child is encouraged to have, though not required to have:
A base to put their bottle on
A funnel (I only have several but the wait for the funnels tend to be long)
Measuring cups (I only have two sets and wait times can be long)
Measuring spoons (I only have one set and wait times can be long)
Duct tape (this helps to repair anything that breaks, falls off, or springs a leak during testing)
Materials your child can have:
Decorations (googling eyes, sequence, paint, stickers)
A cork that fits their bottle
Tissues
Velcro, to attach the bottle to the base (makes attaching a removing the bottle from the base easier)
If your child is working in a group, which many are, it is encouraged that they divide up who is responsible for bringing in supplies, so you may not need to provide everything.
In addition, I will supply water, tissues, graduated cylinders, meter sticks, and a hot glue. I also have funnels and measuring cups and spoons, though in limited amounts, for students to use. Unfortunately I do not have baking soda, vinegar, or Alka Seltzer tablets for students to use.