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Main Curriculum Tie:
Needed for Control:
Other Materials students may request:
Background For Teachers:
Demonstrate the “Bang Control” experiment.
Pass out the Student Page and “Bang Control” page and explain how to fill out the data table on the student page for the control. Discuss the difference between qualitative data and quantitative data and brainstorm ideas for types of quantitative data you might record for this experiment. Then plan what data and where to record the data.
Demonstrate the “Bang Control” experiment again and let the students record their data.
Conduct Research: Options: Use computers and have individual students or groups research answers on internet. Assign groups of students to look up one answer using various sources in your room (text books, web, dictionary, Handbook of Chemistry).
Discuss what variables are, list variables and how they were controlled in the Bang control experiment. Ask what a manipulated variable would be. Discuss reasons to manipulate just one variable when conducting an experiment. Have students brainstorm variables they could manipulate and list them on the board (amount of baking soda, dilution of vinegar, shaking, type of wrapping for b. soda, etc). Explain that they will have to collect quantitative data in this experiment so that they can create a graph. Have students brainstorm ways to quantify data and list them on the board (Examples: How far the cork shoots, the diameter of the balloon if placed over the top of the bottle, the change in pH, temperature). Give an example of a research question and a hypothesis pointing out important components of each.
Explain that they will need to team up with another group, one group will perform the control experiment and the other will test the manipulated variable. They should start these 2 experiments at the same time so they can compare them side by side. Give them time to write their plans. Collect and approve student plans.
Students conduct experiments and complete lab worksheet.
Then students make a “poster” (I usually do this on small whiteboards) to share their results with the class.
This is a good opportunity to discuss sample sizes and for students to discuss choose important information to share with their peers.
Instead of or in addition to doing a poster you may want to have students write just a hypothesis or just a graph—just one part of the lab report on their boards leaving the names off, then discuss as a class criteria that makes a good hypothesis, conclusion, graph etc. (Just choose one at a time or they may get overwhelmed.)
St. IV Ob.1 e: Determine molar proportions of the reactants and products in a balanced chemical equation.
Discuss why sometimes it may be unsafe for students to conduct pure inquiry experiments at home.
Connect this to other areas of chemistry that you have discussed, or are coming up next:
Equations from Googling (formula for baking soda and vinegar balanced)
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