FIZZ WHIZ

A Year 6/7 class conducted an investigation into the factors that affect the rate of reactions when fizzy tablets are placed in water. This was one of the activities undertaken during Term Two when our focus was on Natural and Processed Materials (Chemical Sciences). The students were required to: Formulate a question for the investigation and make a prediction Plan investigations showing an awareness of the need for fair testing Record results as a table and use these to construct a graph Make and record observations, and identify any patterns in the results Introduction: Students viewed a glass of water with a tablet fizzing in it. Discussion then took place about what kind of change is taking place and why tablets like this are designed to fizz Working in cooperative teams students brainstormed which variables might affect the rate of reaction e.g. size, surface area or type of tablet, temperature of water, amount of water A variables grid was modelled so students could plan their fair test by only changing one variable and keeping others the same Activity: The tablet Investigation Planning Sheet was discussed with the class along with the Results section which showed that each team would conduct a test using water at varying temperatures cold, room temperature, hot. Teams then joined with two others, discussed their results then calculated and plotted their averages on the graph. Review: Students reflected on their investigation and answered the questions relating to the results Was your prediction accurate? What challenges did you have in doing this investigation? How could you improve this investigation? (fairness, accuracy)

Reflection
The level of motivation was high when the investigation was revealed and the students realised they would be using Berocca tablets for the activity. The discussions that followed regarding making this activity a fair test were very constructive and all groups were able to identify the variables that would be changing and remaining the same, plus what was being measured. During testing some students found it difficult to determine when the tablet had actually stopped fizzing. The cause for this may have been due to the tablets I selected orange flavoured rather than the original type. Therefore the timing for the amount of fizz in each tablet may have affected the accuracy of the final results. Some students realised that because the recording of results included an average time of three selected groups it still provided for a fair test being achieved. The accuracy of all groups predictions was confirmed by the results and the students found that a line graph was a good way of displaying that information with some of them graphing each groups findings alongside the average time for the three groups in their cluster. An interesting investigation and one where the students found it easy to confirm their predictions and offer suggestions for improvements.

Links to the AC: Science

Science Understanding Chemical Science:
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)

Science as a Human Endeavour Use and Influence of Science:

Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

Science Inquiry Skills Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126)

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129) Summarise data, from students own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130)

Evaluating
Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131) Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)

Communicating
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)