The Kitchen Science of Crystals Lesson 4 ECH 430- Assignment 3 Student Number 41667271

Lesson 4: Process of creating crystals Stage 2 Outcomes and Indicators: ACSHE061 Students describe a change of state between solid and liquid can be caused by adding or removing heat (ACARA, 2012). Students will be provided with the opportunity to view and explore liquid change using heating and cooling of salt and sugar to form crystals. KLA Integration: TS2.2 Students will engage in interactions with as a class, sharing knowledge about crystals (Board of Studies NSW, 2007). MS2.4 Students implement estimation, measurement and comparison, as they conduct the experiment as a group and furthermore as they take pictures of the crystalisation process (Board of Studies NSW, 2006) UT S2.9 Students use cameras and computer technology to enhance their investigation of the crystalisation process (Board of Studies NSW, 1993). Activity: Make salt and sugar crystals as a class discussing the changes which occur as heat is added and then removed from a solute. The teacher will model the way in which to make the crystals. The purpose of this activity is for the whole class to observe and participate in the making of salt and sugar crystals with the teachers guidance. Students will engage in hands on experiences as they collaboratively investigate the process of change of solids to liquids using heat. Subsequently the investigation will move towards how the crystalisation process is achieved.

Key scientific knowledge Crystallisation is a chemical phenomenon where atoms or molecules solidify in repeated patterns (Lipper, 2013). When a salt and sugar crystallisation procedure is being used as an experiment in the kitchen, the chemical process is similar. The sugar/salt dissolves in water. The molecules of the solute are bumping around each other in a liquid the solvent- and they stick together, but the other forces in the solution cause the joined molecule and solvent to be pulled apart (Kidzworld, 2013). The molecules and the solvent need a meeting point where they can be joined together. Inserting a pipe cleaner or piece of string with salt or sugar on the end, can provide a place where the molecules can meet and join together, assisting in the nucleation process (Waite & Taylor, 2013). As time lapses, the molecules hanging onto each other attract the same pattern of molecules which then attaches itself to the repeated pattern of molecules until a crystal structure begins to form. This process of building crystals is called nucleation (Kidzworld, 2013).

The Kitchen Science of Crystals Lesson 4 ECH 430- Assignment 3 Student Number 41667271

Resources YouTube video: Ready Steady Crystalise (link included below) Smartboard Camera Sugar Crystals Salt Crystals A cup or small bowl Water Epsom salt Sugar hot water Glass jar Food colouring (optional) Pencil or butter knife Pipe cleaners Pan for boiling water and making solution Spoon for stirring Stove/ Portable cooker Food colouring (optional) See link below for salt and sugar experiment

Overview of Lesson Introduction to lesson Revise over the molecular composition of salt and sugar crystals using the pictures taken by students in lesson 1 of this unit. As a class, watch the YouTube video, Ready Steady Crystalise (Sulas, 2013) on the Smartboard http://www.youtube.com/watch?v=0aUeJARC5WU Discuss the process of how the sugar and salt was crystalised. Some questions to prompt students thinking include: What are the best conditions for the sugar and salt crystals to crystalise? What is another name for salt/sugar? What is the chemical composition of salt/sugar? How long will it take for salt/sugar to crystalise into a solid form? Activity The teacher will model how to make sugar and salt crystals by demonstrating the process to the class using the following link with instructions http://www.kidzworld.com/article/26598-make-yourown-crystals# (Kidzworld, 2013). Students will be invited to participate in the process at different stages. Students will take photos to document the process. Throughout the kitchen science experiment process, the teacher will use scientific language to explain how the crystallisation process is unfolding as a solid is heated and as a result transformed into a liquid. Extension: Students document the process of crystalisation by taking photos of the sugar and salt crystals every hour. These images will be collated and presented to the class as a record of the crystalisation process of salt and sugar.

The Kitchen Science of Crystals Lesson 4 ECH 430- Assignment 3 Student Number 41667271

Reference List Australian Curriculum Assessment and Reporting Authority. (2012). Science: Foundation to Year 10 curriculum. Retrieved from URL http://www.australiancurriculum.edu.au/Science/Curriculum/F10 Board of Studies NSW. (1993). Science and Technology K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/.../science-and-technology/k6_scitech_syl.pdf Board of Studies NSW. (2006). Mathematics K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/maths/k6_maths_syl.pdf Board of Studies NSW. (2007). English K-6 Syllabus. Retrieved from http:..k6.boardofstudies.nsw.edu.au/files/English/k6_english_syl.pdf Kidzworld. (2013). Science project: make your own crystals. Retrieved from URL http://www.kidzworld.com/article/26598-make-your-own-crystals# Lipper, A. (2013). Easy crystal experiments you can share with your kids. Supercharged Science. Retrieved from URL http://www.superchargedscience.com/documents/Crystals.pdf Sulas, R. (2013). Ready Steady Crystallise. Retrieved from URL http://www.youtube.com/watch?v=0aUeJARC5WU Waite, R., & Taylor, P. (2013). Materials: What are crystals and how do they grow. Royal Australian Chemical Institute. Retrieved from URL http://www.raci.org.au/document/item/86