Professional Documents
Culture Documents
Name:
UTeach
Outreach
Date
of
Lesson:
Week
of
September
19th,
2011
Description
of
Class:
6th
grade
after
school
STEM
clubs
Length
of
the
Lesson:
75
–
90
minutes
Source
of
the
Lesson:
UTeach
Outreach
Resources
Used:
http://chem4kids.com/files/react_acidbase.html
http://sciencefairproject.virtualave.net/scientific_method.htm
http://misterguch.brinkster.net/acidtutorial.html
http://www.nyu.edu/pages/mathmol/textbook/compounds.html
http://www.definitions.net/definition/element
TEKS
Addressed:
6th
grade
6.(2)
Scientific
investigation
and
reasoning.
The
student
uses
scientific
inquiry
methods
during
laboratory
and
field
investigations.
The
student
is
expected
to:
(B)
Design
and
implement
experimental
investigations
by
making
observations,
asking
well-‐defined
questions,
formulating
testable
hypotheses,
and
using
appropriate
equipment
and
technology;
(D)
Construct
tables
and
graphs,
using
repeated
trials
and
means,
to
organize
data
and
identify
patterns;
and
(E)
Analyze
data
to
formulate
reasonable
explanations,
communicate
valid
conclusions
supported
by
data,
and
predict
trends.
I.
Overview
The
purpose
of
this
series
of
lessons
is
to
allow
students
to
design
and
carry
out
their
own
experiment
rooted
in
the
larger
scientific
concept
of
acids
and
bases
(pH).
Emphasis
will
be
placed
on
the
use
of
proper
data
collection
techniques
as
well
as
interpretation
of
trends.
Students
will
be
expected
to
prepare
a
report
summarizing
their
experiment’s
hypothesis,
variables,
materials,
and
procedure
along
with
qualitative
observations
and
applicable
results.
They
will
also
be
responsible
for
formulating
a
conclusion
based
on
an
analysis
of
their
collected
data.
II.
Performance
Objectives
1. Students
will
learn
about
the
pH
scale
and
use
it
to
properly
identify
solutions
as
either
acidic
or
basic.
2. Students
will
become
more
familiar
with
the
steps
of
the
scientific
method
and
practice
communicating
these
steps
through
the
completion
of
a
written
report.
3. Students
will
perform
data
collection
techniques
through
the
process
of
making
detailed
observations
and
taking
accurate
measurements.
III.
Resources,
materials,
and
supplies
Page 1 of 33
Whole
class/per
teacher:
Cabbage
juice
demo
–
(a)
Two
beakers,
each
filled
with
150
mL
cabbage
juice
(b)
100
mL
of
dilute
10%
ammonia
solution
(c)
100
mL
of
vinegar
Chart
paper
(for
pH
scale
notes;
alternatively,
doc
cam
can
be
used)
Tube
of
curdled
milk
(add
vinegar
to
whole
milk
to
achieve
effect)
Straw
demo
(a)
One
clear
bag
filled
with
normal
straws
(b)
One
clear
bag
filled
with
bent
straws;
some
tied
together
in
knots
To
share
per
group
of
4
students
(see
images
under
Section
IV):
(a) Test
tube
rack
with
four
test
tubes
with
lids
containing
the
following
(one
liquid
per
tube):
• Lemon
juice
(pH
2-‐3)
• Vinegar
(pH
2-‐3)
• Baking
soda
solution
(pH
8)
• Dilute
10%
Ammonia
solution
(pH
11)
(b) Dixie
cup
with
water
(for
waste/cleaning
pipettes)
(c) Test
tube
containing
whole
milk
(d) Forceps
Per
pair:
Testing
the
pH
of
a
mystery
solution
–
(a) Unknown
solution
(tap
water,
slightly
basic)
(b) pH
indicator
key
(c) 2
pH
indicator
strips
(d) Paper
towels
(e) Goggles
Testing
the
pH
at
which
milk
curdles
–
(a) 4
plastic
pipettes
(b) Paper
towels
(c) 4
empty,
flat
bottomed
containers
with
lids
(d) pH
indicator
key
(e) 8
pH
indicator
strips
(f) Goggles
***Pack
extra
pH
indicator
strips
in
the
event
students
use
all
of
them.
IV.
Advanced
Preparation
(see
images
below)
• Make
enough
cabbage
juice
for
the
whole
class
demonstration
that
occurs
during
the
Engage.
• Perform
a
pH
test
for
each
solution
you
plan
on
using
for
this
lesson
prior
to
implementation.
Creating
a
pH
key
beforehand
will
make
it
easier
to
identify
when
student
groups
make
errors
in
reading
the
pH
(through
interpretation
of
the
pH
indicator
strips).
Page 2 of 33
V.
Supplemental
Worksheets,
materials
and
handouts
• pH
Scale
Handout
• Experimental
Design
Student
Worksheet
• Experimental
Design
Requirements
• Question
of
the
Day
• Safety
Instructions
• Job
Cards
• Cards
to
post
on
pH
scale
(if
using
chart
paper
vs.
doc
cam)
VI.
Background
Information
College
level
Following
correct
experimental
design
is
crucial
for
reliable
data.
Data,
both
quantitative
and
qualitative,
must
be
recorded
in
great
detail
during
an
experiment.
Materials
and
methods
should
be
recorded
so
that
an
experiment
can
be
replicated
in
order
to
corroborate
results.
During
this
lesson,
students
will
design
and
conduct
an
experiment
stemming
from
the
larger
scientific
concept
of
acids
and
bases.
Svante
Arrhenius
was
the
first
person
to
define
acids
and
bases.
He
said
an
acid
was
anything
that
increased
the
concentration
of
protons
(H+
ions)
in
water,
and
a
base
was
anything
that
increased
the
concentration
of
hydroxide
ions
(OH–).
These
definitions
are
independent
of
one
another,
but
Bronsted
and
Lowry
realized
that
acids
and
bases
are
related,
and
offered
a
broader
definition:
an
acid
is
a
compound
that
gives
up
a
proton,
and
a
base
is
a
compound
that
accepts
a
proton.
Under
the
Bronsted-‐Lowry
definition,
acids
and
bases
are
related
to
one
another,
and
whenever
an
acid
gives
up
an
H+,
there
must
always
be
a
base
there
to
accept
it.
Some
compounds,
such
as
water,
can
act
as
both
a
proton
donor
and
a
proton
acceptor.
When
you
dissolve
an
acid
in
water,
water
acts
as
a
base
and
accepts
the
proton.
When
you
dissolve
a
base
in
water,
the
water
acts
as
an
acid
and
donates
a
proton.
Acids
and
bases
are
often
identifiable
by
their
chemical
formulas.
The
chemical
formulas
for
acids,
such
as
hydrochloric
(HCl)
and
sulfuric
(H2SO4)
begin
with
H.
Strong
bases
such
as
sodium
hydroxide
(NaOH)
and
barium
hydroxide
(Ba(OH)2)
end
with
OH.
The
chemical
formula
for
ammonia
(NH3)
is
often
combined
with
that
of
a
water
molecule
(H2O)
to
result
in
NH4OH
in
order
to
make
it
more
apparent
that
ammonia
is
a
base.
There are two important distinctions that must be made when talking about acids and bases:
Page 3 of 33
1)
Acid
and
base
versus
acidic
and
basic
solutions,
and
2)
Strong
acid
or
base
versus
concentrated
acid
or
base.
The
designations
"acid"
and
"base"
refer
to
specific
chemical
compounds,
such
as
those
mentioned
earlier.
The
terms
"acidic"
or
"basic"
refer
to
solutions.
A
solution
can
go
from
acidic
to
basic
and
back
again
by
adding
sufficient
base
or
acid,
but
an
acid
cannot
be
turned
into
a
base,
nor
a
base
turned
into
an
acid
without
changing
the
molecule
itself.
Concentration
is
a
measure
of
how
much
acid
or
base
is
in
the
solution.
Because
strong
acids
dissociate
completely
and
weak
acids
do
not,
if
you
have
a
solution
of
a
strong
acid
and
a
strong
base
at
equal
concentrations,
the
strong
acid
solution
will
always
be
more
acidic
than
the
weak
acid
solution.
But
a
highly
concentrated
solution
of
a
weak
acid
can
be
more
acidic
than
a
low
concentration
solution
of
a
strong
acid.
The
same
holds
true
for
bases:
a
strong
base
is
one
in
which
each
base
unit
breaks
off
one
(or
more)
hydroxide
ions
(OH–).
In
a
solution
of
a
weak
base
such
as
ammonia,
some
of
the
ammonia
molecules
will
pull
an
H+
from
a
water
molecule
and
thereby
create
OH–
in
solution,
but
not
all
of
them
do.
In
the
case
of
a
strong
base
such
as
NaOH,
each
one
of
the
base
"molecules"
(strong
bases
are
actually
ionic,
not
molecular)
releases
an
OH–
into
solution.
Page 4 of 33
The
concentration
of
H+
or
OH–
in
solution
is
measured
using
a
unit
called
pH.
The
“p”
in
pH
is
a
mathematical
function
that
means
take
the
–log10
of
the
next
quantity.
The
H
is
the
hydrogen
ion
concentration
in
moles
per
liter
(molarity,
or
M).
pH
is
a
log
function,
similar
to
the
Richter
scale
used
in
measuring
earthquake
strength.
In
the
Richter
scale,
each
step
up
of
1
indicates
an
earthquake
that
is
ten
times
more
powerful
than
the
one
before.
So
a
7
on
the
Richter
scale
is
10
times
more
powerful
than
a
6,
and
100
times
more
powerful
than
a
5.
pH
works
the
same
way,
except
that
because
it
is
a
negative
log,
each
step
down
on
the
pH
scale
is
a
solution
that
is
10
times
more
concentrated
than
the
one
before.
So
a
solution
that
has
a
pH
of
3
has
ten
times
the
H+
concentration
of
a
solution
that
is
pH
4,
and
100
times
the
concentration
of
a
pH
5
solution.
The
lower
the
pH,
the
more
acidic
the
solution
is,
and
the
higher
the
pH,
the
more
basic.
The
concentration
of
H+
in
a
solution
is
typically
a
very
small
number.
In
most
real
world
situations
the
H+
concentration
ranges
from
about
0.1
M
to
1×10-‐14
M.
If
you
take
the
–log10
of
these
values,
this
results
in
a
pH
range
of
1
to
14,
where
1
is
the
most
concentrated
(most
acidic)
solution,
and
14
is
the
most
basic.
Concentrated
reagents
of
strong
acid
or
strong
base
will
exceed
this
range,
but
pH
1
to
14
is
generally
regarded
as
the
usual
working
range.
In
the
experimental
design
lesson,
students
will
be
denaturing
the
protein
casein
(most
commonly
found
in
milk).
This
denaturing
occurs
at
a
very
specific
pH.
Proteins
have
a
shape
or
three-‐dimensional
structure
that
they
maintain
through
hydrogen
bonding.
Changing
the
pH
of
a
protein
will
often
cause
the
protein
to
lose
its
shape
(denature)
through
removing
or
adding
hydrogen
ions
to
the
structure.
When
the
protein
loses
its
natural
shape,
it
can
become
tangled
with
other
proteins
and
form
visible
clumps.
6th
grade
level
The
ability
to
design
a
good
experiment
is
an
important
skill
for
any
scientist.
A
good
experimental
design
will
include
carefully
controlling
the
independent
variable
(the
one
you
change)
and
measuring
the
dependent
variable
(what
we
measure).
Experimental
design
is
usually
guided
by
a
hypothesis,
and
observations
and
data
should
be
recorded
during
the
experiment
so
that
if
someone
else
were
to
repeat
your
experiment
they
could
easily
compare
their
results
to
yours.
We
will
keep
all
of
this
in
mind
during
this
lesson
as
we
design
and
carry
out
an
experiment
related
to
the
scientific
concepts
of
acids,
bases,
and
the
pH
scale.
Scientists
use
something
called
the
pH
scale
to
measure
how
acidic
or
basic
a
solution
is.
It
typically
goes
from
0
to
14.
Acidic
solutions
have
a
pH
at
the
lower
values
(around
Page 5 of 33
0
to
6).
Basic
solutions
have
pH
values
from
around
8
to
14.
The
middle,
pH
7,
is
neutral.
Pure
water
is
neutral,
but
household
solutions
can
have
a
wide
range
of
pH
values.
Normally
we
think
of
acids
as
being
dangerous,
but
strongly
basic
solutions
such
as
drain
cleaners
can
also
be
very
hazardous.
The
pH
scale
is
based
on
multiples
of
ten
and
it
works
like
the
Richter
scale
used
in
measuring
earthquake
strength.
In
the
Richter
scale,
each
step
up
of
1
indicates
an
earthquake
that
is
ten
times
more
powerful
than
the
one
before.
So
a
7
on
the
Richter
scale
is
10
times
more
powerful
than
a
6,
and
100
times
more
powerful
than
a
5.
pH
works
the
same
way,
except
that
each
step
down
on
the
pH
scale
is
a
solution
that
is
10
times
more
concentrated
than
the
one
before.
So
a
solution
that
has
a
pH
of
3
has
ten
times
the
concentration
of
a
solution
that
is
pH
4,
and
100
times
the
concentration
of
a
pH
5
solution.
There
are
substances
which
have
the
property
of
changing
color
when
they
come
in
contact
with
an
acidic
or
basic
environment.
These
substances
are
called
pH
indicators.
Usually,
they
are
used
in
liquid
form,
such
as
red
cabbage
juice.
Often,
to
measure
the
pH,
special
papers
which
have
been
soaked
with
indicators
are
used.
These
papers
change
color
when
they
come
in
contact
with
an
acidic
or
basic
solution.
It
is
also
possible
to
measure
pH
with
electrical
instruments
like
a
pH
meter.
All
of
the
new
knowledge
you
gain
related
to
acids,
bases,
and
the
pH
scale
will
be
used
to
design
an
experiment
involving
the
proteins
found
in
milk.
Milk
typically
has
a
pH
of
about
6.5;
we
consider
it
to
be
a
neutral
solution,
since
it
has
a
pH
very
close
to
7.
If
the
milk
becomes
acidic,
it
will
start
to
go
bad.
The
experiment
you
design
will
try
to
figure
out
at
which
pH
milk
starts
to
curdle,
or
clump
together.
This
change
in
milk’s
pH
is
what
is
responsible
for
milk
going
bad
or
sour
after
its
expiration
date
passes.
VII.
Possible
Misconceptions
1. All
experimental
questions
can
be
answered
with
simple
yes
or
no
responses.
The
students’
statement
of
problem
for
their
experiment
should
not
have
a
yes
or
a
no
answer.
Their
statement
needs
to
be
specific
and
unique
to
the
experiment
being
conducted.
2. A
pH
of
0
indicates
a
neutral
substance.
A
7
on
the
pH
scale
corresponds
to
a
neutral
substance,
such
as
pure
water.
Zero
indicates
a
very
strong
acid.
3. All
bodily
fluids
have
the
same
pH.
Spit
has
a
pH
of
7.4
(normally
neutral),
whereas
vomit
is
considered
to
be
an
acidic
solution
with
a
pH
of
2.
This
is
because
vomit
contains
stomach
acid,
which
is
used
in
the
digestive
process
to
break
down
foods
completely.
4. A
solution
can
be
considered
an
acid
or
base,
depending
on
its
pH.
The
designations
"acid"
and
"base"
refer
to
specific
chemical
compounds.
The
terms
"acidic"
or
"basic"
refer
to
solutions.
A
solution
can
go
from
acidic
to
basic
and
back
again
by
adding
sufficient
base
or
acid,
but
an
acid
cannot
be
turned
into
a
base,
nor
a
base
turned
into
an
acid
without
changing
the
molecule
itself.
Page 6 of 33
5. A
strong
acid
or
base,
in
diluted
form,
is
more
acidic
than
a
weak
acid
or
base
that
is
highly
concentrated.
A
highly
concentrated
solution
of
a
weak
acid
can
be
more
acidic
than
a
low
concentration
solution
of
a
strong
acid.
VIII.
Vocabulary
and
Definitions
College
level
1. Acid
-‐
A
proton
donor,
or
a
compound
that
when
added
to
water,
increases
the
concentration
of
H+
ions
in
solution;
comes
from
the
Latin
word
acidus
that
means
"sharp"
or
"sour."
2. Base
-‐
A
proton
acceptor,
or
a
compound
that
when
added
to
water,
decreases
the
concentration
of
H+
ions
in
solution.
3. Aqueous
-‐
A
solution
in
which
water
is
the
solvent.
4. Strong
Acid
-‐
An
acid
that
dissociates
completely
in
water.
5. Strong
Base
-‐
A
base
that
dissociates
completely
in
water.
6. Weak
Acid
-‐
An
acid
that
only
partially
ionizes
in
an
aqueous
solution
(i.e.
not
every
molecule
breaks
apart).
7. Weak
Base
-‐
A
base
that
only
partially
ionizes
in
an
aqueous
solution
(i.e.
not
every
molecule
contributes
an
OH–
ion
to
the
solution).
8. Neutral
-‐
A
solution
that
has
a
pH
of
7;
it
is
neither
acidic
nor
basic.
9. Denature
–
To
cause
a
protein
to
lose
its
natural
shape.
10. pH
–
A
measure
of
the
acidity
or
alkalinity
of
an
aqueous
solution.
11. Compound
–
a
substance
formed
by
the
chemical
union
of
two
or
more
elements
12. Element
–
one
of
a
class
of
substances
that
cannot
be
separated
into
simpler
substances
by
chemical
means
6th
grade
level
1. Acidic
solution
(solución
ácida)
-‐
A
solution
that
when
added
to
water
decreases
the
pH.
2. Basic
solution
(solución
básica)
-‐
A
solution
that
when
added
to
water
increases
the
pH.
3. Neutral
(neutral)
-‐
A
solution
that
has
a
pH
of
7;
it
is
neither
acidic
nor
basic.
4. Indicator
(indicador)
–
A
substance
that
changes
color
depending
on
the
properties
of
a
solution.
5. pH
–A
measure
of
how
acidic
or
basic
a
solution
is.
6. Compound
–
a
substance
formed
when
two
or
more
elements
are
chemically
joined
7. Element
–
substance
that
cannot
be
separated
a
simpler
substance
IX.
Safety
Considerations
No
tasting
of
the
solutions.
Safety
goggles
must
be
worn
by
both
students
and
teachers.
Teachers
must
witness
all
students
washing
their
hands
immediately
following
the
experiment
or
in
the
event
of
any
spills.
Wipe
down
tables
after
experiment.
X.
Question
of
the
Day
At
what
pH
does
milk
curdle?
Five-‐E
Organization
ENGAGEMENT
Time:
2-‐3
minutes
Page 7 of 33
What
the
Teacher
Will
Do
Probing
Questions
Expected
Student
Responses
Potential
Misconceptions
Hi
everyone!
Just
in
case
you
don’t
remember,
my
name
is
______
and
this
is
_________.
We
are
excited
to
get
club
started
this
week.
Before
we
begin,
let’s
go
over
the
Hook
‘Em
sign.
Make
horns.
When
we
say
Hook’Em
and
make
the
horns
sign,
we
want
you
to
say
Horns
and
make
the
horns
sign,
and
focus
all
your
attention
on
us
at
the
front
of
the
room.
Review
with
class.
Great
job!
Now
we
are
ready
to
start.
Show
students
cabbage
juice.
I
found
some
of
this
liquid
in
the
lab
and
I
wanted
to
test
it
out
with
you
to
see
what
it
actually
does.
1. What
color
is
the
liquid
in
1. Purple.
the
beakers
(before
anything
is
added)?
It
comes
from
a
vegetable
you
may
already
be
familiar
with.
2. What
vegetable
do
you
2. Red
cabbage.
think
this
liquid
comes
from?
It’s
made
from
red
cabbage.
Let’s
see
what
happens
when
I
add
different
solutions
to
this
liquid…Put
safety
goggles
on.
3. What
do
you
think
will
3. Nothing.
It
will
have
more
happen
when
I
add
this
liquid.
Color
change
will
clear
liquid
to
the
cabbage
occur.
juice?
Let’s
count
down
together…3,2,1!
Pour
some
Page 8 of 33
ENGAGEMENT
Time:
2-‐3
minutes
What
the
Teacher
Will
Do
Probing
Questions
Expected
Student
Responses
Potential
Misconceptions
base
into
beaker
(dilute
ammonia).
4. What
just
happened?
4. There
was
a
color
change!
5. And
what
do
you
think
will
5. It
will
turn
a
darker
shade
happen
when
I
add
of
that
color.
Nothing
will
another
clear
liquid
to
this
happen.
second
beaker
of
cabbage
juice?
Let’s
count
down
together
again…3,2,1!
Pour
some
acid
into
a
second
beaker
containing
cabbage
juice
(vinegar).
Great
predictions!
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
Hold
up
both
beakers.
1. Why
could
this
be
1.
A
chemical
reaction
happening?
occurred.
One
partner
should
pass
out
the
pH
scale
worksheet
while
the
other
explains
and
writes
definitions
on
the
board.
There
was
a
chemical
reaction!
The
pH
of
the
cabbage
juice
changed
when
each
solution
was
added.
The
color
change
was
caused
because
cabbage
juice
is
known
as
an
indicator.
Write
the
word
indicator
on
the
board
or
under
doc
cam.
Have
students
fill
out
the
following
definition
on
their
vocabulary
sheet:
A
substance
that
changes
color
depending
on
the
properties
Page 9 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
of
a
solution.
We
can
use
this
color
change
to
indicate
a
certain
property
of
a
solution.
In
this
case,
the
chemical
property
we
just
observed
changing
was
pH.
Write
pH
and
the
definition
underneath
it
(or
use
doc
cam
and
fill
in
handout
along
with
students).
Note:
This
is
a
new
vocab
so
they
probably
haven’t
heard
this
word
before.
pH
scale:
A
measure
of
how
basic
or
acidic
a
solution
is
Notice
that
the
“p”
is
lowercase
and
the
“H”
is
uppercase.
2. What
does
pH
measure
2. How
acidic
or
basic
a
again?
solution
is.
Great!
pH
is
a
measure
of
how
acidic
or
basic
a
solution
is.
3. Looking
at
your
worksheet,
3. Zero.
what
should
be
at
the
bottom
of
my
pH
scale?
4. At
the
top?
4. Fourteen.
5. Looking
at
our
number
5. Seven.
line,
what
number
would
be
in
the
middle
or
between
0
and
14?
While
talking,
fill
out
the
handout
with
the
students.
Acidic
solutions
are
present
between
pH
values
of
0
and
about
6.
Neutral
substances
are
between
pH
values
of
6
and
8.
Basic
solutions
have
pH
values
from
around
8
to
14.
6. What
does
the
pH
scale
6. Thermometer,
ruler.
remind
you
of
that
you’ve
seen
in
science
before?
Page 10 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
7. What
does
a
thermometer
7. Temperature.
measure?
8. What
does
the
pH
scale
8. Whether
a
solution
is
Scientists
use
the
pH
scale
to
measure?
acidic
or
basic.
measure
how
acidic
or
basic
a
solution
is.
So
I
woke
up
this
morning
and
I
felt
like
having
a
big
glass
of
milk
with
my
breakfast.
9. What
does
milk
normally
9. It
is
white
and
looks
look
like?
smooth.
When
I
poured
my
milk
out
of
the
carton,
I
noticed
it
was
all
clumpy!
10. Has
that
ever
happened
to
10. Yes.
No.
The
milk
smells
you?
What
is
this
called?
bad!
It’s
called
curdling!
Milk
gets
all
clumpy,
or
curdles,
when
it
gets
past
the
expiration
date
listed
on
the
container.
It
smells
really
bad
and
I
heard
it
tastes
pretty
sour.
Write
curdle
on
the
board
with
definition:
To
clump
up.
Have
students
copy
on
their
worksheets.
I
brought
the
milk
in
with
me
to
show
you
what
it
looks
like
when
it’s
curdled.
Pass
around
tube
containing
curdled
milk.
11. What
does
the
curdled
11. It
is
sticking
to
the
sides
milk
look
like?
of
the
tube.
It
looks
clumpy.
12. Could
you
identify
curdled
12. Yes!
I
can
compare
what
I
milk
if
you
saw
it?
think
is
curdled
milk
to
the
tube
you
passed
out.
Great!
Now
I
need
you
to
help
me
answer
the
question
of
the
day:
At
what
pH
does
milk
curdle?
Post
on
doc
cam.
Page 11 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
Before
we
do
anything,
I
need
to
go
over
some
important
safety
instructions
with
you.
We
are
going
to
read
these
together.
Post
safety
instructions
under
doc
cam.
Emphasize
that
we
need
to
be
safe
so
that
we
don’t
accidentally
get
any
solution
in
our
eyes
or
irritate
our
skin.
Safety
Instructions:
1. Wear
goggles
at
all
times.
2. Do
not
taste,
touch
or
smell
the
substances.
Ammonia,
Vinegar
and
lemon
juice
can
irritate
eyes.
Ammonia
can
irritate
skin.
3. Wash
hands
after
the
experiment
with
hand
soap.
4. Notify
a
teacher
of
spills
immediately.
Pass
out
goggles.
Goggles
are
very
important
for
our
experiment
today.
You
must
wear
your
goggles
at
all
times.
If
I
see
you
without
your
goggles
on
or
not
following
any
of
these
safety
rules,
you
will
have
to
sit
out
for
the
rest
of
the
experiment—remember,
we
are
all
wearing
goggles
together!
Pass
out
goggles
and
paper
towels.
Make
sure
that
both
partner
teachers
are
wearing
goggles
at
all
times
to
set
the
Page 12 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
example.
I
am
also
passing
out
job
cards.
We
need
to
work
as
a
team
today!
Pass
out
job
cards.
We
will
use
these
for
most
of
the
experiments
we
do
in
afterschool
club.
Don’t
worry
if
you
don’t
get
the
job
you
want
this
time—you’ll
have
a
chance
to
do
every
job
by
the
end
of
club!
Take
turns
reading
your
job
to
your
group.
Be
sure
to
pay
attention
because
you
may
have
that
job
next
week.
Give
students
a
few
minutes.
Recorders
raise
your
hands.
Please
come
up
and
get
enough
data
collection
worksheets
for
your
group—
one
per
person!
Allow
these
students
to
come
up
and
get
worksheets.
Make
sure
everyone
in
your
group
records
the
data
as
the
experiment
occurs.
To
test
a
solution’s
pH,
all
we
need
to
do
is
dip
a
pH
indicator
strip
into
the
solution.
Make
sure
all
the
boxes
touch
the
solution—dip
it
in
for
five
seconds
to
be
sure!
Demonstrate.
Once
the
indicator
gets
wet
it
changes
color
to
correspond
to
the
pH
of
that
solution.
13. What
do
we
do
with
the
13. Dip
it
into
the
solution
pH
strip?
and
wait
five
seconds
Then,
we
just
need
to
before
we
take
it
out.
compare
the
strip
to
the
pH
Page 13 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
key
and
figure
out
what
range
the
solution
falls
into.
Pass
out
keys
to
each
pair
of
students.
14. Once
our
strip
changes
14. Compare
it
to
the
key.
color,
what
do
we
do?
Remember!
When
you
read
the
pH
strip
you
want
to
make
sure
you
align
it
with
the
key.
Demonstrate
on
doc-‐cam
proper
alignment
of
key
to
read
pH.
Walk
around
room
and
make
sure
pairs
are
doing
this
correctly.
15. What
was
the
question
of
15. At
what
pH
does
milk
the
day?
What
problem
curdle?
are
we
trying
to
investigate?
16. What
should
the
milk
look
16. It
should
stick
to
the
sides
like
in
the
test
tube
when
of
the
tube.
it
curdles?
When
milk
curdles,
you
should
be
able
to
see
it
stick
to
the
sides
of
the
test
tube.
Remember
I
have
this
test
tube
up
here
of
curdled
milk
for
comparison!
In
pairs,
you
will
perform
an
experiment
to
test
and
reach
a
conclusion
regarding
the
question
of
the
day.
The
first
thing
you
need
to
do
when
designing
an
experiment
is
to
write
down
your
hypothesis.
Before
you
begin
the
actual
experiment,
you
need
to
write
a
detailed
procedure
of
the
steps
you
plan
to
take
to
answer
the
question
of
the
Page 14 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
day.
Someone
else
should
be
able
to
read
your
procedure
and
replicate
the
steps
you
took.
Be
sure
to
include
proper
scientific
terminology.
An
example
would
be
to
write
the
word
“pipette”
instead
of
“dropper.”
You
must
also
include
a
data
table
to
record
17. How
did
we
test
the
pH
of
17. We
used
pH
indicator
your
results.
the
mystery
solutions
paper.
We
dipped
it
into
earlier?
the
solution
for
five
seconds
and
then
we
compared
it
to
a
key.
18. Do
y ou
think
you
should
18. Yes
so
we
know
what
pH
test
the
pH
of
all
of
the
they
are.
substances
you
use?
Why
or
why
not?
Show
materials
list
on
the
doc
cam
while
the
other
holds
them
up
so
entire
class
can
see
them.
You
must
have
a
detailed
procedure
and
it
must
be
checked
before
you
are
given
any
milk.
You
must
also
have
19. What
does
your
group
19. A
detailed
procedure
and
a
data
table!
need
to
write
before
you
a
data
table.
get
any
milk?
We
have
prepared
a
sheet
that
you
can
reference
if
you
are
having
trouble
writing
your
procedure.
Pass
out
“What
to
think
about
when
you
are
writing
your
experiment”
sheet.
Go
ahead
and
begin
brainstorming!
Circulate
and
check
If
groups
have
trouble
starting:
procedures.
Assist
students
1. What
are
you
trying
to
that
are
having
difficulties
by
study?
Page 15 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
redirecting
with
questions.
2. What
can
you
vary?
Allow
students
to
begin
3. What
experiment
once
procedures
materials/supplies
can
and
data
table
have
been
you
use?
approved.
Initial
their
procedures
and
put
a
smiley
If
groups
have
trouble
creating
face
for
positive
feedback!
a
data
table:
(This
will
help
you
keep
track
1. What
do
you
need
to
of
whose
work
has
been
know
to
answer
the
checked).
question
of
the
day?
2. What
are
you
(Note:
If
students
ask
for
changing?
more
materials,
tell
them
3. How
many
different
they
need
to
edit
their
solutions
have
you
materials
list
and
procedure
been
given?
first.)
Questions
to
ask
after
students
have
finished
collecting
their
data
(also
look
at
experimental
design
handout):
1. Did
your
experiment
provide
you
with
enough
data?
2. What
conclusions
can
you
make
about
pH’s
effect
on
the
curdling
of
milk?
3. Were
there
any
sources
of
error?
4. What
would
you
change
about
this
experiment
to
make
it
better?
5. If
you
had
time
to
do
a
second
experiment,
what
would
you
do?
6. Look
at
your
neighbor’s
procedure.
Could
you
carry
out
their
experiment?
Were
the
directions
clear
enough?
What
would
Page 16 of 33
EXPLORATION
Time:
60
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
you
have
improved?
EXPLANATION
Time:
15
minutes
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
1. Why
is
pH
important
1. To
see
if
something
is
an
anyway?
acid
or
base.
To
see
if
We
need
to
know
the
pH
of
something
is
safe.
solutions
in
order
to
figure
out
whether
or
not
they
are
dangerous.
Also,
changes
in
pH
in
the
environment
can
be
used
as
indicators
of
pollution.
Even
doctors
run
tests
on
the
pH
of
blood
to
see
if
it
is
more
acidic
than
normal.
2. Vomit
is
an
example
of
a
2. It’s
an
acid!
solution
with
a
pH
of
2.
Is
it
considered
acidic,
basic,
or
neutral?
Why?
Think
about
the
acid
in
your
stomach!
We
also
need
to
check
the
pH
of
swimming
pools
on
a
regular
basis—if
not,
your
eyes
may
start
to
burn
when
you
get
in
the
pool!
3. What
is
a
common
neutral
3. Water!
substance
we
tested
earlier?
Not
only
is
water
a
neutral
solution,
but
it
is
also
an
example
of
a
compound.
A
compound
is
a
substance
formed
when
two
or
more
elements
are
chemically
joined.
4. Blood
is
an
example
of
a
4. It’s
neutral!
Because
it’s
solution
with
a
pH
of
7.4.
part
of
our
body.
Is
it
considered
acidic,
basic,
or
neutral?
Why?
Think
about
your
body!
5. Hand
soap
has
a
pH
of
10.
5. Basic
because
it
needs
to
Page 17 of 33
Is
it
considered
acidic,
neutralize
anything
we
basic,
or
neutral?
What
is
have
on
us
when
we
are
left?
Why?
using
it.
Acid
rain
is
another
thing
scientists
watch
out
for
because
it
is
harmful
to
the
environment.
It
is
rain
that
becomes
very
acidic
due
to
atmospheric
pollution.
Let’s
discuss
our
results.
6. What
was
the
pH
of
milk
6. Around
6.5.
before
we
added
any
solutions
to
it?
7. Does
t hat
m ake
m ilk
a n
7. Neutral.
acidic,
basic,
or
neutral
solution?
8. At
what
pH
did
the
milk
8. Around
4.6.
curdle?
How
did
you
find
that?
Right,
so
milk
curdled
at
a
pH
of
4.6.
9. Is
that
within
the
acid
or
9. Acids
range.
base
r ange?
10. Which
solution(s)
made
10. The
lemon
juice
or
the
milk
curdle?
vinegar.
11. Are
t hose
a cidic
o r
b asic?
11. Both
are
acidic.
12. What
type
of
pH
12. Acidic.
environment
caused
the
milk
to
curdle?
That’s
an
important
finding!
It
didn’t
matter
which
acidic
solution
was
used.
All
that
mattered
was
that
the
acidic
solution
being
added
was
strong
enough
to
make
a
new
solution
that
went
below
a
pH
of
4.6
13. Whenever
m ilk
goes
b ad,
13. Sour.
what
do
most
people
say?
Does
milk
go
sour
or
bitter?
14. What
does
that
tell
you
14. Acidic
solutions
are
sour.
about
the
properties
of
an
acidic
solution?
This
is
just
an
interesting
side
note,
so
I
don’t
recommend
that
you
taste
the
milk
when
it
goes
bad!
You
could
get
Page 18 of 33
sick!
15. What
other
acidic
15. Lemon
juice.
solutions
have
we
worked
with
today
that
are
sour?
Because
milk
curdled
at
4.6,
we
can
conclude
that
an
acidic
environment
was
necessary.
16. Once
you
found
that
the
16. Continued
milk
curdled,
did
you
stop
testing/skipped
to
or
did
you
continuing
conclusion
questions.
testing
with
the
other
solutions?
17. Why
might
it
be
important
17. To
finish
the
experiment,
to
continue
to
test
even
collect
more
data
to
As
scientists,
it’s
important
to
though
you
already
found
make
broader
continue
collecting
data
even
an
answer?
conclusions.
if
you
have
found
what
you
were
looking
for
so
you
have
more
data
and
can
draw
broader
conclusions.
Page 19 of 33
proteins
looked
before
we
straws.
added
lemon
juice
or
vinegar
to
the
milk?
Right,
so
the
proteins
before
the
milk
went
bad
looked
like
this.
Hold
up
bag
with
unbent
straws.
3. What
do
you
think
will
3. Just
one
straw
will
come
happen
if
I
take
out
one
out.
straw
from
this
bag?
It
comes
out
easily,
and
doesn’t
pull
out
any
other
straws.
They
are
able
to
flow
easily,
like
when
you
are
pouring
milk
into
your
cereal.
Now
let’s
examine
the
other
bag.
Hold
up
bag
with
bent
straws.
4. What
do
you
think
will
4. Some
other
straws
may
happen
if
I
take
one
straw
come
with
it.
Exactly,
one
straw
may
be
out
of
this
bag?
attached
to
other
straws;
if
I
pulled
one
out,
I
could
easily
pull
out
several
more
because
they
would
be
stuck
together.
5. What
effect
does
shape
5. The
more
bent
the
have
on
the
volume
that
straws,
the
more
space
the
straws
take
up?
More
they
take
up.
specifically,
if
you
look
at
the
bags
sideways,
what
do
you
notice?
When
milk
goes
bad,
proteins
begin
to
fold
up
like
these
straws.
These
folds
cause
clumps,
just
like
what
we
saw
during
our
experiment
today.
Thanks
to
your
experiments,
we
were
able
to
demonstrate
that
milk
curdles
in
an
acidic
pH.
Now
you
can
tell
your
parents
and
friends
the
science
behind
why
milk
goes
bad!
EVALUATION
Time:
5
minutes
Page 20 of 33
What
the
Teacher
Will
Do
Probing
Questions
Student
Responses
Potential
Misconceptions
Now
that
you
have
designed
and
completed
an
experiment
and
learned
the
“why”
behind
milk
curdling,
it
is
time
to
reflect
and
analyze
your
work
once
again.
We
will
do
so
by
answering
some
questions
and
then
going
over
them
as
a
class.
Give
students
about
five
minutes
to
finish
the
Show
Off
What
You
Know
worksheet,
and
then
go
over
the
answers
as
a
class.
If
time
permits,
continue
with
the
journal
prompt.
Brainstorm
an
answer
to
this
journal
prompt,
and
write
it
down
in
your
science
journals:
What
revisions
to
the
experimental
design
can
you
make
that
will
lead
to
more
accurate
findings
and
reduce
errors?
Page 21 of 33
Name:
______________________________
Date:
_________________________
Vocabulary
words
Indicator
–
a
substance
that
___________
____________
depending
on
the
properties
of
a
solution
pH
–
a
measure
of
how
_______________
or
______________
a
solution
is
pH
Scale
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Page 22 of 33
Question
of
the
Day:
At
what
pH
does
milk
curdle?
SAFETY
INSTRUCTIONS
1. Wear
goggles
at
all
times.
2. Do
not
taste,
touch
or
smell
the
substances.
3. Wash
hands
after
the
experiment.
4. Notify
a
teacher
of
spills
immediately.
Page 23 of 33
What
to
Think
About
When
Writing
Up
Your
Experiment
Experimental
Design
Requirements
Research
Question:
The
research
question
is
the
single
most
important
part
of
the
scientific
method.
Every
part
of
your
project
is
done
to
answer
this
question.
The
research
question
is
sometimes
formed
as
a
statement
and
is
called
the
"Problem"
or
"Problem
Statement."
For
this
experiment,
your
research
question
will
be
the
question
of
the
day.
Hypothesis:
The
hypothesis
is
an
"educated
guess"
or
prediction,
formed
as
a
statement,
which
you
propose
to
be
the
answer
to
the
research
question.
An
educated
guess
is
based
on
some
prior
knowledge.
Experimental Design: Plan an experiment in which you can test your hypothesis.
• Variables:
The
independent
variable
is
what
we
change
in
an
experiment
and
the
dependent
variable
is
what
we
measure.
• Control:
The
control
is
a
particular
sample
that
is
treated
the
same
as
all
the
rest
of
the
samples
except
that
it
is
not
exposed
to
manipulated
variables.
• Observation:
When
you
interact
with
your
experiment,
you
are
using
your
senses
to
observe.
Does
it
have
a
smell,
make
a
noise,
have
color,
etc.?
• Collect
Data:
As
you
observe
your
experiment,
you
will
need
to
record
the
progress
of
your
experiment.
Data
can
be
whatever
you
observe
about
your
experiment
that
may
or
may
not
change
during
the
time
of
the
experimentation.
Examples
of
data
are
values
in
pH,
temperature,
a
measurement
of
growth,
color,
distance,
etc.
Data
can
be
both
qualitative
(written
observations)
and
quantitative
(measurements
or
graphs).
• Data:
The
data
are
the
values
written
down
as
the
experiment
progresses.
Examples
of
data
entry
on
measuring
plant
growth
à
• Charts
&
Graphs:
When
at
all
possible,
Plant
#
Measurement
illustrations
of
data
are
advisable.
They
can
(mm)
convey
a
great
deal
of
information.
Examples
Control
7.4
include:
Bar
Graph,
Pie
Chart,
X
&
Y
axis
Graph,
Plant
1
15.6
Histogram,
etc.
Plant
2
20.9
Plant
3
32.1
Materials:
List
all
supplies
and
equipment.
Example
list:
Control
7.8
1.
250
ml.
glass
beaker
Plant
1
16.7
2.
1
straw
Plant
2
25.2
3.
150
m.
Lime
Water
Plant
3
32.1
4.
10
g
Baking
Soda
Procedure:
The
procedure
is
a
detailed,
step
-‐
by
-‐
step
description
of
how
you
conducted
your
experiment.
Example:
"After
1
minute,
I
stirred
in
the
baking
soda
and
timed
the
reaction
to
be
45
seconds."
Page 24 of 33
Results:
The
results
are
usually
in
the
form
of
a
statement
that
describes
the
data.
You
do
not
go
into
any
detail
or
explanations
here.
You
simply
say
in
words
what
your
data
is
telling
you.
Example:
"Test
Plant
3
showed
little
difference
in
growth
rate
as
compared
to
the
Control
Plant."
In
this
section,
you
would
reference
the
data
you
collected
during
your
experiment.
Conclusion:
The
conclusion
is
a
summary
of
the
research
and
the
results
of
the
experiment.
This
is
where
you
answer
your
research
question.
You
make
a
statement
of
whether
your
data
supported
your
hypothesis
or
not.
You
may
have
data
that
supported
only
part
of
your
hypothesis.
You
may
also
have
data
that
did
not
support
your
hypothesis
at
all.
In
this
case,
you
may
explain
why
the
results
were
different.
Possible
Experimental
Errors:
A
statement
indicating
any
sources
of
errors
and
this
includes
reporting
any
human
errors
Ø Random
Error/Indeterminate
Error:
introduced
because
of
limited
precision
of
instruments,
also
known
as,
an
indeterminate
error.
Ø Mess-‐up
Error/Determinate
Error:
introduced
because
of
a
known
mistake
Ø Systematic
Error:
introduced
because
of
equipment
failure
Recommendations
for
Further
Experimentation
Based
on
Your
Data
and
Practical
Applications:
Give
at
least
one
suggestion
to
improve
the
experiment
and
list
another
possible
experiment
that
could
examine
your
same
hypothesis.
Page 25 of 33
Name:
_________________________________
Date:
__________________________
Experimental
Design
Worksheet
Problem:
At
what
pH
does
milk
curdle?
Testing
the
Liquids:
Liquid
pH
Acidic,
Basic
or
Neutral?
Lemon
Juice
Ammonia
Vinegar
Baking
Soda
Solution
Hypothesis
(what
do
you
think
will
happen
and
why?):
_________________________
_______________________________________________________________________
_______________________________________________________________________
Materials
(what
will
you
use
to
do
your
experiment?):
Page 26 of 33
Procedure
(what
steps
must
be
followed
in
your
experiment?):
Data/Results
(record
what
you
see,
but
also
use
a
data
chart
to
organize
your
data!):
Page 27 of 33
Conclusion
(answer
the
questions
below):
1.
What
is
your
answer
to
the
question
of
the
day?
_______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.
How
does
your
data
support
your
conclusion?
________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.
What
revisions
to
the
experimental
design
can
you
make
that
will
lead
to
more
accurate
findings
and
reduce
errors?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Page 28 of 33
Hand Soap
Blood
Water
Lemon Juice
Milk
Vomit
Page 29 of 33
Ammonia
Vinegar
Baking Soda
Page 30 of 33
Material
List:
Ü Milk
Ü Lemon
Juice
Ü Vinegar
Ü Ammonia
Ü Baking
Soda
Solution
Ü Pipettes
Ü Test
Tubes
Ü pH
Indicator
Strips
Ü pH
indicator
Key
Ü Forceps
Ü Paper
Towel
Ü Cups
Ü Vials
Page 31 of 33
Name:
________________________
Show
Off
What
You
Know:
1.
What
kind
of
an
environment
causes
milk
to
become
curdled?
a. Basic
b. Acidic
c. Neutral
d. Indicator
2.
The
pH
of
Coke
was
measured
and
determined
to
be
2.5.
This
is
a. More
acidic
than
vomit.
b. More
basic
than
blood.
c. Less
acidic
than
lemon
juice.
d. Neutral
like
water.
3.
Based
on
the
image
of
the
pH
scale,
what
would
happen
if
you
mixed
baking
soda
with
lemon
juice?
a. It
would
form
a
basic
solution
b. It
would
form
an
acidic
solution
c. It
would
form
a
neutral
solution
d. Nothing
would
happen
4.
Rob
is
performing
an
acid/base
reaction
by
mixing
Diet
Coke
and
baking
soda
together.
He
wants
to
know
if
the
Diet
Coke
will
become
more
acidic
or
more
basic
after
adding
the
baking
soda.
What
are
the
steps
he
needs
to
follow
in
order
to
reach
a
conclusion?
a. Procedure
à
Hypothesis
à
Conclusion
à
Materials
à
Data/
Results
b. Conclusion
à
Data/Results
à
Procedure
à
Materials
à
Hypothesis
c. Hypothesis
à
Materials
à
Procedure
à
Conclusion
à
Data/Results
d. Hypothesis
à
Materials
à
Procedure
à
Data/Results
à
Conclusion
Page 32 of 33
Journal
Prompt:
What
revisions
to
the
experimental
design
can
you
make
that
will
lead
to
more
accurate
findings
and
reduce
errors?
Page 33 of 33