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Mad Science Lab:

Original Lesson Plan

The Mad Science Lab original lesson plan was retrieved from the Ohio Department of Education website: 

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/P06A02_Mad_Science_Lab.doc

Lesson Summary:

This lesson will allow students to differentiate between physical and chemical change in matter. Students will conduct a number of simple experiments, collect data and categorize the results as examples of either chemical or physical change. In the pre-assessment, students will locate and identify objects in the school environment that have undergone change. The summative assessment will require students to apply their knowledge of physical and chemical change by soliciting the assistance of a “super-person” that can utilize either physical or chemical change to solve problems. This lesson uses connections to folklore, science fiction, and comic books to assist each student as they make careful observations and conduct systematic experiments in the “mad science lab” of physical and chemical change.

Estimated Duration:  Three hours

Commentary:

This lesson on differentiating between physical and chemical change will begin by having students identify the various types of “changes” that are commonplace in their lives. By grouping and categorizing these changes, students will establish guidelines for determining whether a sample has undergone a physical change or a chemical change.  Chemistry experiments will provide students the opportunity to apply these guidelines in an exciting, motivational format.  Students will be making careful observations, maintaining a data record, and conducting experiments. It may be useful to also review the process skills used in this activity.  Mythology, science fiction literature, and comic books can provide a rich source of individuals and situations that provide unusual dimensions to the concepts of physical and chemical change.

Pre-Assessment:

·        Place some or all of the following items in conspicuous locations within the classroom: a cross-cut section from a tree, skeleton or piece of bone, something with rust, a tarnished coin, torn piece of paper, dirty golf ball, a rock or fossil, and a small plastic bag with ice cubes.

·        Have pairs of students participate in a scavenger hunt through the science lab (or classroom) in search of objects or materials that have undergone change, or are in the process of being changed.

·        Have students list at least ten items. For each item, explain why it was placed on the list and how it has or is undergoing change. See Attachment A, Pre-Assessment Data Record.

Scoring Guideline:

·        Expect most students to identify ten different items that exhibit change, as well as how each item has changed. See Attachment B, Pre-Assessment Sample Data Record.

·        Include a follow-up discussion that lists the items from each student’s data record.  Separate the items that exhibit evidence of physical change from those that exhibit evidence of chemical change.

·        During the discussion process, ask students to identify similar characteristics of items within each group that could be used as guidelines for categorizing new examples. Establish a clear differentiation between physical change (change in location, cosmetic appearance, size, shape, or state) and chemical change (change that involves a new substance appearing or disappearing or an irreversible change).

·        Take a new tour of the classroom to identify items that were missed and provide students another opportunity to use their new classification guidelines.

Post-Assessment:

·        Have students complete “Putting Physical Change and Chemical Change to the Test.” See Attachment C, Post Assessment.

·        Explain to students that they will have to employ the skills of two superheroes to help them get out of difficult, life-threatening situations. One of the superheroes can cause physical changes while the other is capable of producing chemical changes. Ask students to identify which super-hero will assist them in each situation and how that super-hero will use his/her powers to help them escape. How the problem is solved should be reasonable and possible under present scientific standards. The solution to the problem should not bring harm to the person being rescued (e.g., melting the bars of the iron cage might free the prisoner, but at the same time may cause severe burns to his/her body) or the local environment.

·        Provide students a copy of the rubric so that they understand the scoring process. See Attachment D, Post Assessment Rubric.

Scoring Guideline:  

Accept either super-hero as a response to each problem situation. This response should include the reason a particular super-person was selected, and that reason should make reference to either physical change or chemical change. The solution should be practical and possible with present technology. The solution shouldn’t harm the person being assisted, nor should it harm the environment. The solution should be clearly written and explained. See Attachment D, Post-Assessment Rubric.

Instructional Procedures:

1.      Divide students into pairs.

2.      Present the following scenario to students:

Experiments were found in a deserted lab that at one time had been owned and operated by twin brothers who were only known by their title and a single letter, Dr. J and Mr. H. The brothers had a reputation for conducting bizarre experiments that always involved something changing. No one can recall seeing both brothers together at the same time. The brothers had distinct interests. Dr. J was a brilliant, although eccentric scientist who never placed labels on his chemicals, just letters if they were liquids and numbers if they were solids. He also liked to shoot basketball, and at one time had considered playing in the NBA. Mr. H was an accountant and an aspiring grill cook. Dr J was friendly and a practical joker. Mr. H was grumpy and sneaky.

3.      Request that each pair of students work together to duplicate Dr. J/ Mr. H’s experiments to determine if some type of chemical or physical change has taken place. See Attachment F, Student Laboratory Instructions.

4.      Review safety procedures with the students, especially the use of goggles, how to “waft” strange odors, the importance of washing their hands should they come in contact with an unknown chemical, and careful attention to  instructions.  In addition, emphasize that the students never conduct any unauthorized/unsupervised experiment at home.

5.      Place the materials described in Attachment E, Chemical Preparations in a variety of containers that would disguise their true identity. Identify each substance by marking numbers and letters on the containers to provide an air of mystery to the investigations. 

6.      Oversee the distribution of these chemicals to ensure that students do not receive large quantities or attempt to mix the wrong chemicals.  Ensure that sealable containers are used to reduce the likelihood of spillage. Instruct one student from each group to transport the chemicals to their work area.

7.      Explain to students the need to keep a data table to document their results. See Attachment G, Data Table.  It is crucial that students are careful in making observations to use all of their senses (with the exception of taste) to examine the chemical mixtures, especially different odors and changes in temperature that might be overlooked.

8.      Following the investigations, discuss each physical and chemical change. Emphasize those chemicals that have changed size, shape, and / or state; compared to those reactions where a new substance was being formed. See Attachment H, Data Table Answers.

Differentiated Instructional Support:

Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).

·        Pair students with different ability levels for this lesson, especially if reading the experiment directions are a concern.

·        On the summative assessment, explain in detail the kinds of changes each super-person is capable of doing. Physical Change Man can change the size or shape of inanimate objects. He can change the state of matter to a solid, liquid, or gas. He can also change the cosmetic appearance of an object or person (e.g., color, design, covering). Chemical Change Woman produces a new substance during the change process. She can cause rust or tarnish by oxidation. She can burn different objects. She can cause a chemical exchange that can release a gas or produce a different chemical that wasn’t already present (e.g., an unexpected color change, an unusual odor, a particulate deposit). She could even cause a release of energy in the form of heat or light. It may also be helpful to do one scenario together as an example.

·        Ask those students that have advanced beyond the indicator to create two different problem-solving scenarios for each super-person to help solve. 

Extension:

·        Have students experiment with other combinations of the same liquid and solid chemicals to search for additional examples of physical and chemical change.

·        Challenge students to determine what mystery liquids/solids were used.

·        Require students to identify physical/chemical changes when discussing a weather topic or ecological topic.

Homework Options and Home Connections:

·        Have students make a list of the “changes” they make in a typical day and determine if those changes are a physical change (changing clothes, putting on make-up, changing location, etc) or a chemical change (consuming food). Ask them to explain how these “changes” affect their lives.

Interdisciplinary Connections:

Math

·        Patterns, Functions, and Algebra Standard

Benchmark B: Represent, analyze and generalize a variety of patterns and functions with tables, graphs, words, and symbolic rules.

Indicator 1: Represent and analyze patterns, rules, and functions, using physical materials, tables, and graphs.

English Language Arts

·        Reading Applications

Benchmark B: Recognize the difference between cause and effect and fact and opinion to analyze text.

Indicator 2: Analyze examples of cause and effect and fact and opinion

Materials and Resources:

The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource.  The Web addresses listed are for a given site’s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.

For the teacher:                      Food coloring (red, yellow, blue, green), mortar and pestle, graduated cylinder, chemical scoop, stirrer, dry chemicals – baking soda, effervescent        

                                                stomach acid reducer, tarnished copper, powdered milk, clay, calcium chloride, Epsom salts, ice; liquid chemicals-distilled vinegar, distilled water,

                                                ammonia, lemon juice, calcium chloride solution, Epsom salts solution, phenolphthalein solution.

For the students:                     Goggles, open container or clear plastic cup, stopper or capped container, test tube holder, test tubes, “zipper” plastic bags.

Vocabulary:

chemical change

chemical reaction

physical change

solution

states of matter - solid, liquid, gas

Technology Connections:

·        Compare the physical and chemical changes of a live pet with the physical and chemical changes of a radio-control or robotic pet.

Research Connections:

Marzano, Robert J., et al. Classroom Instruction That Works: Research-Based Strategies

for Increasing Student Achievement. Alexandria, Va: Association for Supervision and Curriculum Development, 2001.

Identifying similarities and differences enhances students’ understanding of and ability to use knowledge. This process includes comparing, classifying, creating metaphors and creating analogies and may involve the following:

• Presenting students with explicit guidance in identifying similarities and differences;

• Asking students to independently identify similarities and differences;

• Representing similarities and differences in graphic or symbolic form.

Cooperative learning groups have a powerful effect on student learning. This type of grouping includes the following elements:

• Positive interdependence;

• Face-to-face promotive interaction;

• Individual and group accountability;

• Interpersonal and small group skills;

• Group processing.

Setting objectives and providing feedback establishes a direction for learning and a way to monitor progress. This provides focus on learning targets and specific information to allow the students to make needed adjustments during the learning process, resulting in increased student learning.

Generating and testing hypotheses engages students in one of the most powerful and analytic of cognitive operations. It deepens students’ knowledge and understanding. Any of the following structured tasks can guide students through this process:

• Systems analysis;

• Problem-solving;

• Historical investigation;

• Invention;

• Experimental inquiry;

• Decision-making.

Edelson, D. et al. Addressing the Challenges of Inquiry-Based Learning, Technology and Curriculum Design. Journal of the Learning Sciences, 8(3-4), 1999, 391-450.

Inquiry-based learning helps students to become resourceful, effective investigators and problem-solvers. Research reports that with effective teacher facilitations, student-centered inquiry projects can reverse patterns of underachievement. Inquiry-based projects can build learning communities that foster communication skills, interpretive abilities and an understanding of issues from a variety of perspectives.

General Tips:

·        Do not overlook the obvious when searching for objects on “Proteus’s Scavenger Hunt.”  The students may find broken pencils, notes, pieces of crayon, maybe even food or gum that could be placed on their lists.

·        Feel free to change the gender of the super-hero and super-heroine in the summative assessment. Also, either could be called a super-person.

·        Most of the “Mad Science Lab” chemicals can be obtained at a grocery store or drug store. If you are being challenged in locating calcium chloride and phenolphthalein solution, check with the drug store pharmacy, your local high school science department or college science department. These same locations could also be sources of unusual and mysterious containers.

·        Use distilled water in preparing all solutions.

·        Enlist additional assistance in supervision in the interest of student safety.

Attachments:

Attachment A, Pre-Assessment Data Record

Attachment B, Pre-Assessment Sample Data Record

Attachment C, Post-Assessment

Attachment D, Post-Assessment Rubric

Attachment E, Chemical Preparations

Attachment F, Student Laboratory Instructions

Attachment G, Data Table

Attachment H, Data Table Answers

Attachment A

Pre-Assessment Data Record

Name: _______________

Proteus’s Scavenger Hunt

In Greek mythology, Proteus had the ability to change himself into any form he chose. You and your partner are participating in an unusual scavenger hunt here in the science lab (classroom). Your task is to find and list 10 items in this room that have changed from their original form or are in the process of being changed. In addition to listing these items, explain how each has been changed or is being changed.

Attachment B

Pre-Assessment Sample Data Record

Attachment C

Post-Assessment

Putting Physical Change and Chemical Change to the Test

A new super-hero and super-heroine have offered their assistance in solving five difficult problems. The super-hero is known as Physical Change Man. He not only has the ability to change his own shape, size, and physical state, but also anything that he touches. The super-heroine is known as Chemical Change Woman. She not only has the ability to change her own body into completely new substances, but also anything she touches. You may call upon only one super-person to assist you in each situation. You must identify which super-person will help you and you have to describe how that super-individual will use his/her powers to solve your problem.

 In your response you should identify the super-hero(ine) you selected, why they were chosen, and how they used their powers (physical change or chemical change) to accomplish their task. It is also important that the solution is realistic and will not bring harm to the individual they are helping or the surrounding environment.

Sample Situation: You have found yourself imprisoned in an iron cage!

Solution A –          Chemical Change Woman would come to my rescue. She could cause the bars to rust which would produce a new substance that would weaken the iron making it easier to break and escape. There are iron things rusting and falling apart all of the time. The rust wouldn’t hurt me, nor would it cause problems in the environment.

Or

Solution B –          Physical Change Man would come to the rescue. He could bend the bars of the cage into different shapes which wouldn’t change the iron, but it would make it easy to escape. The technology exists to change the shape of iron metal. Changing the shape wouldn’t hurt me or the environment.

Situation #1 -       Your hands are tied behind your back and are about to be pushed off the bank into a deep pool of water!

Situation #2 –      Somewhere, out of the darkness, you are about to be attacked by a bear!

Situation #3 -       You have found yourself stranded in a wooded wilderness where the temperature will soon drop below freezing!

Situation #4 -       What first appeared to be just a gentle rain has turned into a hail storm!

Attachment D

Post-Assessment Rubric

Each section of this rubric includes two items that should be included in the student’s response. If both items are present, the student would receive a score of “2” on that section. If only one of the items is present, then the student would receive a score of “1.” If neither item is present, the score would be “0.” If each item in each section is included, the student would receive a total score of “10.”

Attachment E

Chemical Preparations

Lab Chemicals

SOLIDS:                                                                                              LIQUIDS:

1.  baking soda                                           A.  distilled vinegar with red food coloring

2.  effervescent tablets                                 B.   distilled water with blue food coloring

3.  tarnished copper (or coin)                      C.  distilled water

4.  powdered milk                                       D.  dilute ammonia

5.  clay                                                        E.   lemon juice

6.  calcium chloride                                     F.   distilled vinegar

7.  ice with green food coloring                    G.  phenolphthalein solution

                                                                   H.  distilled water with yellow food color

                                                                   I.   calcium chloride solution

                                                                   J.   epsom salts solution

·        Both the calcium chloride solution and the epsom salts solution should be prepared by separating and using only the clear liquid that forms when a supersaturated solution has been given time to settle and the undissolved solute forms on the bottom of the container.

·        Dilute ammonia is made from mixing one mL of cleaning ammonia with 99 mL of distilled water.

·        Phenolphthalein solution can be purchased as a solution or a one percent solution can be prepared by mixing one gram of pure phenolphthalein with 100 mL of 95 percent ethyl alcohol.  (If phenolphthalein solution is unavailable, then try boiling red cabbage and using the cooled water it was boiled in to mix with the dilute ammonia; there will still be a color change although the dilute ammonia solution may need to be stronger).

Attachment F

Student Laboratory Instructions

Materials:

1.      Goggles

2.      Stopper or capped containers

3.      Zipper plastic bags

4.      Open container or clear plastic cup

5.      Test tubes and test tube rack

6.      Paper towels

7.      Stirrer

Safety:  Goggles must be worn at all times while experimenting with the chemicals since several of these can irritate the eyes. Always “waft” odors with your hands before making observations based on smell. Water will be available for washing hands and cleaning containers.

Caution: Do not mix unknown chemicals unless instructed to do so by your teacher.

Directions: Designate one member to collect equipment and chemicals, monitor the use of safety equipment, and make sure all containers are cleaned before reuse. The other member should ensure that directions are carefully followed and all relevant data recorded. A plastic bottle with a cap or stopper should always be used to transport liquid chemicals and a sealed plastic bag should be used to transport solid chemicals unless otherwise noted. As you and your partner move from one chemistry experiment to the next, follow the procedure below:

1.      Read directions to identify chemicals needed (including special containers, measured amounts and special safety concerns);

2.      Send team member to collect the chemicals using proper containers;

3.      Mix chemicals or change chemicals according to the directions (remember goggles);

4.      Observe results carefully, especially watching for visual, olfactory (smell) or changes in temperature;

5.      Record data in the appropriate section on the chart;

6.      Discard used plastic baggies, and rinse any containers used in transport and testing the chemical(s) as well as the work area.

Experiment - 103.6                   Chemical liquid A, Chemical solid #1

Place a small amount of Chemical #1 in an open container; quickly add a small amount of Chemical A; observe for signs of change.

Experiment - 117.0                   Chemical liquid E, Chemical solid #3

Place Chemical #3 in an open container; completely cover with Chemical E; leave for five minutes, carefully remove chemical #3 and observe for signs of change (Safety - wash hands immediately after concluding the experiment.)

Experiment - 224.1                   Chemical liquid C, Chemical solid #6

Place a small quantity of Chemical #6 in a clean plastic bag; add Chemical C being careful not to spill any while pouring into the bag; seal the bag and mix; hold the baggie in your hand while observing for signs of change.

Experiment - 371.7                   Chemical solid #5

While in a sealed bag, push on Chemical #5; attempt to crush it in your hand; attempt to pull it apart; observe for signs of change.

Experiment - 372.4                   Chemical liquid C, Chemical solid #2

Place Chemical #2 in an open container, pour Chemical C into the same container, observe for signs of change.

Experiment - 501.0                   Chemical liquid F, Chemical solid #4

Fill a clean test tube half way with Chemical F; pour a small amount of Chemical #4 into the same test tube; observe closely and carefully for signs of change.

Experiment - 787.3                   Chemical liquid G, Chemical liquid D

Fill a clean test tube half way with Chemical G; carefully pour in a small amount of Chemical D; and observe for signs of change.

Experiment - 799.9                   Chemical liquid I, Chemical liquid J

Carefully fill 1/3 of a test tube with Chemical I; pour the same amount of Chemical J in a different test tube. Carefully pour the test tube containing Chemical I into the test tube with Chemical J; observe for signs of change.

Experiment - 813.7                   Chemical liquid B, Chemical liquid H

Pour Chemical B into an open container; pour Chemical H into the same container; observe for signs of change.

Experiment - 946.2                   Chemical solid #7

Place Chemical #7 in a bag seal the bag; hold in hand and observe carefully for signs of change.                        

Attachment G

Data Table

Attachment H

Data Table Answers