Austin Anglesino, Mindy Howard, & Becca Edick Math 486
Freeze Point Depression Lab and Lesson Plan
a. objective list
Objectives: Students will be able to [See key below!]
knowledge claim |
skill claim |
know = K |
do = D |
D |
1. |
Make accurate measurements of liquids and solids. |
K |
2. |
Name at least 2 temperature scales. |
K |
3. |
State the components of the scientific method and Polya’s Problem Solving. |
D |
4. |
Weigh materials on a scale. |
D |
5. |
Read a thermometer and record temperature. |
D |
6. |
Collect data in a simple scientific experiment. |
D |
7. |
Record data values in a two-component (x, y) table and graph ordered pairs. |
K K |
8. 9. |
Recognize and/or define relevant terms. Explain Colligative Properties.
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CCSS Math Standard 6.EEC.9 Represent and analyze quantitative relationships between dependent and independent variables.
CCSS Math Practices
Reasoning- Students are required to make sense of quantities and their relationships, consider units involved, and understand the meaning of quantities and variables in the problem.
Use appropriate tools- Students are required to use appropriate tools including thermometers, beakers, and others within their grade level. Students can use these tools to deepen their understanding of the concepts involved.
Modeling is used to enhance student learning through an engaging video and a hands on experiment. This provides visuals and expands student learning as well as involves them in the scientific and mathematical processes. The experiment allows students to discover concepts throughout the lesson, as an inquiry based process.
b. materials list
Materials:
· Ice
· Water
· Beakers
· Thermometers
· Salt
· Sugar
· Whole Milk
· Vanilla
· Whipping Cream
· Plastic Bags
· Salt Scooper
· Weigh Boats
· Scale
· Alternative Milk Product-Soy milk or juice.
c. terms
Science
Temperature: a measurement of hotness and coldness
Measurement: assigning a numerical value to a physical or chemical property
Freezing Point Depression: lowering the freezing point by adding a solute to a solvent
Colligative Property: properties of solvents which are affected by the number of particles into which a solute separates when solute and solvent are mixed
Math
Ordered pair: a pair of numbers used to locate any point on a coordinate plane, example (–1, 3) where – 1 is on the x–axis and 3 is on the y–axis
Graph: a point or set of points representing ordered pairs
Dependent Variable: A variable (often denoted by y) whose value depends on that of another.
Independent Variable: A variable (often denoted by x) whose variation does not depend on that of another.
d. at least 3 preview questions
Preview Questions: (to be asked near beginning or lesson)
1. What is the freezing point of water? (0 degrees Celsius, 32 degrees Fahrenheit)
2. What are the two scales we typically use for measuring temperature? (Fahrenheit and Celsius)
3. How can you raise or lower the freezing point of a liquid? (Yes. One way is by adding salt to the liquid)
e. anticipatory set/grabber
Show the following video: Youtube video.
http://www.youtube.com/watch?v=f9BzuMiQAZA
· This video is more of a funny video to get the students’ attention. This video shows a “Salt and Ice Challenge” and demonstrates how cold ice can get with the addition of salt.
f. agenda/list of what will happen
1. Anticipatory Set: http://www.youtube.com/watch?v=f9BzuMiQAZA
2. Use the preview questions.
3. Provide the definitions of terms with examples. Have students read one at a time. (Key Terms Handout)
4. Students review problem solving steps and scientific method by reading the steps out loud.
Polya’s Four Step Problem Solving Plan 1. Understand the problem 2. Devise a plan 3. Carry out the plan 4. Look back |
Scientific Method 1. Identify and research problem 2. Develop a hypothesis 3. Design and conduct an experiment 4. Analyze results 5. Reflect on results and hypothesis to formulate conclusion 6. Repeat process as needed |
5. Demonstrate measurement techniques for data collection. Set up materials and describe experiment.
6. Students collect data and record on HANDOUT #1.
7. Present mini lesson on how to graph ordered pairs on a graph. (If Needed)
· Students should do this on their worksheet if needed.
· Draw graph on white board.
· Ask students what scale to use on x-axis? (Should be 5gram intervals)
· Ask students what scale to use on y-axis? (Varies depending on temperature used. Probably 5 degrees for Fahrenheit and 2 degrees for Celsius.)
· Create a graph using these scales/intervals on the labeled axis.
· Ask students to tell you some ordered pairs they got from their data.
· Show students how to graph given these ordered pairs. (Example: given (10,-2). Find 10 on the x-axis, find -2 on the y-axis. Find point where these two meet and put a dot on graph.)
8. Students graph their temperature data on HANDOUT #1.
9. Explain how to make Ice Cream. Leave directions up on PowerPoint.
10. Students make Ice Cream.
* 1 gallon Ziploc bag
* 2 cups ice
* Salt (1/2 -3/4 cups)
* 1 quart Ziploc Bag
* 1/2 cup milk
* 1/2 cup whipping cream (heavy cream)
* 1/4 cup sugar
* 1/4 teaspoon vanilla
11. Discuss summary questions to wrap up the lesson.
12. Give students Assessment.
g. at least 3 wrap–up/oral assessment questions
Summary/oral assessment questions: (to be used near the end of the lesson)
1. Do we see examples of freezing point depression in our everyday life? Where?
(Yes. Example: Salt on frozen sidewalk/road)
2. Describe how the scientific method or Polya’s Problem Solving was used during this lesson. Were all parts used? If not, what was missing or changed?
(Answers may vary. Most likely used all parts of Polya’s. For scientific method we didn’t get to research or make the experiment. Just conducted it one time.)
3. What did you learn during this lesson?
(It is possible to lower freezing point of a liquid)
4. What does the salt do in this experiment?
(Lowers the freezing point of a liquid)
5. How does the ice cream taste?
h. post lesson
Post Lesson
1. Students take an individual assessment aligned to objectives, probably in their own classroom.
Freezing Point Depression Worksheet
Directions: Add increasing amounts of NaCl to the ice water solution and measure the temperature. (Make sure you use distilled water and always keep ice in your solution.)
What do you think will happen when adding salt to an ice water solution?
Hypothesis:
Procedure:
1. Fill beaker with 150mL of water/ice mix. (Mostly ice)
2. Measure and record temperature.
3. Add 5 grams NaCl.
4. Stir for 1-2 minutes and record temperature.
5. Repeat process adding 5 grams of NaCl
6. Stop when you find the temperature has quit changing.
Total Grams of NaCl |
Temperature of Solution (Celsius) |
Temperature of Solution (Fahrenheit) |
0 |
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5 |
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Graph Your Results for Celsius Degrees
What is the control/independent variable? (X-axis)
What is the dependent variable? (Y-axis)
Graph Your Results for Fahrenheit De