Mystery Mixtures

Mystery Mixtures I. Topic Area Formulating and experimenting to separate and measure the weight of ingredients in a mixture. II. Math Objectives Students will be able to convert data into fractions and percents. Students will be able to read a spring scale. Students will correctly and accurately collect and record data on a chart. NO.1.6.2 Find decimal and percent equivalents for proper fractions and explain why they represent the same value M.12.6.1 Identify and select appropriate units and tools from both systems to measure V. AR Science Standards (6th) PS.2.4. Experiment and identify physical and chemical changes. PS.3.1. Design and conduct different kinds of scientific investigations to answer different kinds of questions. PS.3.2.Demonstrate how physical science is connected to mathematics (analyze collected data). PS.3.3. Apply multiple strategies to problem solving. PS.3.4. Use appropriate equipment, tools, techniques, technology, mathematics, and technical writing in scientific investigation. Science Objectives Students will be able to design and conduct an experiment. Students will be able to reach independent conclusions about the results of an experiment. III. Description of the Activity Upon examining the contents of a mixture, students will design their own method for separating and weighing its components. The weight of each ingredient will be recorded and written as a fraction and percent. VI. Materials You will need coffee filters, tweezers, screens with various size openings, cloth netting, paper plates, magnets, plastic spoons, clear plastic cups, spring scales, funnels, tongs, toothpicks, and a plastic bag containing a candy mixture with five different types and amounts of candy(one for each class). IV. Anticipatory Set Hand out trail mix to every student. Discuss how they might separate the ingredients. V. AR Math Standards (6th) NO.1.6.1 Demonstrate conceptual understanding to find a specific percent of a number, using models, real life examples, or explanations VII. Prerequisite Skills 1. Students need to have an understanding of mixtures. 2. Students know how to read spring scales. 1 3. Students know how to form fractions and convert to percents. VIII. Key Questions How can a mixture be separated using the tools provided? 2. What fractional part of each ingredient makes up the mixture’s total weight? 1. IX. Management Suggestions 1. Make up varying mixtures before class starts. (Ex. rice, paper clips, unpopped popcorn and water). There needs to be enough different mixtures in order for each pair to have something different. 2. Have equipment readily accessible to all students. This can be done by placing a variety of materials in baskets so each pair has a set or on a counter. 3. When using magnets they can be placed in small plastic bags to keep them clean. The bag will not hamper the ability of the magnet. (This is highly recommended if using iron filings as one of the ingredients in the mixture.) 4. This activity takes two 50 minute periods. It will take one period to collect the data and a second period to convert the data into fractions and percents. mixture. Mention that each pair will have a different mixture. 4. Students are partnered with another student and given their mixture. 5. The mixture needs to be weighed using a spring scale. The weight should be recorded in the journal to be used later. 6. After close examination the students need to list the ingredients that comprise the mixture they were given. 7. Each partner will write in their journal their hypothesis and the materials they will select to perform the experiment. 8. The pairs will then proceed to actually test their hypothesis by performing their trial. 9. It is important to stress it may not go as they planned and this is alright. 10. Problems and alterations to their experiment need to be noted in their journal. 11. Each team needs to continue until all ingredients are separated. 12. Each type of ingredient needs to be weighed and recorded in their science journal using metric measurements. Procedure- Math 1. Students will bring their science journals to math class. 2. Looking over the data collected in science class the students will use a method of their choosing to convert the measurements they had taken into fraction form, decimal form, and finally into percentages. 3. The students will then put the ingredients into order from least to greatest. X. Procedure-Science 1. As the students enter the classroom they are given trail mix and asked to suggest ways to separate it. 2. Discuss all possibilities and have the students try them before they eat it. 3. Explain that the class will be coming up with a way to separate a 2 4. The students will then convert the measurements from the metric measurement system into the standard measurement system. X. Discussion and Follow-up 1. As a culminating activity, a bag will be put on display which contains a variety of candy (about five types) in it. Each pair will be given one piece of each type of candy. Using the materials that are available, the groups will calculate and estimate the total weight of the sack. The pair with the estimated weight closest to the actual weight will receive the candy bag as a treat. 2. After the activity has concluded, discuss with the students how they came to their conclusions. Discuss similarities and differences between different groups. XI. Extension and Enrichment 1. Invite a chemist to speak. 2. Have students make a list of mixtures that they have in their homes. Hold a classroom discussion of the different types that were found. 3. Internet connections: *chem4kids.com *www.1001-periodic-table-quizquestions.com/quiz/ *http://www.madsci.org *http://www.billnye.com 4. Possible literature connections: * Freckle Juice * Usbourne Library of ScienceMixtures and Compounds *Super Science Concoctions: 50 mixtures for Fabulous Fun by Jill Franke Hauser 5. Make play dough. Website for the recipe is: www.teachnet.com/lesson/art/playdo ughrecipes/cornstarchclay.html 3