Week+3


 * 1) Week 3:

Hi All

Firstly amazing job for setting this up Hayley! You're a star!

I was thinking for Week 3 we should start with an explanation of "**What is Chemical Change**" Then have 3 - 5 rotations of experiments demonstrating what is chemical change. Thinking 3 rotations might be better time wise because explanation should take a while.

So.. - Making jelly - candles??? - mentos in coke - vinegar/ bicarb and balloon. - Lets make popcorn too! Chemical changes in popcorn include the alteration of its chemical contents, for example, the starch contained in the corn now is converted to a more digestible form. It's pretty much the same when you fry an egg: when you break it, the white yolk is transparent, but when it's fried, the white becomes, well, white... and more edible if compared to its previous state. Physical change is the easiest to observe; it can be seen from the obvious, for example increase in size and colour. Also, it's hot to touch, unlike before you pop it. Basically what its saying is we add heat which is a variable and we make a new product! yummy food. i have a popcorn machine :) 4. Debrief (10 mins)
 * 1) Reflection of previous lesson (15 mins)
 * 2) Explanation (45 mins)
 * 3) Rotations x 3 - 5 (30 mins + moving time)

Really want to do this with the kids!

[] great experiment! where do we get the chemicals from?

**3. Rotations of Experiments (15mins each x 4 = 1 hour) (Hayley - explaining how rotations will work)**

 * ===**Making popcorn (Cassie)**===
 * ===**Mentos in coke (Steph**===
 * ===**Vinegar/bicarb and balloon (Lauren)**===
 * ===**Making jelly (Hayley) Steph google tells me this is physical opps... want to change to candles or have one that is physical and they have tell us why?? **===

**4. Debrief (15mins) (Cassie & Lauren)**

 * **1 student from each of last rotation present to the class their findings/conclusions/experiment**
 * **Add to KWL chart in the Learnt collumn**

**Jo seems to know the most about chemical change - are you happy to do the explanation?**
**Hey that sounds good steph, Im happy to do what is planned or more. i like the activities and the way it has been organised. But maybe at the end, 1 student from each of the rotations will just prepare a short statement about the experiment and what happened? gives the students a chance to explain in their own words.**

Who ever wrote that, love the idea of 1 student presenting from each. So the last rotation, choose 1 kid and get them to say a few words. done!

Sounds good guys! I think thats a great idea... it's good to break it down like that so we all know what we are doing individually! Cool xx hey girls, all sounds really good. i like how its broken down so weve all got our roles think this will work well!! ps this is cas.

STEPH: haha woops umm hayley up to you whatever you feel comfortable doing! if u want to discuss with them why its physical not chemical i think that would be great but only if u feel comfortable :) cas love how you wrote 'ps this is cas' haha i never know who is writing!


 * See you all in the morning!!!!!**

STEPH:

Hi girls!

I thought today went really really well! Lots of fun! :)

Today I took the mentos and coke experiment..this is what happened outside:

> Most kids knew what we were going to do but they weren't sure if we were going to leave the lid on or off the bottle of coke > Kids then realised if we left the lid on how would the coke come out.. > Majority response: fizz out and EXPLOOOODE! > We also predicted the heigh the coke would reach - most students were around the correct height (about 65cm above the bottle) > Some also thought to mentos would shoot out too (they didnt) Hope this is ok - any questions ask xx Steph
 * 1) Discussed the equipment we were using (1 2L bottle of coke, 1 packet of mint mentos, 1 piece of paper rolled into a tube)
 * 2) Predicted what we were going to do using the equipment
 * 1) Went around the circle and each kid predicted what was going to happen when we added the mentos to the coke
 * 1) After the WOW factor of the coke exploding we discussed what we saw
 * 2) Were our predictions correct? Y/N? Why/Why not?
 * 3) Most said they predicted correctly but they didnt think it would be so big
 * 1) Was this experiment an example of chemical or physical change?
 * 2) Discussed..conlusion: Chemical Change - because it CANNOT be changed back to it's original state. We discussed - could we return the coke to its original form? No - how can we suck the coke out of the grass? Even if we could, would that be safe to drink. Therefore, students understood was a chemical reaction.
 * 3) Discussed what actualled happened!? Why did the coke explode!?
 * 4) Explanation: What makes the coke fizzy? A: Cardon Dioxide (at least one student in each group gave this answer)
 * 5) Cardon dioxide makes the coke fizz so insider are tiny molecules that we cannot see. The coke is cold so how fast do we think the molecules move? A: Slowly. So we pretended out fingers were molecules and moved them around slowly. When we add something we dont like what happens? Eg: if you see something you dont like do you stick around to have a look or do you want to get out of there quickly? A: Move quickly. Exactly! So the mentos comes into the coke and the coke hates the mentos so the molecules start moving really really quickly (demonstrate our fingers moving super fast!). If shake the coke and cause the molecules to move around what happens? A: Fizzes up - exactly! Molecules start moving really quickly inside the coke when we add the mentos so then the coke explodes right out of the bottle!
 * 6) Once we discussed this we revised it a few times in different words to make sure the kids understood it and they explained it back to me.
 * 7) End of experiment - students understood chemical vs physical change, terminology: molecules, reaction and carbon dioxide. Also understand why the chemical reaction occurs and when something is cold molecules move slowly and when hot molecules move fast.


 * Hi Guys.. this is what we did last fri (LAUREN): **


 * 1: Showed them the materials: vinegar, balloon, bi-carb, and a bottle. Asked them what they think we could be doing. Responses were.. "popping the balloon", "making the balloon blow up", "putting air in the balloon". **
 * 2. I told them simply what we were doing (putting bi-carb in balloon, putting vinegar in bottle, and putting the balloon around the mouth of the bottle). **
 * 3. The kids had to predict what would happen verbally.. they all had a go at saying something. I didn't say yes or no.. just said they had 'interesting' predictions. They had to then write down their predictions. **
 * 4. I asked them why I put the bi-carb in the balloon instead of straight in the bottle. Kids responses... "the air will escape so you cant catch it in the balloon." "No, there is gas that will not be able to go in the balloon coz it will go in the air." **
 * 5. I let them touch the bottle before undertaking the experiment (as it turns colder once experiment is done!) and then i placed the balloon over the bottle and let the bi-carb mix into the vinegar in the bottle. **
 * 6. The balloon began to expand and the bottle turned cold. I asked them to write down what they saw. **
 * 7. I let them touch the bottle and asked why it felt different. "it's cold". **
 * Why is it cold? **
 * "because there is a chemical reaction" **
 * "hot air rises" **
 * "there must be hot air in the balloon." **
 * "a chemical reaction must use heat, and the heat would have gone into the balloon because hot air does rise. Only cold is left at the bottom".(anund!) **
 * What do you think happened? **
 * "there is lots of gas that is made and the gas goes up into the balloon." **
 * "Gas fills up the container and has nowhere else to go." **
 * What sort of gas was produced in the chemical reaction? **
 * "Oxygen" **
 * "Carbon Dioxide" **
 * What would happen if i mixed the bi-carb and vinegar but put the lid on straight away? **
 * "The bottle would be really hard and you cant squish it." **


 * THE END.... They had a good understanding overall :) **

Jo (Previously I was blue) The popcorn experiment The children loved this and were able to understand it and explain it to each other. However after my first explanation I was corrected - it s not the air inside that expands and makes the popcorn burst but the little bit of water inside that turns to steam in the heat and we all know that steam creates pressure as it takes up more space. The children wrote up POEs. We discussed as they wrote. Their explanations included:

"The water just gets really hot so the heat creates pressure and bursts."

"The air and water get really hot and the water turns to steam and the steam bursts out."

"The heat just makes it bursts because the heat creates pressure."

Me "How does the heat create pressure?"

"Well hot things expand"

Me "What hot things? whats inside the corn kernel that heats up and expands?"

"Corn bits?"

Me "Water and air"

There were much of the same type of comments. Once children understood that there was water and air inside they understood the concept well.