IT-E3 Tools Lesson Created June 2009
A Little Eggsperiment
Ø Grade 6,7,8
Ø Science
Ø 1 Class Period
Authors
Geoff Birch and Madeline Hardson
I. CA State Standards
6th grade:
5.Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
e. Students know the number and types of organisms an ecosystem can support
depends on the resources available and on abiotic factors, such as quantities of
light and water, a range of temperatures, and soil composition. NOTE: and pH. Also, think of the effect of acid rain.
7.Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Develop a hypothesis.
b.Select and use appropriate tools and technology (including calculators, computers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect
data, and display data.
d.Communicate the steps and results from an investigation in written reports and
oral presentations.
e. Recognize whether evidence is consistent with a proposed explanation.
7th grade:
Structure and Function in Living Systems
5.The anatomy and physiology of plants and animals illustrate the complementary
nature of structure and function. As a basis for understanding this concept:
b.Students know organ systems function because of the contributions of individual
organs, tissues, and cells. The failure of any part can affect the entire system. Only applies if you look at blood pH levels associated with hyperventilation and the choking game.
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Select and use appropriate tools and technology (including calculators, computer, balances, spring scales, microscopes, and binoculars) to perform tests, collect
data, and display data.
c. Communicate the logical connection among hypotheses, science concepts, tests
conducted, data collected, and conclusions drawn from the scientific evidence.
8th grade:
Reactions
5.Chemical reactions are processes in which atoms are rearranged into different
combinations of molecules. As a basis for understanding this concept:
d.Students know physical processes include freezing and boiling, in which a
material changes form with no chemical reaction. Only applies if you boil the eggs in the class and measure the temperature while you are boiling the eggs so that you can see that during phase change that the temperature is constant.
e. Students know how to determine .whether a solution is acidic, basic, or neutral.
Investigation and Experimentation
9.Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
c. Distinguish between variable and controlled parameters in a test.
II. Objectives:
For Younger Students:
*Students will understand that pH below 7 is acidic, pH above 7 is basic and that 7 is neutral.
*ph can affect how chemical processes occur.
*ph regulation is critical to living organisms.
For Older Students:
*Students will understand pH is a measure of number of protons in solution
*Students will understand that the more protons in a solution, the greater the acidity and vice versa.
*Students will understand that pH below 7 is acidic, pH above 7 is basic and that 7 is neutral.
*Students will understand that opposite charges attract and that similar charges repel.
*Students will understand that charge plays a role in how molecules interact with one another.
*Students will able able to formulate a hypothesis based on the background information regarding pH and charge.
All Students:
*Students will be able to collect and organize data and use the data to interpret the validity of their hypothesis.
III. Intro:
Magnetic Activity
Play with the two magnets provided and find out when the magnets push apart and when they attract each other (Pair-Share or show and tell)
.
Presenting the Eggs: Could there be any connection between magnetic charge and how brightly the eggs can be dyed?
Explanation: Make-up of outer shell of the Egg, calcite layer + cuticle (90% protein layer with some amine groups that become protonated in an acidic solution and gain a positive charge)
Normal instructions for dyeing eggs from the McCormack Neon Food Dye box.
Big Question
What factors affect how deeply colored an egg shell can be dyed?
IV. Vocabulary
Ph / Ion / Variable / SoluteSolvent / Atom / Hypothesis / Control
Dilution / Electron / Proton / Neutron
Temperature / Charge (+, -) / Trend / Pattern
V. Materials/Supplies
36 hardboiled eggs –NOTE: Must be provided by Teacher. There will not be eggs in your kit! Helpful hint: keep temperature on low when boiling to keep eggs from smashing into each other and cracking!
5 sets McCormick Neon! Food coloring
64oz.-1 bottle white vinegar
1 bottle lemon juice
1 box baking soda
1 box Dish washing Powered Soap
1 gallon Distilled water
Tap water access
8 white board markers
White board
10 Plastic Spoon
36-12 oz. Clear Plastic cup
50ml graduated cylinder
5-Tablespoon or 10ml graduated cylinders
6 Sharpies
Microwave or other means to make water > 50 degrees Celsius
Ideal but not necessary5-Digital Cameras 5-Laptops
VI. Student Procedure
Sensor Probe Instruction:
- Teacher needs to show students how to use the LabQuest with the pH probe.
Have students measure the pH of 5 sample solutions (water, distilled water, vinegar, lemon juice, water + baking soda solution) and record their results.
2. There are two different handouts available. One is designed for older students and the other is for younger students. Each sheet can be used to guide the students through running their own “egg dying” experiment.
Based on the background information from the lesson, design an experiment where you vary one variable and find out what its effect on the egg color is.
*Discuss what variables could be changed with the students.
*Discuss student predictions.
*Have students create a data table on a group white board.
*Have students do the experiment!
Cohort Recommendation:
[Dye some eggs before the lesson starts. Have students peel the shell off to see what it looks like before they dye their own eggs.]
VII. Assessment
*Have students present the results of their experiment to the class and discuss whether or not they think that the results agree with their hypothesis. Have them discuss any unexpected results and offer possible explanations.
VIII. Data Sheet
Data sheets are attached. May need to rework data sheet to make it age appropriate for your students.
IX. Closure
Discuss the students’ results and revisit the Big Question
X. Extension Questions
· How important is pH for the environment? Show students a YouTube video regarding Acid Rain. There are many more examples, but this would work.
· How important is it for people to be able to regulate pH levels in their bodies? You could have students blow into water in a container and measure pH change. You could then discuss hyperventilation and what its effect on blood pH is. Also discuss what the effect on cerebral blood flow is.
· Then show http://www.youtube.com/watch?v=dOJVVRRPZ0Y (The Choking Game Stop and Think)
· Also show www.stop-the-choking-game.com.
· You would clearly need to preview these videos first and decide if you want to make the connection between changing blood pH and the cascade of effects that can occur by causing yourself to hyperventilate. It would be an opportunity to connect physiology to a health and safety concern for middle school and high school aged students.
XI. Resources