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Peter, Ian and Aleksei

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Bhsheria, Maria, Hatice, Brandon and Huda

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Bhsheria, Maria, Hatice, Brandon and Huda

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Circuit Description - we missed a switch next to the batteries.

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Natasha, Annabeth and Peter

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Hypothesis- The white chocolate will melt faster than the dark choc.

Method-
1. Fill a cup of hot water
2. Place a lid on top of the cup.
3. Place the white and dark chocolate onto the lid

Findings. The water was not warm enough, therefore it took some time for the choc to melt. After changing the temp of water, eventually, the chocolate began to melt.

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Plan for experiment

The group planned three different experiments and selected the most effective one which was A.

A (in hot water): 11:21am

B (Placed on a paper on top of hot water): 11:22am

C (Friction by rubbing hands together): 11:23am

Hypothesis:

The white chocolate button will melt down faster than the Dark Chocolate button.

Materials:

1.     Dark chocolate button

2.     White chocolate button

3.     Cups

4.     Warm water

5.     Teaspoon

6.     Stopwatch

Methodology:

1.     Fill 2 cups with equal contents of warm/hot water

2.     Place the dark chocolate in one cup and the white chocolate button in the other

3.     Record the time when placing the button in the water

4.     Wait five minutes and observe

5.     Use a teaspoon to poke the chocolate and observe if it splits through the chocolate

Findings:

As predicted, the white chocolate was soft when poked with the teaspoon and therefore melted faster than the dark chocolate.

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Bhsheria, Malka, Huda, Richmond, Brandon 

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Bhsheria, Malka, Huda, Richmond, Brandon 

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Hypothesis: the white chocolate will melt faster than the dark chocolate

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White Chocolate vs Dark Chocolate:
Findings:
The white chocolate melted faster than the dark chocolate!!

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Hypothesis: Dark Chocolate will melt faster than the white

Findings: White chocolate melted faster than the dark chocolate

Emma, Georgia, Isabella, Sophie, Annabeth

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Bhsheria, Malka, Huda, Richmond, Brandon 

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Bhsheria, Malka, Huda, Richmond, Brandon 

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Emma, Georgia, Isabella, Sophie, Annabeth

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	A	B	C 	D 
Sounds like 
	Fluffy, light 	 Like white noise, that is continued.	Sounds like the beach 	Light, and soft. Fine but not clumpy 
Looks like 
	Fine, 	Fine and granulated.	Fine, and grainy 	Really  cours and fine 
Smells like 
	Nothing 	Sweet 	Nothing 	Nothing 
				

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Slime and Oobleck Activity

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Y chart – oobleck

·         Looks like – snot, smoothie, blended jelly, porridge, melting frozen coke, murky, jail food

·         Smells like – oats, paint at a distance

·         Feels like – stick, viscous, wet, slimy, firm, weak, mochi

Slime

·         Feels like – plastisine, moldable eraser

·         Smells like – plasticine, salty

·         Looks like – cake mix, liquid, crumbly

Table – how much water in oobleck

ML water – 100ml

Corn starch – ½ cup

Questions

·         How would you use slime in the science classroom? In-class as a practical science inquiry experiment – prediction, observation, explanation

·         What science concept to demonstrate with his strange substance? Demonstrating the properties of matter and how creating solutions can change the properties (depending on environment like pressure and temperature the material can have different forms.) Teaching changes in matter, elements and states.

·         Management and safety issues? Respect, no throwing, careful observation and clean work

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1. Slime and oobleck can be used to teach the difference between solids and liquids and how a solid can be soft (slime) and also about how there are weird stages where something can be both (oobleck). It could also be used for teaching science inquiry – investigation, predictions, following a method

2. States or phases of matter and how changing molecules affect that is a science concept that could be covered by these two experiments.

3. In the classroom you would have to consider how to dispose of the slime/oobleck and tidy up, as it is dangerous to put it down the sink. You would also have to ensure that students aren't throwing around the substances and making a mess. As we are dealing with hot water in the slime experiment you should promote discussion of safety precaution around that. By using edible products when creating these substances, the risk of a student digesting it and becoming sick is reduced.