Alka-Seltzer Weathering

IC Lessons

Weathering

This is lesson 4 of 6 in this IC

A.

Title of this lesson: Alka-Seltzer Weathering

B.

Summary of this lesson

In this inquiry-based lesson, students investigate how different factors affect the rate at which an Alka-Seltzer dissolves. During the first part, students run four tests to determine how temperature affects the rate of dissolution. They are given three different temperatures of water (hot, room temperature, and ice) and then decide on a fourth temperature, building their reasoning and inquiry skills. After testing, students complete a Cl-Ev-R response based on their results.

In part two, students engage in more inquiry to design two more tests to make the Alka-Seltzer dissolve even faster.

C.

Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson



To engage students by giving them the freedom to create different tests



To collect data using scientific instruments



To use evidence collected to explain how temperature and other factors affect the rate of dissolution.

D.

Teacher Background Knowledge for this lesson

Work in Progress

E.

Prior knowledge that students need to understand this lesson - with an assessment to determine what they already know (if appropriate).

1.

Students should know how to take notes from a presentation

F.

Standards covered in this lesson

Current California Science Standards

Grade 6 Shaping Earth's Surface

6.2: Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment.

Created by Elizabeth Brooking (West Contra Costa USD), Sarah Nash (Mt. Diablo USD), and Elisa Peters (Mt.

Diablo USD)

6.7

f . Develop a hypothesis.



Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.



Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.



Communicate the steps and results from an investigation in written reports and oral presentations.

NGSS

Cross-Cutting Concepts:

Disciplinary Core Ideas:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Science and Engineering Practices

Developing and Using Models

Develop and use a model to describe phenomena. (MS-ESS2-6)

Develop a model to describe unobservable mechanisms. (MS-ESS2-4)

Engaging in Argument from Evidence

Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS1-4)

CCSS

Writing:

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.WHST.6-8.1


Diablo USD)

Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence

Speaking and Listening:

CCCSS SL.6.1 Engage effectively in a range of collaborative discussions.

Presentation of Knowledge and Ideas:

SL 6.4 – Present claims and findings emphasizing points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details…

G.

Suggested time to complete this lesson: 45 minutes periods

H.

Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water –

2 liters)



3 packets of Alka-Seltzer (total of 6 tablets)

 clear plastic cup

 thermometer

 timer

 waste bowl

 disposable coffee cups (for hot water)

(For the class to have access to)



Hot water


Diablo USD)



Ice



Room temperature water

I.

Materials Prep for this lesson



Make copies of the Alka-Seltzer Weathering



Prepare trays/bins of materials for each group and have a table set up in an area with easy access to the hot water, room temperature water, and ice.

J.

Lesson Plan – detailed, numbered step-by-step plans.

1.

Pose the following question to the class “How does the temperature of water affect how fast an Alka-Seltzer tablet will dissolve?”

2.

Instruct students to underline their predictions on their worksheet and explain their thinking.

3.

Divide students into groups of 4.

4.

Explain the rules for creating the testing procedures for part one and point out where materials are.

5.

Check with groups as they make their procedures to make sure they are gathering data that answers the presented question. After checking with groups, allow them to get materials and perform the 4 tests.

6.

As groups of students finish each test they should record their data and observations, pour each completed test into their waste bowl, then proceed with the next test.

7.

After students have finished the four tests, have them answer the analysis question.

8.

Instruct groups that have finished testing to brainstorm additional ways to make the Alka-Seltzer dissolve even faster.

9.

Once these groups have discussed more ideas, give them another packet of

Alka-Seltzer and have them complete two more tests

K.

Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.

(Understanding these words is essential for students to understand the key concepts of this lesson.)



Weathering



Dissolve


Diablo USD)



Prediction



Procedure

L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural errors; c. academic vocabulary issues, etc.

Students are asked to create 4 tests in part 1 but they are only given three different types of water (hot, room temperature, and ice). This is done to push students to think about different ways they can test their question. Remind students that temperature is a continuum and they need to create a temperature of water they haven’t tested before.

M.

Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.

During a 45 minute class period, all groups should be able to finish the first part testing the temperature. The second part, brainstorming and testing other factors, can be used as a continuation for groups that have finished early.

N.

Please list all worksheets used in this lesson.

Alka-Seltzer Weathering Student Sheet (See attached)

O.

Please list all assessments that require a separate sheet.

N/A

P.

Photos/Illustrations:

N/A

Q.

Other Resources

N/A


Diablo USD)

Alka-Seltzer Weathering

Predict: How does the temperature of water affect how fast an Alka-Seltzer tablet will dissolve? Underline your choice and then explain your answer.

An Alka- Seltzer will dissolve fastest in [ hot water/ cold water/ temperature does not make a difference]

Explain:

Materials:

 2 packets of Alka-Seltzer (total of 4 tablets)

 clear plastic cup

 thermometer

 timer

 Hot water

 Ice

 Room temperature water

Create your own procedure: Using the above materials, come up with an experiment to test if the temperature of the water affects how fast the Alka-Seltzer dissolves. Rules:

 You can only use one Alka-Seltzer in each test

 You cannot change the Alka-Seltzer in any way

 All 4 of your Alka-Seltzer tablets must be used in the experiment

 You must measure and record data during the experiment using the instruments provided.

Check with your teacher before starting the experiment

DATA:

Alka-

Seltzer

Tablets

Conditions changed in your experiment (what did you do in this test?)

Data/Observations

Tablet 1

Tablet 2

Tablet 3


Diablo USD)

Tablet 4

Analysis of Data: Based on your data, answer the following question:

How does the temperature of water affect how fast an Alka-Seltzer tablet will dissolve? Write your answer in Cl-Ev-R format:

Claim:

Evidence:

Reasoning:

Applying your Data:

As group, discuss what else you can do to the Alka-Seltzer to make it dissolve even faster.

Check with your teacher before starting the experiment

Get another packet of Alka-Seltzer and try out your experiments.

Alka-

Seltzer

Tablets

Conditions changed in your experiment (what did you do in this test?)

Data/Observations

Tablet 5

Tablet 6


Diablo USD)

Based on your results, in what climates/environments would weathering be fastest?


Diablo USD)

Alka-Seltzer Weathering

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