The Great Crystal Creation
Kendra Mallory
Brooks Middle School (Harvey)
Science Department
Research Mentor: Dr. Alfred
Lee
Crystallization Laboratory
Illinois Institute of Technology
RET Summer 2005
1
Table Of Contents
Introduction
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Assessments
Student Worksheets
Resources
2
Introduction:
Objective:
This module was designed to introduce students to the formation of
crystals, and the uses of crystals in everyday life from rock candy to
drug development.
Summary:
This module was designed to teach students how chemical engineers use
crystallization to benefit society, and how crystals are used in our
everyday lives. In this workshop you will learn how to produce sweet
edible treats in the classroom through the process of crystallization.
Inquiry based problem solving will be used to guide your student teams
through the production of a marketable candy product. In this module
we will explore the role of atoms, the molecular arrangement of
minerals, and the geometry of crystalline structures. This module can
also be used to teach students how to operate scientific equipment and
how to make and record accurate scientific measurements. Don’t miss
out on this sweet opportunity to educate our future engineers.
3
The Great Crystal Creation
Lesson 1
Title: The Crystal Challenge Kick-Off
Time: 40-minute period
Objectives/Goals:
1) Students will be introduced to the engineering design process.
2) Students will be able to design a plan to produce a product by using
the crystallization process.
State Goals:
Science
11.B.3b Sketch, propose and compare design solutions to the problem considering
available materials, tools, cost effectiveness and safety.
Social Studies
15.A.3a Explain how market prices signal producers about what, how and how much
to produce.
15.B.3a Describe the “market clearing price” of a good or service.
Materials:
Worksheets (Module Pre- Assessment, Engineering Design Process, The
Proposal, The Challenge)
Vocabulary:
Engineer, chemical engineer, crystallization
Pre-Assessment:
1) List several ways you have applied problem solving to your everyday
life.
2) Administer module pre-assessment prior to lesson.
4
Activities:
1) Start activity by introducing yourself as the senior chemical engineer
of a false company. Then challenge each group to a special company
promotion or incentive for completing the best crystal creation.
Read “The Proposal” letter to them from the PowerPoint or from the
handout section.
2) Students are going to review same materials and provide students
with some activities so that everyone has enough background
information to complete the project.
3) Introduce the information about engineers and the role of chemical
engineers in everyday life. Use the PowerPoint presentation and the
engineering design process worksheets provided to accomplish this.
Stress to the students that the engineering design process is used
by engineers on a daily basis and is a cycle and can begin at any step.
While working in teams each member may contribute a step or two to
the process instead of one person being responsible for completing
the entire project.
4) Ask students to write down examples of the successful problems
they solved individually and as a group. Stress how each role is
important within the group and focusing on the task.
5) Explain to the students what is expected of them as outlined on the
worksheet “The Challenge”.
Post- Assessment:
1) Have each student group begin to apply the engineering design
process to the great crystal challenge.
5
Lesson 2
Title: Clean Treats
Objective:
1) Students will understand the role of a food safety monitor.
2) Students will create a code of ethics for safe food handling.
3) Students will be able to understand importance of practicing ethics
in engineering.
Vocabulary:
Ethics, Polymorphism
Materials:
Worksheets (Be Ethical, Safe Food)
Computer access http://www.fsis.usda.gov/OA/foodsafetymobile/mobilegame.swf
Activity:
1) During computer time students should visit this website. Ask
students if they are aware of how the candy they eat is created?
Then ask if they trust the place the candy was made was clean and
that everyone practiced safe food handling when handling while
making candy?
2) List different visual clues that would deter you from eating in a
restaurant. Teacher will allow students to complete “Be Ethical”
worksheet. Lead a discussion about their worksheet entries.
3) Allow the class to agree on the code of ethics for food safety so
they are comfortable tasting each groups candy.
4) Assign a food safety monitor for each group and discuss the
importance of that role. Allow the food safety monitor to track
safety using worksheet “Safe Food” during the design lab.
6
5) Read to the class the Real World Ethics Extension. Allow them to
complete short answer response on worksheet.
Ethics Extensions (Real World):
As stated in the Modern Day Drug Discovery 2000, understanding
crystalline compounds is an important aspect in drug development and
manufacturing. The pharmaceutical industry uses crystalline structures
as ingredients in medications. The arrangement of the molecules in
these structures gives the ingredient its special properties. But
sometimes during manufacturing the molecules may form more than one
crystal arrangement giving it different properties. These structures
are called polymorphs meaning (poly-) many (-morph) forms. These
different forms are much different from their intended form that
they could be poisonous. So therefore the F.D.A. requires
pharmaceutical companies to do extensive research on them, listing
their characteristics.
Researching and the process in predicting polymorphs in the
pharmaceutical industry have left many companies very bitter. They
complain that the process is time-consuming, painstaking and most time
highly unrewarding. But the FDA requires them to continue the process
to ensure that different structures of crystals with different
properties aren’t accidentally produced. So is it fair for pharmaceutical
companies to spend millions dollars unnecessarily to give properties of
polymorphs they will never use. On the other hand, in 1998, Abbott had
to stop the production of its HIV protease inhibitor, ritoavir (Norvir)
because its manufacturing process was producing the wrong form of the
compound (modern drug discovery, 2000, (3) 2 53-54, 57.)
This cost the company billions of dollars and they even had to recall the
drug from the shelves in the store. Customers are required to be
informed but if you don’t understand medical jargon it’s not too
difficult to understand. What will we all do?
7
1) Explain the positive and negative aspects of how ethics was
practiced.
Lesson 3
Title: Dissolving Solutions-Solving Dissolving
Time Requirement: 2-40 minutes or double period
Objectives/Goals:
1) Student will manipulate concentration and temperature variable to
observe their affect on size of crystal formation.
2) Student will be able to understand and apply the terms saturated
and supersaturated to crystallization process.
State Goal Connection:
Science
12. C.3b Model and describe the chemical and physical characteristics of matter
(e.g., atoms, molecules, elements, compounds, mixtures).
11. A.3c Collect and record data accurately using consistent measuring and
recording techniques and media.
Assumed Pre-requisite Knowledge:
Students should know how to operate measuring tools and record data
accurately into science journals. Also students should understand what
dissolving is and how to identify chemical and physical properties for
analysis.
Prior knowledge:
Build prior knowledge using the making of Kool-Aid with too much sugar
as example of saturation.
Materials:
Per Group
8
(6) heat resistant test tubes, test tube rack, 100ml graduated cylinder,
toothpick, granulated white sugar, scale, corks or caps for test tubes,
thermometer high temperature, 500ml beaker water. Hotplate,
worksheets (Saturated solution and Saturated solution data)
Teacher Pre-Set-Up
1) Prepare for each group (6) tests tubes with caps or covers, test tube
holder, caps, 200 grams of sugar, graduated cylinder, and
thermometer.
2) Prepare hot water bath for test tubes 400 ml of water in 500ml
beaker on hotplate.
Pre-Assessment:
1) How does heat affect dissolving sugar in a drink?
2) Once sugar has dissolved has it changed chemically or physically?
Activities/Lessons and Supporting Materials:
1) Demonstrate the action of dissolving by pouring water into the one
cup one containing polyacrylate. Make sure students do not know
that it has been added. Switch the cups around slowly. Have them to
make predictions about what will happen. Only pour over the cup with
polyacylate in it as an example of dissolving.
2) Teacher will initiate the lesson by asking students these questions:
What is a solution? What are crystals? Where have you seen them
before? What are some physical properties of crystals (shape, color
etc.)?
3) Students will set-up experimental design testing both temperature
and concentration variables affect on crystal formation. Students
will use worksheet as a guide through the lesson.
4) Students will complete the lab with little of any assistance since it is
a design challenge.
5) Students will continue daily observations collecting data.
9
Note: (Advanced Alternative-More Inquiry Based) When adding sugar
allow students to discover the saturation point first by adding small
measured amounts of sugar and shaking the capped tube until all sugar
has dissolved. Once sugar will no longer dissolve use that test tube as
the medium concentration. Then prepare low by adding half the
measured amount into the water. To prepare the high concentration
add half, as much as measured amount into the test tube shaking to
ensure that all sugar does not dissolve. If all dissolves continue to add
measured amounts to solution until solution can no longer dissolve sugar.
In order to obtain optimal crystallization, solution inside of test tube
must be heated to 90o Celsius. Also water: sugar ratios are as follows:
low concentration 1:1, medium concentration, 1:2, and high concentration
1:2.5.
Vocabulary Review: solution, concentration, dissolve, saturated solution,
super saturated solution.
Post Assessment:
1) How does temperature affect solubility of sugar in water?
2) How can we ensure measurements are accurate for each group?
3) What aides in dissolving the crystals?
10
Lesson 4
Title: Shaping up
Time requirements: 40 minutes
Goals and objectives:
1) Students will learn the 7 different crystal systems.
2) Students will be able to identify prefixes.
3) Students will be identifying that crystals are made from repeated
geometric patterns.
Structure analysis
State Goal:
12.C.3b Model and describe the chemical and physical characteristics of matter
(e.g., atoms, molecules, elements, compounds, mixtures).
9.A.3a Draw or construct two- and three- dimensional geometric figures including
prisms, pyramids, cylinders and cones.
Materials:
Copies of geometric nets (7) each heavy weight paper
Scissors
Tape
Internet access for this link
www.gc.maricopa.edu/AppliedScience/sjcweb/CrystalsSystems.ppt
Pre-requisite knowledge:
1) Student should know basic shapes and the identifying characteristics
of angels (tetrahedron, angels, axes, and intersecting angels).
11
Pre-Assessment/Prediction:
1) What shape do you think salt, sugar and diamonds belong to?
Activities:
1) Ask students what types of shapes crystal have? What role does
shape play on the pattern of a crystal?
2) Distribute materials and allow students to cut and construct the
model.
3) Use the PowerPoint link that I provided or prepare your own prior to
the lesson. Discuss the correlation of the prefix with the number of
sides, axes, and intersecting angles. Practice the terminology for
the seven crystal systems.
4) Display a picture of real crystals and have students to identify the
crystal system that each belongs to.
Vocabulary Review:
Crystal Systems (Isometric, Tetragonal, Hexagonal, Trigonal,
Orthorhombic, Monoclinic, and Triclinic), axes, oblique intersections,
and vertical and horizontal axis.
Post Assessment:
1) Which shape do you think is the strongest and why?
2) Identify the characteristics that correlate to the prefixes.
12
Lesson 5
Title: Shapes 2 –Shaping Models
Time: 40 minutes
Objective/ Goals:
1) Students will be able to describe how the shape of the crystal comes
from the repeating pattern of how the one molecule is shaped.
2) Students will be able to understand how atoms and molecules arrange
themselves to form crystal systems.
3) Students will be introduced to chemical formulas.
State Goal:
12.C.3b Model and describe the chemical and physical characteristics of matter
(e.g., atoms, molecules, elements, compounds, mixtures).
9.A.3a Draw or construct two- and three- dimensional geometric figures including
prisms, pyramids, cylinders and cones.
Materials:
Several bags of spice gumdrops or DOTS (various colors)
Toothpicks
Pictures of examples of crystal classified by its system
Paper nets completed from previous
Worksheets (Crystalline Structure)
Pre-Activity:
1) Teacher should write on board the chemical symbol for each color.
(red-R, white-W, green-G etc.)
Pre-Requisite Knowledge:
Students should already have knowledge of physical properties of
solids.
13
Pre-Assessment:
How do you think toothpicks could be used to model the shapes?
Activity/Lessons:
1) Begin the lesson by showing the students the pictures of various
mineral crystals. Ask students to describe what type of shapes they
see and if there are any patterns? Ask if they know the names of
any other kinds of crystals or the names of some things that are
made of crystals?
2) Have students to pull out 4 color gumdrops of two different colors,
connect them using four toothpicks into a pattern. Have them
describe how they connected the structure.
3) Explain the role of each atom and how they form a molecule. Have
the students to write mock chemical symbol for their structure.
(e.g. 4 red 2 white R2 W4)
4) Challenge the students to make their 2-dimensional model 3dimensional by using 4 more gumdrops and 8 more toothpicks. Then
have them identify which paper model is most similar to their own
paper model.
5) Propose several ways they think crystals grow from this stage.
Stress the concept repeated patterns. Discuss the role of the
toothpick being a bond and how they form and break. Which
structure do you think would be the strongest and weakest? Why?
6) Have students to write a chemical formula for their structure. Then
challenge them to prepare a model of a sugar molecule C6H12O6 .
Describe its shape. Compare it with the first model.
14
7) Make other models of larger crystal system structures using your
nets. Break the toothpicks if you must to obtain the proper
structure for each model.
Vocabulary:
Atom, molecule, bond, chemical symbol, crystal lattice
Post Assessment:
1) What do you think will happen to the bonds in the molecular
structure of the sugar when added to water?
2) What relationship does the bond length have on the overall shape of
the crystal lattice?
15
Lesson 6
Title: Sweet and Salty
Time: 40-minute period
Goals and Objective:
1) Students will compare and contrast the similarities and difference of
sugar and salt.
2) Students will attempt to identify the crystal system in which salt
and sugar belong.
3) Students will use physical properties (measurements) to distinguish
the differences between the two.
State Goals:
Science
11.B.3a Identify an actual design problem and establish criteria for determining
the success of a solution.
Math
7.A.3a Measure length, capacity, weight/mass and angles using sophisticated
instruments (e.g., compass, protractor, trundle wheel).
Vocabulary:
Evaporation, crystallization, solvent, solute
Materials:
Worksheet (Salt versus Sugar)
Microscope with light or slide pictures
Microscope slide
Hand lenses
Salt
Sugar
16
Metric ruler
Pre-Assessment:
1) What happens to sugar or salt when mixed with water?
2) How similar is sugar and salt in appearance?
3) Do you think sugar and salt crystals ever stop growing?
Activity/Lesson:
1) Use worksheet (Salt versus Sugar) to complete this lesson. Ask
students if they think there is a visual difference between sugar and
salt. Have them list physical properties of both (size, color etc.).
2) Line up 20 crystals of salt and sugar separately then measure the
height, width and length.
3) Use the handlense and observe similarities and differences between
salt and sugar.
4) Using the knowledge of crystal systems draw the crystal system of
each.
5) Draw what the crystals look like under low, medium and high power
under the microscope.
6) Remove crystals and place the super-saturated solution of each on
the slide with a toothpick. Allow the light to evaporate the liquid
solution. Answer the following:)
How long does it take to see crystals?
How large do the crystals get?
Are the shapes familiar?
17
Post Assessment:
1) Why do you think the characteristics of the evaporating sugar and
salt are different?
2) Once evaporated, does the crystals seem to stop growing?
3) What do you think aided in the evaporation process?
18
Lesson 7:
Title: Revisiting Crystals
Time period: 2-40 minute periods and 5-day observation
Objectives/Goals:
1) Have students explain how their crystals evolved using their terms of
the concepts and vocabulary of lesson.
REFER BACK TO THE CRYSTAL CREATION KICK OFF
State Goals:
Science
11.A.3f Interpret and represent results of analysis to produce findings.
11.B.3a Identify an actual design problem and establish criteria for determining
the success of a solution.
Language Arts
3.B.3a Produce documents that convey a clear understanding and interpretation of
ideas and information and display focus, organization, elaboration and coherence.
Materials:
Worksheet:(Self-Assessment, Group Sheet)
test tubes
sugar
water
heat source
thermometer
sticks
Para film
scale
Activities:
1) Have students to make final observations test tubes prepared from
lesson Solving Dissolving. Discuss how each variable affected the
growth of the crystals. Have students to write a short report
19
interpreting their data and propose a plan to grow the largest
crystal.
2) Complete the crystal creation challenge using the engineering plan
that each group began in the Great Crystal Creation Kick-off.
20
Assessments
21
Assessment
The student’s response will exhibit their level of knowledge acquired up
to this point.
Pre/Post Assessment:
1) What are crystals? List as many usages of crystals you can think of.
2) What does crystals need to grow? Propose a method to test
different variables that affect crystal growth.
3) Does rock candy have any nutritional value? Why is it made to target
young consumers?
4) How could you educate the consumer of the negatives and positives
of a product without affecting the success of selling the product?
5) How would you decide exactly what to investigate? Be Specific.
6) List the characteristics of conducting an investigation and
experiment? Explain each.
7) If the crystal structure of atoms changed would that affects the
type of mineral that would be present?
8) Explain how temperature and saturation affects crystal growth?
9) What information do you need to conduct an inquiry investigation of
the best methods to use in crystal formation?
22
Resources
Van Cleeave, J. Rocks and Minerals . Wiley and Smith. 24-28
Polymorphism
Knapman, K. Polymorphic predictions. Modern Drug Discovery,2000,3(2) 53-54
Blobaum, C. Geology Rocks. Williamson Pub. Charlotte,VT.1999.
Anderson,A.,Diehn,G. & Krautwurst,T., Geology Crafts for Kids.Sterling Pub..
NewYork.1996
http://www.yale.edu/ynhti/curriculum/units/1983/1/83.01.09.x.html#e
Explanation of crystallization
http://www.cryst.chem.uu.nl/growing.html
FAO from students
http://www.xray.ncsu.edu/student_faq_xtal.html
PowerPoint Presentation on Crystal System (Geometric Shapes)
www.gc.maricopa.edu/AppliedScience/sjcweb/CrystalsSystems.ppt
The Math Forum
http://mathforum.org/alejandre/workshops/toc.crystal.html
SMILE @IIT
http://www.iit.edu/~smile/mathinde.html
23
Worksheets
24
“The Proposal”
To: Mrs. Mallory
Senior Chemical Engineer
KKM Inc.
From: Mr. Bull
I.P. Freelin Corporation
Date: August 8, 2005
Dear Mrs. Mallory,
You and your special team of chemical engineers are being commissioned
to design a product for our company. Can you propose to your chemical
engineering team to design a sugar stirrer for coffee and tea products? It
should be appealing to the consumer as well as a new and exciting
technology for the scientist.
Signed,
Rashie Bull
I.P. Freelin Corporation
25
“The Challenge”
You and your team of chemical engineers are being challenged to design and develop
an innovative sweetener for hot beverages. This can be achieved by using the
crystallization process of sugar. There are a lot of factors you must consider while
designing this product. Cost, safety, and research are just a few of some of the
more important factors. Considering there are several methods to growing
crystals, your team must develop a method to produce the largest crystals in the
shortest amount of time. Review the cost analysis below. Read and review the
engineering design process.
Cost factors per single product
Points
.30 cents
.20 cents
Size of
X-Large
Large
Crystals
crystal
crystals
structure
visible
Appearance
Unique
Packing
Packaging
Taste
Unique Flavor Regular
Flavor
Time
3 Days
4 Days
.10 cents
Medium
crystals
.0 cents
No crystal
formation
Packaging not
appealing
Slight Flavor
No Packaging
5 Days
6 Days
No Flavor
You will have the following items to use to produce your product. You must bring in
your own materials for packing of product. Then your team will create a commercial
to advertise your product. Be creative!
Materials:
test tubes
sticks
sugar
water
Para film
heat source
scale
26
thermometer
Lab: Saturated Solutions
Materials: (6) heat resistant test tubes with caps or cover, test tube rack,
graduated cylinder, toothpicks, granulated white sugar, scale, thermometer high
temperature, hot plate, 500ml beaker and water.
Design Plan:
1) Gather all your materials.
2) Label test tubes 1-6. Using graduated cylinder measure amount of water to fill
test tubes half way with water.
3) Record the amount of water in each test tube into your data table.
Calculations:
Amount of water in test tube ________ml / 2 = ________g sugar
(Amount A)
(Amount B)
4) Record Amount B into data table. Add Amount B into each test tube
(1,2,3,4,5,6).
5) Cap and shake test tube to dissolve sugar. Record if the all sugar dissolved.
6) Add Amount B into each test tube (1,2,3,4,5,6).
7) Cap and shake test tube to dissolve sugar. Record if the all sugar dissolved.
8) Add Amount B into test tubes (3,4,5,6) only.
9) Cap and shake test tube to dissolve sugar. Record if the all sugar dissolved.
10) Add Amount B into test tubes (3,4,5,6) only.
11) Cap and shake test tube to dissolve sugar. Record if the all sugar dissolved.
12) Add Amount B into test tubes (5,6) only.
13) Cap and shake test tube to dissolve sugar. Record if the all sugar dissolved.
Hint: To endure proper set-up there should be some un-dissolved sugar in test
tubes (5,6).
14) Submerge ¾ of the test tube into the water bath uncapped. Allow the solution in
test tube boil at 90oCelcius and then begin to cool in test tube holder.
15) To aid in crystal formation seed crystals must be present. To form seed
crystals dip toothpick into each test tube and allow toothpicks to dry.
16) Allow solution to cool to 40oCelcius then drop the dipped toothpicks into the
appropriate test tube and cover each with Para film.
17) Place test tubes (1,3,5) into a cooler and (2,4,6) let them cool at room
temperature.
18) Observe and record crystal formation daily for a week.
27
Name__________________________
Date_______________
“Salt Versus Sugar”
Directions: Complete the following Venn Diagram comparing the similarities and
differences of salt and sugar.
Salt
Length (mm)
Sugar
Height (mm)
Salt 20
crystals
Sugar 20
crystals
28
Width (mm)
Final comments
Draw the sugar and salt as it appears under the microscope. There should be
a separate drawing for each power on the microscope.




29
The Great Crystal Creation Final Proposal
Directions: Make sure that you have every piece to this lesson
included to ensure maximum points for your final grade.
Engineering Team:
Unacceptable
Engineering
Design
Process
Student did
nothing.
Student had
little or no use
of design
process to solve
problem.
Product
0
Student did
nothing.
Advertisement
0
Student did
nothing.
Be Ethical
Lab:
Saturation
Salt versus
Sugar
Notebook
entries
(Assessments)
Self
Evaluation/
Feedback
Inadequate
Acceptable
Good
Excellent
Student had
limited use of
the design
process.
Student used
the design
process but
little creativity.
Student used
the process to
solve problems.
Very creative
and unique.
5
Little or no
crystals
produced.
Packaging
unattractive
5
No creativity or
props.
10
Crystals very
small. Packaging
was marginal.
15
Crystals
average size.
Packaging not
very creative.
20
X-Large
Crystals
Packaging of
high quality.
10
Props dull
presentation
have no content
15
Not well planned
20
Very creative
and inventive.
0
Student did
nothing.
5
Incomplete with
little knowledge
of concept.
10
Complete but
errors are
present.
20
Complete no
errors very
creative
0
Student did
nothing.
2
Incomplete with
little knowledge
of concept.
4
Complete but
errors are
present.
15
Complete with
no errors with
little creativity
6
0
Student did
nothing.
2
Incomplete with
little knowledge
of concept
0
Student did
nothing.
2
Incomplete with
little knowledge
of concept
0
Student did
nothing.
0
Complete with
no errors with
little creativity.
8
Complete no
errors very
creative
4
Complete but
errors are
present.
4
6
Complete no
with errors with
little creativity.
6
8
Complete no
errors very
creative
8
Complete but
errors are
present.
Complete no
errors with
little creativity.
Complete no
errors very
creative.
2
Incomplete with
little knowledge
of concept
4
Complete but
errors are
present.
6
Complete no
errors with
little creativity.
8
Complete no
errors very
creative.
2
4
6
8
30
Assessment Rubric
Unacceptable
(0 Points)
Inadequate
(1 Point)
Acceptable
(2 Points)
Good
(3 Points)
Excellent
(4 Points)
Little or no evidence of
knowledge
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
Highly inventive, mastery of
knowledge
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
How would you decide exactly
what to investigate? Be
Specific.
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
List the characteristics of
conducting an investigation
and experiment? Explain each.
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
If the crystal structure of atoms
changed would that affect the
type of mineral would be
present?
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
Explain how temperature,
saturation affects crystal
growth?
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
What information do you need
to know if you are conducting
inquiry investigation of best
methods of crystal formation?
Little or no evidence of
knowledge
Beginning of or some evidence of
the outcome
Detailed but with little consistent
knowledge
Detailed and consistence
evidence of content knowledge
Highly inventive, mastery of
knowledge
What are crystals?
What does a crystal need to
grow? Propose a method to test
different variables that affect
crystal growth.
Does rock candy have any
nutritional value? Why is it
made to target young
consumers?
How could you educate the
consumer of negatives and
positives without affecting the
success of selling a product?
31
Assessment Matrix
Content- show knowledge in
crystallization as well as the use of
math, technology, design ethics in
scientific investigations, and
understanding about scientific
inquiry
What are crystals?
What does a crystal need to grow?
Propose a method to test different
variables that affect crystal growth.
Does rock candy have any nutritional
value? Why is it made to target young
consumers?
How could you educate the consumer
of negatives and positives without
affecting the success of selling a
product?
X
X
Inquiry/Problem Solving- formulate
questions, devise and conduct scientific
investigations, communicate process &
results to an audience using traditional or
contemporary technologies
X
Design-use the engineering design process
to design method to produce a marketable
product for consumption
X
X
X
How would you decide exactly what
to investigate? Be Specific.
Ethics-use ethical decisions ensure that
food products have been handled safely
X
X
X
X
X
X
List the characteristics of conducting
an investigation and experiment?
Explain each.
X
X
If the crystal structure of atoms
changed would that affect the type of
mineral would be present?
X
X
Explain how temperature, saturation
affects crystal growth?
X
What information do you need to
know if you are conducting inquiry
investigation of best methods of
crystal formation?
X
X
32
Name__________________________ Team Name______________________ Date _________________
Saturating a Solution-Data
Test
Sugar
Sugar
Sugar
Sugar
Sugar
Amount A_________ml (water)
Tube
Dissolved Dissolved Dissolved Dissolved Dissolved Amount B_________ml (sugar)
Number
1
XXXXX XXXXXX XXXXX Amount A___ml /2=___g Part B
2
XXXXX XXXXXX XXXXX
3
XXXXX Variables Tested: Temperature and
4
XXXXX Concentration
5
6
Increasing Saturation
Supersaturated Solution
Daily Observations of Crystal Growth
Test
Day 1
Tube
1
Cooler
2
RoomT
3
emp
Cooler
tem
4
RoomT
5
emp
Cooler
6
RoomT
emp
Day 2
Day 3
Day 4
33
Day 5
Day
Day
Final day