Cookie Bake off! 8 th Grade Scientific method and measuring skills

Transcription

1 Cookie Bake off! 8 th Grade Scientific method and measuring skills

2 Give the directions Before entering the classroom students will: Understand how they will be graded Understand the reason why we are doing the lab Know who they will be working with Preplan Recipe search Recipe debate and vote on a winner etc. Surprise

3 The lab Write Directions* Identify the independent variable Predict the dependent variables Begin Measuring

4 Team Dynamics

5 Mixing it up

6 Cafeteria Help Set up baking times with cafeteria Get 1 large cookie sheet for each group of 3 4 kids.

7 The joy of baked cookies! Highly recommend parchment paper: This will save SO MUCH TIME!

8 Major Differences

9 Gathering Data Poke test Looks Smell Taste Density

10 8 th Grade Cookie Bake Off Purpose The topic of Science is a knowledge and skill in school that many people feel is unattainable to achieve. In order to teach those skills and knowledge, students must see the relationship between the world of science and themselves. This lab focuses on some science process skills that are required to do scientific investigations but changes the environment to a kitchen. Baking is a very relatable skill because it can produce some very delicious results if you can follow directions and measure things carefully. Students come to this lab with a variety of experiences in the kitchen and all will be challenged in various ways. Background This lab is meant to come near the beginning of the school year to give day to day purpose for learning critical science skills. Before this lab the students will need to know a couple key concepts: the importance of both quantitative and qualitative observations, density, and how to use a triple beam balance accurately. They will also need know the teachers expectations for their lab notebook. If students are not use to keeping a lab notebook, they could do the lab by using the attached document as a worksheet. Objectives: By the end of the lab students will be able to: 1. Identify dependent variable, independent variables, constant, and control 2. Explain why identifying variables is important in the scientific process. 3. Demonstrate mastery of measuring with a triple beam balance and describe why that is important Preparation 1. Begin by collecting all the ingredients you will need for the lab. Students should be grouped by 3 s or 4 s depending on space. Keeping this in mind, you should have enough ingredients for one bag/box of each ingredient for each station. To save money have students bring in donations for the lab and any extra can be donated to a local charity. 2. Set up each lab station prior to the lab. Each table should have: a. all of the dry ingredients. b. 1 large bowl c. Wooden mixing spoon d. Triple beam balance e. Plastic spoon (for scooping) f. Weigh trays (or equivalent) g. Aprons (optional but a good idea) 3. Chocolate chips should be kept out of reach and only available when needed. 4. Butter should be set out an hour or so prior to the lab to give it time to soften. 5. Eggs should be kept refrigerated or on ice in a cooler until they are needed. 6. Cookie sheets enough for all batches of cookies (large commercial oven sheets used in cafeterias will fit the entire batch for 1 group.) 7. At least 3 spatulas and 2 oven mitts/ group (instead of purchasing all the items, check with faculty to see if they have anything they could lend for the project.)

11 8. Wash rags and towels for clean up and dish soap 9. Optional: laundry basket for collecting messy rags, aprons etc. 10. Design a spreadsheet and have a clip board so that you can collect your own data on each student during the lab. You will need to be looking for each of the 4 categories: cleanliness, ability to follow directions and measure precisely, notebook, and answer a random question based on the worksheet and based on where the student is at in their science ability. Possible Questions: a. Why are we doing this lab experiment? b. What is an example of this labs dependent variable? c. What is a control in this lab? d. Why do we need to identify variables e. What is your independent variable? During Class Total time: 100 minutes 1. Begin outside of the classroom to make the expectations clear for the lab. Explain exactly how each student will be graded modeling 1 or 2 of the questions so they know what to expect. Be sure to highlight the ability to follow directions and keeping a clean environment. You may choose at this time to group students or assign roles. (5 minutes) 2. Students will need to begin by copying directions into their lab notebook. (15 minutes) 3. Students will begin measuring ingredients and mixing them as directed. (30 minutes) 4. Teacher will need to begin walking around and asking questions and moderately correcting mistakes. Keep in mind that sometimes the best lessons can be learned from mistakes made. Obvious things that will need to be corrected is the misuse of the triple beam balances, mixing techniques, major misreading of directions. During question asking, teachers should ask each group member a different question and allow a little wait time. If you need to rephrase a question or lead to a correct answer then points should be deducted from the response. Only as a last resort should students be allowed to look up their answer. 5. Students will begin putting dough on the cookie sheets in small drops. (10 minutes) 6. 1 person from each group will take the dough to the cafeteria kitchen with a timer and wait for the cookies to finish (this person should have their notebook well put together and have already contributed a lot to the effort of the lab) (15 minutes) 7. When cookies head to the oven the rest of the group should finish answering questions and clean up their lab station. 8. When cookies come back the group should remove them from the tray and place them on waxed paper to cool then wash the tray cookies should be placed on 1 plate from each group and labeled (10 minutes) 10. Each group should find the density of their own cookie to share with the group. (5 minutes) 11. The last 10 minutes of class is needed to taste each groups cookie and collect the rest of the data. Post Lab For this lab we usually have an online discussion. Many forms of discussion or follow up could be done. One method is just an open dialogue on what was easy, hard, confusing, fun, etc. This lab will allow a teacher to have a reference point to continue the teaching of variables or measuring.

12 8 th Grade Cookie Bake off! Materials: Large bowl Spoon Triple Beam Balance Weigh trays Spatula Wax paper Paper plate Copy the Ingredients (controlled variables) into your notebook: 1 stick unsalted butter, softened 90g brown sugar 90g granulated sugar 38 drops vanilla extract 1 large egg 168g all-purpose flour 2 g baking soda 4 g salt 150g semi-sweet chocolate chips Highlight which ingredient you will be changing. This is your manipulated or independent variable. (YOU MAY NOT ALTER THE CHOCOLATE!) Copy the Next steps into your notebook: 1. Preheat oven to 350 F (176 C) 2. Cream butter, granulated sugar, and brown sugar in a large mixer bowl. Add egg, beating until completely mixed. Add vanilla extract and beat in. 3. Once you have a pretty consistent texture to your dough, add the remaining ingredients (not the chocolate). Mix until dough is of consistent texture. 4. Stir in chocolate chips. 5. Drop by rounded tablespoons (40g) onto ungreased baking sheets. 6. Bake in the preheated oven for 10 minutes. 7. Let stand for 1 minute and remove from hot baking sheet to cool on wax paper. Data Table Group Manipulated Variable Visual description Taste (describe) Poke Test Density 1-10

13 Kitchen Science In this lesson you will experiment with controlled and manipulated variables to test various, outcomes! The Kitchen is often the first place we begin our experimentation with chemistry. In this lab you will be given a standard chocolate chip cookie recipe. You may change 1 thing (add or subtract ingredients, or change amounts, time or temperature called for) about the recipe, prepare it bake it, and bring the dish to the taste test at the end of class. You may choose to research a better recipe or you can try blind. You MUST be precise with your measurements, time and temperature. I will be judging your performance today as well as the outcome. 10 points for getting everything neatly into your notebook 10 points for precise measuring, this includes paying careful attention to directions 10 points for cleanliness during and after the lab 10 points for your ability to verbally answer a question based on the following (without looking!): Vocabulary Word Meaning Example Variable Dependent variable Independent variable Controlled variables Control group Constant Density Why do we need to keep all but 1 variable constant? What type of measuring problems did you run into?