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• W5832475 abstract "[ILLUSTRATION OMITTED] Each school year, chemistry students around the country participate in at least one lab to develop their understanding of inquiry. Having spent time as a research chemist in the mining and cosmetics industries before becoming a teacher, inquiry and experimental design are topics that are near and dear to my heart. Each school year, I look forward to watching my 10th-grade chemistry students struggle through a self-designed lab and (hopefully) end up successful on the other side. Over the years, I have tried a number of inquiry projects with my students. I have had them create paper airplanes in an attempt to determine how fast they can fly, develop window cleaners to compete with commercial products, and design experiments to determine what type of light makes a solar car move the fastest (they are always amazed when black lights or single-colored lightbulbs do not move the car at all!). The problem with all of these projects? Students did not clearly understand the variables involved. As first-year chemistry students, many have never participated in a school science fair. They have memorized the steps of the scientific method and can recite them without any prompting from me, but when introduced to controlled, independent, and dependent variables, they hit a brick wall. That is, until last year. I was setting up a graphing lab with sugar cubes when the idea hit me--why not have my students design a lab to determine the fastest way to make a sugar cube dissolve in water? The variables--surface area, water temperature, and agitation--are simple and easy to understand. In addition, the materials needed are inexpensive--making this lab an economical one. And as an added bonus, students would obtain background knowledge of solutions and their properties well before we discussed the topic in class. I quickly created a lab handout (Figure 1) and grading rubric (Figure 2, p. 52) and found myself even more excited to watch my students work out this problem. I structured the lab so that students would work with only one independent variable. Other than that, they were on their own. This article describes my experience using the sugarcube activity in my chemistry class last year and provides suggestions for use in your classroom. Dissolving sugar activity Day 1 On Day 1, I introduced the problem and asked students how we could dissolve a sugar cube in the fastest way possible. An important first step was defining as a class. After some discussion, we agreed that a sugar cube had dissolved when no particle of the cube was visible to the eye. Students were quick to create and agree upon this definition. Students also identified three variables: surface area, water temperature, and agitation (variables are part of a previous unit on inquiry). I informed them that they would be limited to 30 ml of solvent and that they had to develop their experiments by the end of the 50-minute period. In teams of four, students worked quickly to create a hypothesis (including the dependent and independent variables and a list of controlled variables), materials list, procedures (including safety precautions), and a blank data table. Because of the simple nature of the problem, students determined their variables easily, but the procedure and list of materials proved difficult for them. I have found this to be a common issue in open-inquiry activities, regardless of the problem students are working on. This may be due to students' lack of inquiry-based laboratory experience. After class on Day 1, I read through and made comments on each team's proposed experiment, then gathered their requested laboratory equipment. Day 2 Prior to beginning their experiments on Day 2, teams had to correct any gross errors I found in their lab design before they could begin the lab. …" @default.
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• W5832475 date "2010-11-01" @default.
• W5832475 modified "2023-09-24" @default.
• W5832475 title "Sugar-Cube Science: An Economical Inquiry Experiment for High School Chemistry." @default.
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