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W1:Day 2: Introduction to Chemistry: Difference between revisions
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W1:Day 2: Introduction to Chemistry (view source)
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* '''Maillard Reaction:''' A chemical reaction between amino acids and sugars, resulting in browning during cooking. | * '''Maillard Reaction:''' A chemical reaction between amino acids and sugars, resulting in browning during cooking. | ||
* '''Rennet:''' An enzyme used to curdle milk during cheese production. | * '''Rennet:''' An enzyme used to curdle milk during cheese production. | ||
* '''Solubility:''' The ability of a substance to dissolve in a solvent, such as sugar dissolving in water | * '''Solubility:''' The ability of a substance to dissolve in a solvent, such as sugar dissolving in water | ||
---- | ---- | ||
==== | ==== '''Kit 1: Everyday Chemistry''' ==== | ||
'''Materials''': | |||
* | * Everyday item cards (e.g., soap, vinegar, batteries, baking soda, nail polish remover) | ||
* | * Laminated "Mystery Chemistry Processes" card set (e.g., rusting, fermentation, combustion) | ||
* | * Reference sheet on basic chemistry concepts (e.g., reactions, catalysts) | ||
* | * Chart paper and markers | ||
'''Instructions''': | |||
# | # Identify 5 everyday items or activities involving chemistry. | ||
# | # Explain the role of chemistry in each. | ||
# | # Choose a "mystery" process and research how it works. | ||
'''Presentation Cards''': | |||
* | * "What everyday items or activities did you choose?" | ||
* | * "How does chemistry play a role in the 'mystery' process you selected?" | ||
'''Timer/Checklist''': | |||
* | * 10 min: Select items/activities. | ||
* | * 20 min: Research the role of chemistry. | ||
* | * 15 min: Investigate the mystery process. | ||
* | * 5 min: Prepare presentation. | ||
'''Reflection Sheet''': | |||
* | * "What new connections did you discover between chemistry and everyday life?" | ||
* | * "What was the most surprising application of chemistry?" | ||
---- | ---- | ||
==== | ==== '''Kit 2: Branches of Chemistry Scavenger Hunt''' ==== | ||
'''Materials''': | |||
* | * Laminated chart defining the branches of chemistry (organic, inorganic, physical, analytical, biochemistry) | ||
* | * Picture cards of real-world examples (e.g., medical lab, fuel cell, food production) | ||
* | * Blank poster board and colored markers | ||
'''Instructions''': | |||
# | # Match real-world examples to the five branches of chemistry. | ||
# | # Create a diagram linking these examples to everyday activities. | ||
'''Presentation Cards''': | |||
* | * "What examples did you find for each branch of chemistry?" | ||
* | * "How are these branches connected to everyday life?" | ||
'''Timer/Checklist''': | |||
* | * 15 min: Review branch definitions. | ||
* | * 20 min: Match examples and brainstorm connections. | ||
* | * 15 min: Create a visual diagram. | ||
* | * 5 min: Practice presentation. | ||
'''Reflection Sheet''': | |||
* | * "Which branch of chemistry interested you the most, and why?" | ||
* | * "How did this activity change your view of chemistry in the real world?" | ||
---- | ---- | ||
==== | ==== '''Kit 3: Testable Questions Lab''' ==== | ||
'''Materials''': | |||
* | * Brainstorming cards with question prompts (e.g., "What happens when...?" "Does changing X affect Y?") | ||
* | * Example experiment design template (with sections for hypothesis, variables, materials, procedure) | ||
* | * Chart paper and markers | ||
'''Instructions''': | |||
# | # Brainstorm 5 testable questions related to chemistry. | ||
# | # Choose one question and design an experiment (no lab work required). | ||
'''Presentation Cards''': | |||
* | * "What testable questions did you brainstorm?" | ||
* | * "Describe your chosen experiment setup and hypothesis." | ||
'''Timer/Checklist''': | |||
* | * 15 min: Brainstorm questions. | ||
* | * 20 min: Choose a question and design the experiment. | ||
* | * 15 min: Create a poster explaining the setup. | ||
* | * 5 min: Practice presentation. | ||
'''Reflection Sheet''': | |||
* | * "What makes a question testable in chemistry?" | ||
* | * "What would you change if you were to conduct the experiment?" | ||
---- | ---- | ||
==== | ==== '''Kit 4: Chemistry in Food''' ==== | ||
'''Materials''': | |||
* | * Reference sheet on common chemical reactions in cooking (e.g., Maillard reaction, acid-base reactions) | ||
* | * Example recipes with chemical notes (e.g., baking soda in pancakes, vinegar in pickling) | ||
* | * Blank infographic template and colored markers | ||
'''Instructions''': | |||
# | # Research how chemistry is involved in cooking or food preservation. | ||
# | # Create an infographic or poster explaining one example. | ||
'''Presentation Cards''': | |||
* | * "What food-related chemistry example did you choose?" | ||
* | * "How does chemistry improve or change the process?" | ||
'''Timer/Checklist''': | |||
* | * 15 min: Research examples. | ||
* | * 20 min: Choose one and design an infographic. | ||
* | * 15 min: Prepare explanation. | ||
* | * 5 min: Practice presentation. | ||
'''Reflection Sheet''': | |||
* | * "What was the most surprising chemistry fact you learned about food?" | ||
* | * "How could you use this knowledge in everyday cooking?" | ||
---- | ---- | ||
==== | ==== '''Kit 5: Scientific Method in Action''' ==== | ||
'''Materials''': | |||
* | * Laminated problem cards (e.g., removing stains, preventing rust) | ||
* | * Blank "Scientific Method" outline template (with steps: question, research, hypothesis, experiment, conclusion) | ||
* | * Chart paper and markers | ||
'''Instructions''': | |||
# | # Select a real-life chemistry problem. | ||
# | # Use the scientific method to propose a solution and outline how you'd test it. | ||
'''Presentation Cards''': | |||
* | * "What problem did you choose to solve?" | ||
* | * "Explain how you applied the scientific method." | ||
'''Timer/Checklist''': | |||
* | * 15 min: Select a problem and research solutions. | ||
* | * 20 min: Outline steps of the scientific method. | ||
* | * 15 min: Design a poster explaining the solution. | ||
* | * 5 min: Practice presentation. | ||
'''Reflection Sheet''': | |||
* | * "How did applying the scientific method help solve the problem?" | ||
* | * "What would you change in your proposed solution?" | ||
---- | ---- | ||
=== | === Final Notes: === | ||
* | * '''Presentations''': Each group has 5 minutes to present their findings to the class. | ||
* | * '''Teacher Role''': Facilitate discussion, clarify concepts, and ensure time management. | ||
* | * '''Assessment Criteria''': Creativity, teamwork, accuracy, and clarity of presentation. | ||
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