Academy Curricular Exchange
Columbia Education Center 
Science


TITLE:  Tasty Solution

AUTHOR:  Cindy Robinson, Owasso, OK

GRADE LEVEL/SUBJECT:  7-9;
                     7th Grade Life Science
                     8th Grade Earth Science
                     9th Grade Physical Science

OVERVIEW:  The section covering solutions in the physical
science curriculum often poses itself as a boring, hard to
memorize, useless chapter to most ninth grade students.
Although solutions, solvents, and solutes are evident in the
students everyday life, these ideas do not seem important
unless they can be brought to the students as something they
can touch, feel, see, and even taste.

PURPOSE:  Science should be fun as well as thought
provoking.  In order for students to learn and remember what
they learn, science class should be a hands on experience
whenever possible.  The Tasty Solution Lab helps students to
identify the different parts of a solution and to determine
that exposing more surface area of a solution speeds up the
dissolving time.  The purpose stated on the lab would be -
to determine the fastest way to dissolve candy.

OBJECTIVES:  As a result of this activity students will:
  1.  Know the difference between a solvent, solute, and
      solution.
  2.  Know that by exposing a solution to chewing and
      stirring (exposing more surface area) the dissolving
      time will be shorter.
  3.  Know that a solute dissolves by spreading out evenly
      throughout a solvent.

RESOURCES/MATERIALS:  3 bite-sized pieces of soft candy for
each student (such as Hershey's Kisses)

ACTIVITIES AND PROCEDURES:
  1.  Students are to place one of the candy pieces in their
      mouth without chewing or moving their tongues around.
  2.  Record the time that it takes for this candy piece to
      dissolve.
  3.  Students are to place a second candy piece in their
      mouth, this time moving their tongues, but not
      chewing.
  4.  Record the time it takes to dissolve this candy piece.
  5.  Students are to place the third piece of candy in
      their mouth and chew it.
  6.  Record the time to dissolve this third piece of candy.

TYING IT ALL TOGETHER:
  1.  Students will report their results on the conclusion
      section of the lab.  (Moving the candy around and
      chewing it decreases the time necessary for
      dissolving).
  2.  Students will also understand why by completing the
      following sentences:
          The candy dissolves in the (saliva) in your mouth
          to form a liquid solution.  Solutions contain two
          parts, a (solvent) and a (solute).  The solvent is
          (saliva) and the solute is the candy.  The solute
          (dissolves) by spreading out evenly throughout the
          solvent.  The candy can quickly dissolve when it
          is (exposed) to chewing and stirred by moving it
          around with the tongue.
  3.  This activity can be followed up with a worksheet of
      different solutions where students try to determine
      the solvent and solute of each.
  4.  An outside activity good to tie school and home
      together would be for the students to find as many
      different types of solutions in their kitchen as
      possible.  They can also determine if it is possible
      to find out what the solute and solvent are.
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John Kurilecjmk@ofcn.org

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