OpenSciEd 7.2, Lesson 3: Chemical Reactions and Temperature Change Investigation (Vernier Powered, Guided)
Task
Use this Vernier-Powered Tuva Investigation with the Grade 7 OpenSciEd curriculum during Unit 7.2, Lesson 3. Tuva has digitized the following paper handouts from Day One of the lesson: Chemical Reactions Lab Instructions, Data Table for Chemical Reactions Lab, and Class Data for Chemical Reactions Lab used in lesson Parts 3–5. Students collect their time and temperature data with a Vernier Go Direct Temperature Probe and use the Tuva Tools to create data visualizations that help them make sense of it and respond to questions. Each group will need a Go Direct Temperature Probe and a computer running Chrome or Edge, the two browsers that can connect to the probe. The probe takes the place of the digital thermometer listed on each group's tray in the OpenSciEd materials list. Tuva is used to deepen data sensemaking; it is not a standalone lesson. Use it in tandem with the OpenSciEd Teacher Edition to guide overall instruction and collaborative sensemaking. Where This Investigation Fits into the Storyline In the last lesson, students figured out that the reactions in the MRE flameless heater and hand warmer would not work for a homemade heater because they were too expensive, not hot enough, or not safe. During this lesson, students test four new chemical reactions in different amounts (low, medium, high) to determine which one will transfer the most energy to a food system and whether amount affects temperature change. When to Use Tuva Day One Complete Parts 1 and 2 outside of Tuva. Open Tuva before Part 3, Conduct the Chemical Reactions Lab. Steps 1 to 3 cover the setup, each group's assigned reaction and amounts, and the safety precautions. Students connect the probe in Step 4, run the low amount in Step 5 and the medium and high amounts in Step 6, build the multi-line graph in Step 7, and work out the maximum temperature change for each amount in Step 8. Page 17 of the OpenSciEd Teacher Edition includes tips for classroom and materials management to help make this portion proceed smoothly. Note: Readings collected with the probe are held in the browser and are lost if the page is reloaded, so plan for each group to work through Steps 4 to 8 — connecting the probe, all three runs, the graph, and the maximum temperature change — in one sitting. The graph students submit in Step 7 is saved with their work. Continue using Tuva for Part 4, Find Patterns in the Data and Track Energy Flow From Our Investigation, in Steps 9 to 11. Students will enter the pooled class data into Tuva and use the tools to create data visualizations that will help them answer the questions. The class data table on Tuva includes enough space for eight groups. If your class is small, and you only are able to have six groups, just have students delete the extra rows. As advised in the Teacher Edition, classes with six groups should ensure that at least two groups test the root killer. What Happens Next On Day 2, Part 5 (Building Understandings Discussion), students may bring their Tuva graphs and conclusions to the classroom discussion and use them to help them decide on the best reaction (root killer + aluminum foil in saltwater). The remainder of the lesson should be completed outside of Tuva.
Last time, we found that the flameless heater and hand warmer use chemical reactions — but neither reaction worked for our own homemade heater. We gathered some new substances to test: baking soda and vinegar, root killer and aluminum foil in saltwater, cabbage juice and vinegar, and steel wool that has been soaked in vinegar and then exposed to air. In this investigation, we will be answering: What other chemical reactions could we use to heat up food? Click Next to get started.
Topics and standards: MS-ETS1-2, MS-ETS1-3, Engineering & Design, Grade 7, MS-PS1-6, OpenSciEd, 3.2.6-8.F