My Bottomless Can (Lourdes Ramos Quevedo)

Author

Lourdes Ramos Quevedo

Principle(s) Illustrated

1. Nature of Science

2. The Dissolving Process

3. Polar & Nonpolar Solutes and Solvents

Standards

• CH6b- Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motion. (Solutions)

• CHIE 1d - Formulate explanations by using logic and evidence. (Investigation & Experimentation)

Questioning Script

Prior knowledge & experience:

Students are familiar with styrofoam and some of its properties.

Students are familiar with volume of a cylinder.

Students know that matter takes up space.

Root question:

How many styrofoam peanuts fit in the empty can?

How many styrofoam peanuts fit in the magic bottomless can that is the same size as the other can?

Can you develop a logical explanation for the phenomenon observed?

Target response:

What is the correct answer

Common Misconceptions:

1. Students may believe that one can is bigger than the other.

2. Students may believe that the can has a hole.

   1. 1. styrofoam & acetone can be used

      2. water and biodegradable peanuts can be used

      3. as an alternative, you can mix and match the solute and solvent

         1. dissolve the styrofoam in acetone & another set of styrofoam with water

         2. dissolve the biodegradable peanuts in acetone & then another set in water

Photographs and Movies

Adaptation(s) & Modifications of Discrepant Event