6th grade Experimental Design

 
Name:  UTeach  Outreach  
Date  of  Lesson:  Week  of  September  19th,  2011    
Description  of  Class:  6th  grade  after  school  STEM  clubs  
Length  of  the  Lesson:  75  –  90  minutes  
Source  of  the  Lesson:  UTeach  Outreach  
Resources  Used:  http://chem4kids.com/files/react_acidbase.html    
             http://sciencefairproject.virtualave.net/scientific_method.htm    
                                                         http://misterguch.brinkster.net/acidtutorial.html  
             http://www.nyu.edu/pages/mathmol/textbook/compounds.html  
             http://www.definitions.net/definition/element    
 
TEKS  Addressed:  
6th  grade  
6.(2)  Scientific  investigation  and  reasoning.  The  student  uses  scientific  inquiry  methods  during  
laboratory  and  field  investigations.  The  student  is  expected  to:  
  (B)  Design  and  implement  experimental  investigations  by  making  observations,  asking  
well-­‐defined  questions,  formulating  testable  hypotheses,  and  using  appropriate  
equipment  and  technology;  
  (D)  Construct  tables  and  graphs,  using  repeated  trials  and  means,  to  organize  data  and  
identify  patterns;  and  
  (E)  Analyze  data  to  formulate  reasonable  explanations,  communicate  valid  conclusions  
supported  by  data,  and  predict  trends.  
   
I.  Overview  
The   purpose   of   this   series   of   lessons   is   to   allow   students   to   design   and   carry   out   their   own  
experiment   rooted   in   the   larger   scientific   concept   of   acids   and   bases   (pH).   Emphasis   will   be  
placed   on   the   use   of   proper   data   collection   techniques   as   well   as   interpretation   of   trends.  
Students   will   be   expected   to   prepare   a   report   summarizing   their   experiment’s   hypothesis,  
variables,  materials,  and  procedure  along  with  qualitative  observations  and  applicable  results.  
They  will  also  be  responsible  for  formulating  a  conclusion  based  on  an  analysis  of  their  collected  
data.  
 
II.  Performance  Objectives  
1. Students  will  learn  about  the  pH  scale  and  use  it  to  properly  identify  solutions  as  either  
acidic  or  basic.  
2. Students  will  become  more  familiar  with  the  steps  of  the  scientific  method  and  practice  
communicating  these  steps  through  the  completion  of  a  written  report.  
3. Students  will  perform  data  collection  techniques  through  the  process  of  making  detailed  
observations  and  taking  accurate  measurements.  
 
III.  Resources,  materials,  and  supplies    
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Whole  class/per  teacher:  
Cabbage  juice  demo  –    
  (a)  Two  beakers,  each  filled  with  150  mL  cabbage  juice  
  (b)  100  mL  of  dilute  10%  ammonia  solution  
  (c)  100  mL  of  vinegar    
Chart  paper  (for  pH  scale  notes;  alternatively,  doc  cam  can  be  used)  
Tube  of  curdled  milk  (add  vinegar  to  whole  milk  to  achieve  effect)  
Straw  demo    
  (a)  One  clear  bag  filled  with  normal  straws  
  (b)  One  clear  bag  filled  with  bent  straws;  some  tied  together  in  knots  
 
To  share  per  group  of  4  students  (see  images  under  Section  IV):  
(a) Test  tube  rack  with  four  test  tubes  with  lids  containing  the  following  (one  liquid  per  
tube):  
• Lemon  juice  (pH  2-­‐3)  
• Vinegar  (pH  2-­‐3)  
• Baking  soda  solution  (pH  8)  
• Dilute  10%  Ammonia  solution  (pH  11)  
(b) Dixie  cup  with  water  (for  waste/cleaning  pipettes)  
(c) Test  tube  containing  whole  milk  
(d) Forceps  
 
Per  pair:  
Testing  the  pH  of  a  mystery  solution  –  
(a) Unknown  solution  (tap  water,  slightly  basic)  
(b) pH  indicator  key  
(c) 2  pH  indicator  strips  
(d) Paper  towels  
(e) Goggles  
Testing  the  pH  at  which  milk  curdles  –  
(a) 4  plastic  pipettes  
(b) Paper  towels  
(c) 4  empty,  flat  bottomed  containers  with  lids  
(d) pH  indicator  key  
(e) 8  pH  indicator  strips  
(f) Goggles  
 
***Pack  extra  pH  indicator  strips  in  the  event  students  use  all  of  them.  
 
IV.  Advanced  Preparation  (see  images  below)  
• Make  enough  cabbage  juice  for  the  whole  class  demonstration  that  occurs  during  the  
Engage.  
• Perform  a  pH  test  for  each  solution  you  plan  on  using  for  this  lesson  prior  to  
implementation.    Creating  a  pH  key  beforehand  will  make  it  easier  to  identify  when  
student  groups  make  errors  in  reading  the  pH  (through  interpretation  of  the  pH  
indicator  strips).      

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V.  Supplemental  Worksheets,  materials  and  handouts  
• pH  Scale  Handout  
• Experimental  Design  Student  Worksheet  
• Experimental  Design  Requirements  
• Question  of  the  Day  
• Safety  Instructions  
• Job  Cards  
• Cards  to  post  on  pH  scale  (if  using  chart  paper  vs.  doc  cam)  
 
VI.  Background  Information    
College  level  
Following   correct   experimental   design   is   crucial   for   reliable   data.   Data,   both   quantitative   and  
qualitative,   must   be   recorded   in   great   detail   during   an   experiment.   Materials   and   methods  
should   be   recorded   so   that   an   experiment   can   be   replicated   in   order   to   corroborate   results.    
During  this  lesson,  students  will  design  and  conduct  an  experiment  stemming  from  the  larger  
scientific  concept  of  acids  and  bases.      

Svante  Arrhenius  was  the  first  person  to  define  acids  and  bases.    He  said  an  acid  was  anything  
that   increased   the   concentration   of   protons   (H+   ions)   in   water,   and   a   base   was   anything   that  
increased   the   concentration   of   hydroxide   ions   (OH–).     These   definitions   are   independent   of   one  
another,   but   Bronsted   and   Lowry   realized   that   acids   and   bases   are   related,   and   offered   a  
broader   definition:     an   acid   is   a   compound   that  
gives  up  a  proton,  and  a  base  is  a  compound  that  
accepts   a   proton.     Under   the   Bronsted-­‐Lowry  
definition,   acids   and   bases   are   related   to   one  
another,   and   whenever   an   acid   gives   up   an   H+,  
there   must   always   be   a   base   there   to   accept   it.    
Some  compounds,  such  as  water,  can  act  as  both  
a   proton   donor   and   a   proton   acceptor.     When   you  
dissolve  an  acid  in  water,  water  acts  as  a  base  and  
accepts  the  proton.    When  you  dissolve  a  base  in  
water,  the  water  acts  as  an  acid  and  donates  a  proton.  

Acids   and   bases   are   often   identifiable   by   their   chemical   formulas.     The   chemical   formulas   for  
acids,  such  as  hydrochloric  (HCl)  and  sulfuric  (H2SO4)  begin  with  H.    Strong  bases  such  as  sodium  
hydroxide   (NaOH)   and   barium   hydroxide   (Ba(OH)2)   end   with   OH.     The   chemical   formula   for  
ammonia   (NH3)   is   often   combined   with   that   of   a   water   molecule   (H2O)   to   result   in   NH4OH   in  
order  to  make  it  more  apparent  that  ammonia  is  a  base.  

There  are  two  important  distinctions  that  must  be  made  when  talking  about  acids  and  bases:  

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1)    Acid  and  base  versus  acidic  and  basic  solutions,  and  
2)  Strong  acid  or  base  versus  concentrated  acid  or  base.  

The   designations   "acid"   and   "base"   refer   to   specific   chemical   compounds,   such   as   those  
mentioned   earlier.     The   terms   "acidic"   or   "basic"   refer   to   solutions.     A   solution   can   go   from  
acidic  to  basic  and  back  again  by  adding  sufficient  base  or  acid,  but  an  acid  cannot  be  turned  
into  a  base,  nor  a  base  turned  into  an  acid  without  changing  the  molecule  itself.  

The  greater  misunderstanding  is  confusion  between  a  

strong   acid   and   a   concentrated   acid.   Some   acids,  
when   added   to   water,   dissociate   completely,   which  
means   that   each   acid   molecule   in   the   solution   gives  
up  a  proton.    There  are  only  seven  acids  that  do  this,  
and  you've  heard  of  some  of  them.    The  best  known  
of   the   seven   are   hydrochloric   acid   (HCl),   nitric   acid  
(HNO3),   and   sulfuric   acid   (H2SO4).     Similar   to  
hydrochloric   acid   but   less   common   are   hydrobromic  
acid   (HBr)   and   hydroiodic   acid   (HI).     The   last   two  
strong   acids   are   chloric   acid   and   perchloric   acid,  
HClO3  and  HClO4  respectively.    When  any  of  these  are  
dissolved  in  water,  each  acid  molecule  loses  a  proton.    
All   other   acids   are   weak   acids,   meaning   that   when  
they   are   dissolved   in   water,   some   of   the   acid  
molecules  give  up  a  proton  but  others  do  not.    We  say  
that   these   acids   only   partially   dissociate.     There   is  
actually   a   constant   flux   occurring   in   the   solution,  
where  some  acid  molecules  are  giving  up  H+  ions,  and  
others   which   have   already   lost   theirs   up   are   picking  
up   H+   ions   from   the   solution,   but   at   any   given   time,  
only  a  fraction  of  weak  acid  molecules  in  the  solution  
have  let  go  of  their  H+  ion.    A  strong  acid  is  strong  no  
matter   what   its   concentration   might   be,   and   a   weak  
acid   is   still   weak   no   matter   what   its   concentration   is.     The   designation   "strong"   and   "weak"  
refers  to  the  acid  itself,  not  to  the  solution.  

Concentration  is  a  measure  of  how  much  acid  or  base  is  in  the  solution.    Because  strong  acids  
dissociate  completely  and  weak  acids  do  not,  if  you  have  a  solution  of  a  strong  acid  and  a  strong  
base  at  equal  concentrations,  the  strong  acid  solution  will  always  be  more  acidic  than  the  weak  
acid  solution.    But  a  highly  concentrated  solution  of  a  weak  acid  can  be  more  acidic  than  a  low  
concentration  solution  of  a  strong  acid.  

The   same   holds   true   for   bases:     a   strong   base   is   one   in   which   each   base   unit   breaks   off   one   (or  
more)   hydroxide   ions   (OH–).     In   a   solution   of   a   weak   base   such   as   ammonia,   some   of   the  
ammonia  molecules  will  pull  an  H+  from  a  water  molecule  and  thereby  create  OH–  in  solution,  
but   not   all   of   them   do.     In   the   case   of   a   strong   base   such   as   NaOH,   each   one   of   the   base  
"molecules"  (strong  bases  are  actually  ionic,  not  molecular)  releases  an  OH–  into  solution.  

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The  concentration  of  H+  or  OH–  in  solution  is  measured  using  a  unit  called  pH.    The  “p”  in  pH  is  a  
mathematical  function  that  means  take  the  –log10  of  the  next  quantity.    The  H  is  the  hydrogen  
ion   concentration   in   moles   per   liter   (molarity,   or   M).     pH   is   a   log   function,   similar   to   the   Richter  
scale  used  in  measuring  earthquake  strength.    In  the  Richter  scale,  each  step  up  of  1  indicates  
an  earthquake  that  is  ten  times  more  powerful  than  the  one  before.    So  a  7  on  the  Richter  scale  
is  10  times  more  powerful  than  a  6,  and  100  times  more  powerful  than  a  5.    pH  works  the  same  
way,  except  that  because  it  is  a  negative  log,  each  step  down  on  the  pH  scale  is  a  solution  that  is  
10  times  more  concentrated  than  the  one  before.  So  a  solution  that  has  a  pH  of  3  has  ten  times  
the   H+   concentration   of   a   solution   that   is   pH   4,   and   100   times   the   concentration   of   a   pH   5  
solution.    The  lower  the  pH,  the  more  acidic  the  solution  is,  and  the  higher  the  pH,  the  more  
basic.  
 
The   concentration   of   H+   in   a   solution   is   typically   a   very   small   number.     In   most   real   world  
situations  the  H+  concentration  ranges  from  about  0.1  M  to  1×10-­‐14  
M.   If   you   take   the   –log10   of   these   values,   this   results   in   a   pH   range  
of   1   to   14,   where   1   is   the   most   concentrated   (most   acidic)  
solution,   and   14   is   the   most   basic.     Concentrated   reagents   of  
strong   acid   or   strong   base   will   exceed   this   range,   but   pH   1   to   14   is  
generally  regarded  as  the  usual  working  range.  

There   are   substances   which   have   the   property   of   changing   their  

color   when   they   come   in   contact   with   an   acidic   or   basic   environment.   These   substances   are  
called  pH  indicators.  Usually,  they  are  used  as  dissolved  substances,  such  as  phenolphthalein  or  
bromothymol   blue.   Often,   to   measure   the   pH,   special   papers   which   have   been   soaked   with  
indicators   are   used.   These   papers   change   color   when   they   are   immersed   in   acidic   or   basic  
solutions  (this  is  the  case  of  the  well-­‐known  litmus  paper).  It  is  also  possible  to  measure  the  pH  
with  electrical  instruments  like  a  pH  meter.  

In   the   experimental   design   lesson,   students   will   be   denaturing   the   protein   casein   (most  
commonly  found  in  milk).    This  denaturing  occurs  at  a  very  specific  pH.    Proteins  have  a  shape  
or  three-­‐dimensional  structure  that  they  maintain  through  hydrogen  bonding.    Changing  the  pH  
of   a   protein   will   often   cause   the   protein   to   lose   its   shape   (denature)   through   removing   or  
adding  hydrogen  ions  to  the  structure.    When  the  protein  loses  its  natural  shape,  it  can  become  
tangled  with  other  proteins  and  form  visible  clumps.  
 
6th  grade  level  
The   ability   to   design   a   good   experiment   is   an   important   skill   for   any   scientist.     A   good  
experimental   design   will   include   carefully   controlling   the   independent   variable   (the   one   you  
change)   and   measuring   the   dependent   variable   (what   we   measure).     Experimental   design   is  
usually   guided   by   a   hypothesis,   and   observations   and   data   should   be   recorded   during   the  
experiment   so   that   if   someone   else   were   to   repeat   your   experiment   they   could   easily   compare  
their   results   to   yours.     We   will   keep   all   of   this   in   mind   during   this   lesson   as   we   design   and   carry  
out  an  experiment  related  to  the  scientific  concepts  of  acids,  bases,  and  the  pH  scale.  
 
Scientists   use   something   called   the   pH   scale   to   measure  
how  acidic  or  basic  a  solution  is.  It  typically  goes  from  0  to  
14.  Acidic  solutions  have  a  pH  at  the  lower  values  (around  
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0   to   6).   Basic   solutions   have   pH   values   from   around   8   to   14.     The   middle,   pH   7,   is   neutral.     Pure  
water   is   neutral,   but   household   solutions   can   have   a   wide   range   of   pH   values.     Normally   we  
think  of  acids  as  being  dangerous,  but  strongly  basic  solutions  such  as  drain  cleaners  can  also  be  
very  hazardous.      
 
The  pH  scale  is  based  on  multiples  of  ten  and  it  works  like  the  Richter  scale  used  in  measuring  
earthquake  strength.    In  the  Richter  scale,  each  step  up  of  1  indicates  an  earthquake  that  is  ten  
times   more   powerful   than   the   one   before.     So   a   7   on   the   Richter   scale   is   10   times   more  
powerful  than  a  6,  and  100  times  more  powerful  than  a  5.    pH  works  the  same  way,  except  that  
each   step   down   on   the   pH   scale   is   a   solution   that   is   10   times   more  
concentrated  than  the  one  before.  So  a  solution  that  has  a  pH  of  3  has  ten  
times   the   concentration   of   a   solution   that   is   pH   4,   and   100   times   the  
concentration  of  a  pH  5  solution.      

There   are   substances   which   have   the   property   of   changing   color   when  
they   come   in   contact   with   an   acidic   or   basic   environment.   These  
substances  are  called  pH  indicators.  Usually,  they  are  used  in  liquid  form,  
such   as   red   cabbage   juice.   Often,   to   measure   the   pH,   special   papers  
which  have  been  soaked  with  indicators  are  used.  These  papers  change  
color  when  they  come  in  contact  with  an  acidic  or  basic  solution.  It  is  also  
possible  to  measure  pH  with  electrical  instruments  like  a  pH  meter.    

All   of   the   new   knowledge   you   gain   related   to   acids,   bases,   and   the   pH  
scale  will  be  used  to  design  an  experiment  involving  the  proteins  found  in  
milk.    Milk  typically  has  a  pH  of  about  6.5;  we  consider  it  to  be  a  neutral  
solution,  since  it  has  a  pH  very  close  to  7.    If  the  milk  becomes  acidic,  it  will  start  to  go  bad.    The  
experiment   you   design   will   try   to   figure   out   at   which   pH   milk   starts   to   curdle,   or   clump  
together.     This   change   in   milk’s   pH   is   what   is   responsible   for   milk   going   bad   or   sour   after   its  
expiration  date  passes.  
 
VII.  Possible  Misconceptions  
1. All  experimental  questions  can  be  answered  with  simple  yes  or  no  responses.    The  
students’  statement  of  problem  for  their  experiment  should  not  have  a  yes  or  a  no  
answer.  Their  statement  needs  to  be  specific  and  unique  to  the  experiment  being  
conducted.  
2. A  pH  of  0  indicates  a  neutral  substance.    A  7  on  the  pH  scale  corresponds  to  a  neutral  
substance,  such  as  pure  water.    Zero  indicates  a  very  strong  acid.  
3. All  bodily  fluids  have  the  same  pH.    Spit  has  a  pH  of  7.4  (normally  neutral),  whereas  
vomit  is  considered  to  be  an  acidic  solution  with  a  pH  of  2.    This  is  because  vomit  
contains  stomach  acid,  which  is  used  in  the  digestive  process  to  break  down  foods  
completely.      
4. A  solution  can  be  considered  an  acid  or  base,  depending  on  its  pH.    The  designations  
"acid"  and  "base"  refer  to  specific  chemical  compounds.    The  terms  "acidic"  or  "basic"  
refer  to  solutions.    A  solution  can  go  from  acidic  to  basic  and  back  again  by  adding  
sufficient  base  or  acid,  but  an  acid  cannot  be  turned  into  a  base,  nor  a  base  turned  into  
an  acid  without  changing  the  molecule  itself.  
Page 6 of 33
 5. A  strong  acid  or  base,  in  diluted  form,  is  more  acidic  than  a  weak  acid  or  base  that  is  
highly  concentrated.    A  highly  concentrated  solution  of  a  weak  acid  can  be  more  acidic  
than  a  low  concentration  solution  of  a  strong  acid.  
 
VIII.  Vocabulary  and  Definitions  
College  level  
1. Acid  -­‐  A  proton  donor,  or  a  compound  that  when  added  to  water,  increases  the  
concentration  of  H+  ions  in  solution;  comes  from  the  Latin  word  acidus  that  means  
"sharp"  or  "sour."    
2. Base  -­‐  A  proton  acceptor,  or  a  compound  that  when  added  to  water,  decreases  the  
concentration  of  H+  ions  in  solution.  
3. Aqueous  -­‐  A  solution  in  which  water  is  the  solvent.  
4. Strong  Acid  -­‐  An  acid  that  dissociates  completely  in  water.  
5. Strong  Base  -­‐  A  base  that  dissociates  completely  in  water.  
6. Weak  Acid  -­‐  An  acid  that  only  partially  ionizes  in  an  aqueous  solution  (i.e.  not  every  
molecule  breaks  apart).    
7. Weak  Base  -­‐  A  base  that  only  partially  ionizes  in  an  aqueous  solution  (i.e.  not  every  
molecule  contributes  an  OH–  ion  to  the  solution).  
8. Neutral  -­‐  A  solution  that  has  a  pH  of  7;  it  is  neither  acidic  nor  basic.  
9. Denature  –  To  cause  a  protein  to  lose  its  natural  shape.  
10. pH  –  A  measure  of  the  acidity  or  alkalinity  of  an  aqueous  solution.  
11. Compound  –  a  substance  formed  by  the  chemical  union  of  two  or  more  elements  
12. Element  –  one  of  a  class  of  substances  that  cannot  be  separated  into  simpler  substances  
by  chemical  means  
 
6th  grade  level  
1. Acidic  solution  (solución  ácida)  -­‐  A  solution  that  when  added  to  water  decreases  the  
pH.  
2. Basic  solution  (solución  básica)  -­‐  A  solution  that  when  added  to  water  increases  the  pH.  
3. Neutral  (neutral)  -­‐  A  solution  that  has  a  pH  of  7;  it  is  neither  acidic  nor  basic.  
4. Indicator  (indicador)  –  A  substance  that  changes  color  depending  on  the  properties  of  a  
solution.  
5. pH  –A  measure  of  how  acidic  or  basic  a  solution  is.  
6. Compound  –  a  substance  formed  when  two  or  more  elements  are  chemically  joined  
7. Element  –  substance  that  cannot  be  separated  a  simpler  substance  
 
IX.  Safety  Considerations  
No  tasting  of  the  solutions.    Safety  goggles  must  be  worn  by  both  students  and  teachers.  
Teachers  must  witness  all  students  washing  their  hands  immediately  following  the  experiment  
or  in  the  event  of  any  spills.  Wipe  down  tables  after  experiment.  
 
X.  Question  of  the  Day  
At  what  pH  does  milk  curdle?  
Five-­‐E  Organization  
ENGAGEMENT     Time:  2-­‐3  minutes  

Page 7 of 33
 What  the  Teacher  Will  Do   Probing  Questions   Expected  Student  Responses  
Potential  Misconceptions  
Hi  everyone!    Just  in  case  you        
don’t  remember,  my  name  is      
______  and  this  is  _________.        
We  are  excited  to  get  club      
started  this  week.      
     
Before  we  begin,  let’s  go  over      
the  Hook  ‘Em  sign.  Make      
horns.    When  we  say  Hook’Em      
and  make  the  horns  sign,  we      
want  you  to  say  Horns  and      
make  the  horns  sign,    and      
focus  all  your  attention  on  us      
at  the  front  of  the  room.        
Review  with  class.      
     
Great  job!    Now  we  are  ready      
to  start.      
     
Show  students  cabbage  juice.          
     
I  found  some  of  this  liquid  in      
the  lab  and  I  wanted  to  test  it      
out  with  you  to  see  what  it      
actually  does.          
  1. What  color  is  the  liquid  in   1. Purple.    
  the  beakers  (before    
  anything  is  added)?    
It  comes  from  a  vegetable  you      
may  already  be  familiar  with.          
  2. What  vegetable  do  you   2. Red  cabbage.  
  think  this  liquid  comes    
  from?    
It’s  made  from  red  cabbage.      
     
Let’s  see  what  happens  when  I      
add  different  solutions  to  this      
liquid…Put  safety  goggles  on.      
  3. What  do  you  think  will   3. Nothing.  It  will  have  more  
  happen  when  I  add  this   liquid.    Color  change  will  
  clear  liquid  to  the  cabbage   occur.      
  juice?    
Let’s  count  down      
together…3,2,1!    Pour  some      

Page 8 of 33
ENGAGEMENT     Time:  2-­‐3  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Expected  Student  Responses  
Potential  Misconceptions  
base  into  beaker  (dilute      
ammonia).   4. What  just  happened?       4. There  was  a  color  change!    
     
  5. And  what  do  you  think  will   5. It  will  turn  a  darker  shade  
  happen  when  I  add   of  that  color.    Nothing  will  
  another  clear  liquid  to  this   happen.  
  second  beaker  of  cabbage    
  juice?    
     
Let’s  count  down  together      
again…3,2,1!  Pour  some  acid      
into  a  second  beaker      
containing  cabbage  juice      
(vinegar).    
 
Great  predictions!  
 
 
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
Hold  up  both  beakers.      
  1. Why  could  this  be   1.      A  chemical  reaction          
  happening?              occurred.  
     
One  partner  should  pass  out      
the  pH  scale  worksheet  while      
the  other  explains  and  writes      
definitions  on  the  board.      
There  was  a  chemical      
reaction!    The  pH  of  the      
cabbage  juice  changed  when      
each  solution  was  added.    The      
color  change  was  caused      
because  cabbage  juice  is      
known  as  an  indicator.        
Write  the  word  indicator  on      
the  board  or  under  doc  cam.      
Have  students  fill  out  the      
following  definition  on  their      
vocabulary  sheet:  A      
substance  that  changes  color      
depending  on  the  properties      

Page 9 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
of  a  solution.      
     
We  can  use  this  color  change      
to  indicate  a  certain  property      
of  a  solution.    In  this  case,  the      
chemical  property  we  just      
observed  changing  was  pH.        
Write  pH  and  the  definition      
underneath  it  (or  use  doc      
cam  and  fill  in  handout  along      
with  students).    Note:  This  is      
a  new  vocab  so  they      
probably  haven’t  heard  this      
word  before.      
pH  scale:  A  measure  of  how      
basic  or  acidic  a  solution  is          
Notice  that  the  “p”  is      
lowercase  and  the  “H”  is      
uppercase.      
  2. What  does  pH  measure   2. How  acidic  or  basic  a  
  again?   solution  is.  
Great!    pH  is  a  measure  of      
how  acidic  or  basic  a  solution      
is.       3. Looking  at  your  worksheet,   3. Zero.  
  what  should  be  at  the    
  bottom  of  my  pH  scale?    
  4. At  the  top?   4. Fourteen.  
  5. Looking  at  our  number   5. Seven.  
  line,  what  number  would    
  be  in  the  middle  or    
  between  0  and  14?    
While  talking,  fill  out  the      
handout  with  the  students.      
Acidic  solutions  are  present      
between  pH  values  of  0  and      
about  6.  Neutral  substances      
are  between  pH  values  of  6      
and  8.  Basic  solutions  have  pH      
values  from  around  8  to  14.        
  6. What  does  the  pH  scale   6. Thermometer,  ruler.  
  remind  you  of  that  you’ve    
  seen  in  science  before?    
     

Page 10 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
  7. What  does  a  thermometer   7. Temperature.  
  measure?    
  8. What  does  the  pH  scale   8. Whether  a  solution  is  
Scientists  use  the  pH  scale  to   measure?   acidic  or  basic.  
measure  how  acidic  or  basic  a      
solution  is.      
     
So  I  woke  up  this  morning  and      
I  felt  like  having  a  big  glass  of      
milk  with  my  breakfast.   9. What  does  milk  normally   9. It  is  white  and  looks  
  look  like?   smooth.  
     
When  I  poured  my  milk  out  of      
the  carton,  I  noticed  it  was  all      
clumpy!   10. Has  that  ever  happened  to   10. Yes.    No.    The  milk  smells  
  you?  What  is  this  called?   bad!  It’s  called  curdling!  
     
Milk  gets  all  clumpy,  or      
curdles,  when  it  gets  past  the      
expiration  date  listed  on  the      
container.    It  smells  really  bad      
and  I  heard  it  tastes  pretty      
sour.  Write  curdle  on  the      
board  with  definition:  To      
clump  up.    Have  students      
copy  on  their  worksheets.      
     
I  brought  the  milk  in  with  me      
to  show  you  what  it  looks  like      
when  it’s  curdled.      
Pass  around  tube  containing      
curdled  milk.        
  11. What  does  the  curdled   11. It  is  sticking  to  the  sides  
  milk  look  like?   of  the  tube.    It  looks  
    clumpy.    
  12. Could  you  identify  curdled   12. Yes!    I  can  compare  what  I  
  milk  if  you  saw  it?     think  is  curdled  milk  to  
    the  tube  you  passed  out.  
Great!    Now  I  need  you  to      
help  me  answer  the  question      
of  the  day:  At  what  pH  does      
milk  curdle?  Post  on  doc  cam.      
     

Page 11 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
Before  we  do  anything,  I  need      
to  go  over  some  important      
safety  instructions  with  you.        
We  are  going  to  read  these      
together.  Post  safety      
instructions  under  doc  cam.      
Emphasize  that  we  need  to      
be  safe  so  that  we  don’t      
accidentally  get  any  solution      
in  our  eyes  or  irritate  our      
skin.        
     
Safety  Instructions:      
1. Wear  goggles  at  all      
times.      
2. Do  not  taste,  touch  or      
smell  the  substances.      
Ammonia,  Vinegar  and      
lemon  juice  can  irritate      
eyes.  Ammonia  can      
irritate  skin.        
3. Wash  hands  after  the      
experiment  with  hand      
soap.      
4. Notify  a  teacher  of  spills      
immediately.        
     
Pass  out  goggles.  Goggles  are      
very  important  for  our      
experiment  today.  You  must      
wear  your  goggles  at  all      
times.  If  I  see  you  without      
your  goggles  on  or  not      
following  any  of  these  safety      
rules,  you  will  have  to  sit  out      
for  the  rest  of  the      
experiment—remember,  we      
are  all  wearing  goggles      
together!    Pass  out  goggles      
and  paper  towels.    Make      
sure  that  both  partner      
teachers  are  wearing  goggles      
at  all  times  to  set  the      

Page 12 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
example.      
     
I  am  also  passing  out  job      
cards.    We  need  to  work  as  a      
team  today!    Pass  out  job      
cards.    We  will  use  these  for      
most  of  the  experiments  we      
do  in  afterschool  club.    Don’t      
worry  if  you  don’t  get  the  job      
you  want  this  time—you’ll      
have  a  chance  to  do  every  job      
by  the  end  of  club!  Take  turns      
reading  your  job  to  your      
group.  Be  sure  to  pay      
attention  because  you  may      
have  that  job  next  week.        
Give  students  a  few  minutes.      
     
Recorders  raise  your  hands.        
Please  come  up  and  get      
enough  data  collection      
worksheets  for  your  group—    
one  per  person!    Allow  these      
students  to  come  up  and  get      
worksheets.    Make  sure      
everyone  in  your  group      
records  the  data  as  the      
experiment  occurs.            
     
To  test  a  solution’s  pH,  all  we      
need  to  do  is  dip  a  pH      
indicator  strip  into  the      
solution.    Make  sure  all  the      
boxes  touch  the  solution—dip      
it  in  for  five  seconds  to  be      
sure!    Demonstrate.    Once      
the  indicator  gets  wet  it      
changes  color  to  correspond      
to  the  pH  of  that  solution.          
  13. What  do  we  do  with  the   13. Dip  it  into  the  solution  
  pH  strip?   and  wait  five  seconds  
Then,  we  just  need  to     before  we  take  it  out.  
compare  the  strip  to  the  pH      

Page 13 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
key  and  figure  out  what  range      
the  solution  falls  into.    Pass      
out  keys  to  each  pair  of      
students.      
  14. Once  our  strip  changes     14. Compare  it  to  the  key.  
  color,  what  do  we  do?    
Remember!  When  you  read      
the  pH  strip  you  want  to  make      
sure  you  align  it  with  the  key.        
Demonstrate  on  doc-­‐cam      
proper  alignment  of  key  to      
read  pH.    Walk  around  room      
and  make  sure  pairs  are      
doing  this  correctly.   15. What  was  the  question  of   15. At  what  pH  does  milk  
  the  day?    What  problem   curdle?  
  are  we  trying  to    
  investigate?    
  16. What  should  the  milk  look   16. It  should  stick  to  the  sides  
    like  in  the  test  tube  when   of  the  tube.  
  it  curdles?    
     
   
When  milk  curdles,  you  should      
be  able  to  see  it  stick  to  the      
sides  of  the  test  tube.      
Remember  I  have  this  test      
tube  up  here  of  curdled  milk      
for  comparison!      
In  pairs,  you  will  perform  an      
experiment  to  test  and  reach      
a  conclusion  regarding  the      
question  of  the  day.        
     
   
The  first  thing  you  need  to  do      
when  designing  an      
experiment  is  to  write  down      
your  hypothesis.        
Before  you  begin  the  actual      
experiment,  you  need  to  write      
a  detailed  procedure  of  the      
steps  you  plan  to  take  to      
answer  the  question  of  the      

Page 14 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
day.  Someone  else  should  be      
able  to  read  your  procedure      
and  replicate  the  steps  you      
took.  Be  sure  to  include      
proper  scientific  terminology.      
An  example  would  be  to  write      
the  word  “pipette”  instead  of      
“dropper.”  You  must  also      
include  a  data  table  to  record  17. How  did  we  test  the  pH  of   17. We  used  pH  indicator  
your  results.     the  mystery  solutions   paper.    We  dipped  it  into  
  earlier?     the  solution  for  five  
  seconds  and  then  we  
    compared  it  to  a  key.  
     
  18. Do   y ou  think  you  should   18. Yes  so  we  know  what  pH  
test  the  pH  of  all  of  the   they  are.    
  substances  you  use?  Why    
  or  why  not?      
Show  materials  list  on  the      
doc  cam  while  the  other      
holds  them  up  so  entire  class      
can  see  them.        
   
You  must  have  a  detailed      
procedure  and  it  must  be      
checked  before  you  are  given      
any  milk.  You  must  also  have   19. What  does  your  group   19. A  detailed  procedure  and  
a  data  table!   need  to  write  before  you   a  data  table.  
  get  any  milk?  
   
 
We  have  prepared  a  sheet    
that  you  can  reference  if  you    
are  having  trouble  writing    
your  procedure.  Pass  out    
“What  to  think  about  when    
you  are  writing  your    
experiment”  sheet.    Go    
ahead  and  begin    
brainstorming!    
Circulate  and  check   If  groups  have  trouble  starting:  
procedures.  Assist  students   1. What  are  you  trying  to  
that  are  having  difficulties  by   study?    

Page 15 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
redirecting  with  questions.     2. What  can  you  vary?  
Allow  students  to  begin   3. What  
experiment  once  procedures   materials/supplies  can  
and  data  table  have  been   you  use?  
approved.  Initial  their    
procedures  and  put  a  smiley   If   groups   have  trouble  creating  
face  for  positive  feedback!   a  data  table:  
(This  will  help  you  keep  track   1. What  do  you  need  to  
of  whose  work  has  been   know  to  answer  the  
checked).   question  of  the  day?  
  2. What  are  you  
(Note:  If  students  ask  for   changing?  
more  materials,  tell  them   3. How  many  different  
they  need  to  edit  their   solutions  have  you  
materials  list  and  procedure   been  given?  
first.)    
Questions  to  ask  after  
students  have  finished  
collecting  their  data  (also  look  
at  experimental  design  
handout):  
1. Did  your  experiment  
provide  you  with  
enough  data?      
2. What  conclusions  can  
you  make  about  pH’s  
effect  on  the  curdling  
of  milk?  
3. Were  there  any  
sources  of  error?  
4. What  would  you  
change  about  this  
experiment  to  make  it  
better?    
5. If  you  had  time  to  do  a  
second  experiment,  
what  would  you  do?  
6. Look  at  your  neighbor’s  
procedure.    Could  you  
carry  out  their  
experiment?    Were  the  
directions  clear  
enough?    What  would  

Page 16 of 33
EXPLORATION     Time:  60  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
you  have  improved?  
 
 
EXPLANATION     Time:  15  minutes  
What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
  1. Why  is  pH  important   1. To  see  if  something  is  an  
  anyway?     acid  or  base.  To  see  if  
We  need  to  know  the  pH  of     something  is  safe.    
solutions  in  order  to  figure  out        
whether  or  not  they  are      
dangerous.    Also,  changes  in      
pH  in  the  environment  can  be      
used  as  indicators  of      
pollution.    Even  doctors  run      
tests  on  the  pH  of  blood  to  see      
if  it  is  more  acidic  than      
normal.     2. Vomit  is  an  example  of  a   2. It’s  an  acid!    
  solution  with  a  pH  of  2.    Is    
  it  considered  acidic,  basic,    
  or  neutral?  Why?    Think    
  about  the  acid  in  your    
  stomach!      
We  also  need  to  check  the  pH      
of  swimming  pools  on  a      
regular  basis—if  not,  your      
eyes  may  start  to  burn  when      
you  get  in  the  pool!   3. What  is  a  common  neutral   3. Water!  
  substance  we  tested    
  earlier?      
Not  only  is  water  a  neutral      
solution,  but  it  is  also  an      
example  of  a  compound.  A      
compound  is  a  substance      
formed  when  two  or  more      
elements  are  chemically      
joined.        
  4. Blood  is  an  example  of  a   4. It’s  neutral!  Because  it’s  
  solution  with  a  pH  of  7.4.     part  of  our  body.  
  Is  it  considered  acidic,    
  basic,  or  neutral?  Why?    
  Think  about  your  body!    
  5. Hand  soap  has  a  pH  of  10.     5. Basic  because  it  needs  to  

Page 17 of 33
   Is  it  considered  acidic,   neutralize  anything  we  
  basic,  or  neutral?  What  is   have  on  us  when  we  are  
  left?  Why?   using  it.  
Acid  rain  is  another  thing      
scientists  watch  out  for      
because  it  is  harmful  to  the      
environment.  It  is  rain  that      
becomes  very  acidic  due  to      
atmospheric  pollution.          
Let’s  discuss  our  results.      
6. What  was  the  pH  of  milk   6. Around  6.5.  
  before  we  added  any    
  solutions  to  it?      
  7. Does   t hat   m ake   m ilk   a n   7. Neutral.  
acidic,  basic,  or  neutral    
  solution?    
  8. At  what  pH  did  the  milk   8. Around  4.6.  
  curdle?  How  did  you  find    
that?    
Right,  so  milk  curdled  at  a  pH      
of  4.6.        
  9. Is  that  within  the  acid  or   9. Acids  range.  
  base   r ange?    
10. Which  solution(s)  made   10. The  lemon  juice  or  
  the  milk  curdle?   vinegar.  
  11. Are   t hose   a cidic   o r   b asic?   11. Both  are  acidic.  
  12. What  type  of  pH   12. Acidic.    
environment  caused  the    
  milk  to  curdle?        
That’s  an  important  finding!        
It  didn’t  matter  which  acidic      
solution  was  used.  All  that      
mattered  was  that  the  acidic      
solution  being  added  was      
strong  enough  to  make  a  new      
solution  that  went  below  a  pH      
of  4.6   13. Whenever   m ilk   goes   b ad,   13. Sour.  
what  do  most  people  say?      
 
Does  milk  go  sour  or    
  bitter?    
  14. What  does  that  tell  you   14. Acidic  solutions  are  sour.  
about  the  properties  of  an    
 
acidic  solution?    
This  is  just  an  interesting  side      
note,  so  I  don’t  recommend      
that  you  taste  the  milk  when      
it  goes  bad!  You  could  get  
Page 18 of 33
sick!      
  15. What  other  acidic   15. Lemon  juice.  
solutions  have  we  worked    
  with  today  that  are  sour?    
Because  milk  curdled  at  4.6,      
we  can  conclude  that  an      
acidic  environment  was      
necessary.      
  16. Once  you  found  that  the   16. Continued  
milk  curdled,  did  you  stop   testing/skipped  to  
  or  did  you  continuing   conclusion  questions.  
  testing  with  the  other    
  solutions?    
17. Why  might  it  be  important   17. To  finish  the  experiment,  
  to  continue  to  test  even   collect  more  data  to  
As  scientists,  it’s  important  to   though  you  already  found   make  broader  
continue  collecting  data  even   an  answer?   conclusions.  
if  you  have  found  what  you      
were  looking  for  so  you  have      
more  data  and  can  draw  
broader  conclusions.  
 

ELABORATION       Time:  5  minutes  

What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
 Let’s  continue  our  discussion      
about  spoiled  milk.        
     
Within  milk  there  are  many      
proteins  as  well  as  lactic  acid.      
     
Over  time,  lactic  acid  builds      
up,  and  the  pH  begins  to      
change  until  the  proteins  lose      
their  shape  and  clump      
together.        
     
Hold  up  two  bags  of  straws-­‐-­‐      
one  with  straws  laying  flat      
and  the  other  with  bent      
straws.   1. What  observations  can  you   1. The  bent  straws  are  
  make  about  each  bag  of   clumped  together  and  in  
  straws?   the  other  bag  the  straws  
    lay  flat.  
     
  2. Which  bag  models  how  the   2. The  one  with  the  flat  

Page 19 of 33
   proteins  looked  before  we   straws.  
  added  lemon  juice  or    
  vinegar  to  the  milk?    
Right,  so  the  proteins  before      
the  milk  went  bad  looked  like      
this.  Hold  up  bag  with  unbent      
straws.     3. What  do  you  think  will   3. Just  one  straw  will  come  
  happen  if  I  take  out  one   out.  
  straw  from  this  bag?    
It  comes  out  easily,  and      
doesn’t  pull  out  any  other      
straws.  They  are  able  to  flow      
easily,  like  when  you  are      
pouring  milk  into  your  cereal.      
     
Now  let’s  examine  the  other      
bag.  Hold  up  bag  with  bent      
straws.      
  4. What  do  you  think  will   4. Some  other  straws  may  
  happen  if  I  take  one  straw   come  with  it.  
Exactly,  one  straw  may  be   out  of  this  bag?    
attached  to  other  straws;  if  I      
pulled  one  out,  I  could  easily      
pull  out  several  more  because      
they  would  be  stuck  together.      
  5. What  effect  does  shape   5. The  more  bent  the  
  have  on  the  volume  that   straws,  the  more  space  
  the  straws  take  up?    More   they  take  up.  
  specifically,  if  you  look  at    
  the  bags  sideways,  what  
  do  you  notice?  
When  milk  goes  bad,  proteins    
begin  to  fold  up  like  these  
straws.  These  folds  cause  
clumps,  just  like  what  we  saw  
during  our  experiment  today.    
 
Thanks  to  your  experiments,  
we  were  able  to  demonstrate  
that  milk  curdles  in  an  acidic  
pH.    Now  you  can  tell  your  
parents  and  friends  the  
science  behind  why  milk  goes  
bad!  
 
EVALUATION     Time:  5  minutes  
Page 20 of 33
 What  the  Teacher  Will  Do   Probing  Questions   Student  Responses  
Potential  Misconceptions  
Now  that  you  have  designed      
and  completed  an      
experiment  and  learned  the      
“why”  behind  milk  curdling,    
it  is  time  to  reflect  and    
analyze  your  work  once    
again.  We  will  do  so  by    
answering  some  questions    
and  then  going  over  them  as    
a  class.  
Give  students  about  five  
minutes  to  finish  the  Show  
Off  What  You  Know  
worksheet,  and  then  go  
over  the  answers  as  a  class.    
If  time  permits,  continue  
with  the  journal  prompt.  
Brainstorm  an  answer  to  this  
journal  prompt,  and  write  it  
down  in  your  science  
journals:  
 What  revisions  to  the  
experimental  design  can  you  
make  that  will  lead  to  more  
accurate  findings  and  
reduce  errors?  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page 21 of 33
  
Name:  ______________________________              Date:  _________________________  
 
Vocabulary  words  
Indicator  –  a  substance  that  ___________    ____________  depending  on  the    
                                     properties  of  a  solution  
 
pH  –  a  measure  of  how  _______________  or  ______________  a  solution  is  

Curdle  –  to  _________________________  

pH  Scale  
 
 
 
14
 
  13
 
 
12
 
 
  11
 
  10
 
9

  8

7
 
6

  5

  4

3
 
2
  1

0
Page 22 of 33
 Question  of  the  
Day:  
 
At  what  pH  does  milk  
curdle?  
 
SAFETY  INSTRUCTIONS  
1. Wear  goggles  at  all  times.  
2. Do  not  taste,  touch  or  smell  the  
substances.    
3. Wash  hands  after  the  
experiment.  
4. Notify  a  teacher  of  spills  
immediately.    
 
Page 23 of 33
 What  to  Think  About  When  Writing  Up  Your  Experiment  
Experimental  Design  Requirements  
 

Research  Question:  The  research  question  is  the  single  most  important  part  of  the  scientific  
method.  Every  part  of  your  project  is  done  to  answer  this  question.  The  research  question  is  
sometimes  formed  as  a  statement  and  is  called  the  "Problem"  or  "Problem  Statement."    For  this  
experiment,  your  research  question  will  be  the  question  of  the  day.  

Hypothesis:  The  hypothesis  is  an  "educated  guess"  or  prediction,  formed  as  a  statement,  which  
you  propose  to  be  the  answer  to  the  research  question.  An  educated  guess  is  based  on  some  
prior  knowledge.    

Experimental  Design:  Plan  an  experiment  in  which  you  can  test  your  hypothesis.    

• Variables:  The  independent  variable  is  what  we  change  in  an  experiment  and  the  
dependent  variable  is  what  we  measure.  
• Control:  The  control  is  a  particular  sample  that  is  treated  the  same  as  all  the  rest  of  the  
samples  except  that  it  is  not  exposed  to  manipulated  variables.  
• Observation:  When  you  interact  with  your  experiment,  you  are  using  your  senses  to  
observe.  Does  it  have  a  smell,  make  a  noise,  have  color,  etc.?  
• Collect  Data:  As  you  observe  your  experiment,  you  will  need  to  record  the  progress  of  
your  experiment.  Data  can  be  whatever  you  observe  about  your  experiment  that  may  or  
may  not  change  during  the  time  of  the  experimentation.  Examples  of  data  are  values  in  
pH,  temperature,  a  measurement  of  growth,  color,  distance,  etc.    Data  can  be  both  
qualitative  (written  observations)  and  quantitative  (measurements  or  graphs).  
• Data:  The  data  are  the  values  written  down  as  the  experiment  progresses.  Examples  of  
data  entry  on  measuring  plant  growth  à  
• Charts  &  Graphs:  When  at  all  possible,  
Plant  #   Measurement  
illustrations  of  data  are  advisable.  They  can   (mm)  
convey  a  great  deal  of  information.  Examples   Control   7.4  
include:  Bar  Graph,  Pie  Chart,  X  &  Y  axis  Graph,   Plant  1   15.6  
Histogram,  etc.     Plant  2   20.9  
Plant  3   32.1  
Materials:  List  all  supplies  and  equipment.    Example  list:   Control   7.8  
        1.  250  ml.  glass  beaker   Plant  1   16.7  
      2.  1  straw   Plant  2   25.2  
      3.  150  m.  Lime  Water   Plant  3   32.1  
      4.  10  g  Baking  Soda  

Procedure:  The  procedure  is  a  detailed,  step  -­‐  by  -­‐  step  description  of  how  you  conducted  your  
experiment.  Example:  "After  1  minute,  I  stirred  in  the  baking  soda  and  timed  the  reaction  to  be  
45  seconds."    

Page 24 of 33
Results:  The  results  are  usually  in  the  form  of  a  statement  that  describes  the  data.  You  do  not  
go  into  any  detail  or  explanations  here.  You  simply  say  in  words  what  your  data  is  telling  you.  
Example:  "Test  Plant  3  showed  little  difference  in  growth  rate  as  compared  to  the  Control  
Plant."    In  this  section,  you  would  reference  the  data  you  collected  during  your  experiment.  

Conclusion:  The  conclusion  is  a  summary  of  the  research  and  the  results  of  the  experiment.  This  
is  where  you  answer  your  research  question.  You  make  a  statement  of  whether  your  data  
supported  your  hypothesis  or  not.  You  may  have  data  that  supported  only  part  of  your  
hypothesis.  You  may  also  have  data  that  did  not  support  your  hypothesis  at  all.  In  this  case,  you  
may  explain  why  the  results  were  different.    

Possible  Experimental  Errors:    A  statement  indicating  any  sources  of  errors  and  this  includes  
reporting  any  human  errors  
Ø Random  Error/Indeterminate  Error:  introduced  because  of  limited  precision  of  
instruments,  also  known  as,  an  indeterminate  error.    
Ø Mess-­‐up  Error/Determinate  Error:  introduced  because  of  a  known  mistake    
Ø Systematic  Error:  introduced  because  of  equipment  failure  

Recommendations  for  Further  Experimentation  Based  on  Your  Data  and  Practical  
Applications:  Give  at  least  one  suggestion  to  improve  the  experiment  and  list  another  possible  
experiment  that  could  examine  your  same  hypothesis.  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page 25 of 33
Name:  _________________________________        Date:  __________________________  
 
Experimental  Design  Worksheet  
 
Problem:  At  what  pH  does  milk  curdle?  
 
Testing  the  Liquids:  
 
Liquid   pH   Acidic,  Basic  or  Neutral?  
     
Lemon  Juice  
 
     
Ammonia  
 
     
Vinegar  
 
     
Baking  Soda  
Solution  
 
 
Hypothesis  (what  do  you  think  will  happen  and  why?):    _________________________  
_______________________________________________________________________  
_______________________________________________________________________  
 
Materials  (what  will  you  use  to  do  your  experiment?):    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Page 26 of 33
Procedure  (what  steps  must  be  followed  in  your  experiment?):  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Data/Results  (record  what  you  see,  but  also  use  a  data  chart  to  organize  your  data!):  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Page 27 of 33
Conclusion  (answer  the  questions  below):  
 
1.  What  is  your  answer  to  the  question  of  the  day?  _______________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
 
2.  How  does  your  data  support  your  conclusion?  ________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
 
3.  What  revisions  to  the  experimental  design  can  you  make  that  will  lead  to  more  accurate  
findings  and  reduce  errors?  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  
________________________________________________________________________  

 
 
 
 
 
 

Page 28 of 33
 Hand Soap
 
 
 
 
 
 
 
 

Blood
 
 
 
 
 
 
 
 
 

Water
 
 
 
 
 
 
 

Lemon Juice
 
 
 
 
 
 
 
 

Milk
 
 
 
 
 
 
 
 

Vomit
 
 
 
 
 
 

Page 29 of 33
  
 

Ammonia
 
 
 
 
 
 
 
 

Vinegar
 
 
 
 
 
 
 
 
 

Baking Soda
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page 30 of 33
 Material  List:  
 
Ü Milk  
Ü Lemon  Juice  
Ü Vinegar  
Ü Ammonia  
Ü Baking  Soda  Solution  
Ü Pipettes  
Ü Test  Tubes  
Ü pH  Indicator  Strips  
Ü pH  indicator  Key  
Ü Forceps  
Ü Paper  Towel  
Ü Cups  
Ü Vials  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page 31 of 33
  
 
 
 
Name:  ________________________  
Show  Off  What  You  Know:  
 
1.  What  kind  of  an  environment  causes  milk  to  become  curdled?  
a. Basic  
b. Acidic  
c. Neutral  
d. Indicator  
 
2.  The  pH  of  Coke  was  measured  and  determined  to  be  2.5.  This  
is  
a. More  acidic  than  vomit.  
b. More  basic  than  blood.  
c. Less  acidic  than  lemon  juice.    
d. Neutral  like  water.    
 
 
 
 
 
 
3.  Based  on  the  image  of  the  pH  scale,  what  would  happen  if  
you  mixed  baking  soda  with  lemon  juice?      
a. It  would  form  a  basic  solution  
b. It  would  form  an  acidic  solution  
c. It  would  form  a  neutral  solution  
d. Nothing  would  happen  
 
 
 
 
4.  Rob  is  performing  an  acid/base  reaction  by  mixing  Diet  Coke  and  baking  soda  together.  He  
wants  to  know  if  the  Diet  Coke  will  become  more  acidic  or  more  basic  after  adding  the  baking  
soda.  What  are  the  steps  he  needs  to  follow  in  order  to  reach  a  conclusion?  
a. Procedure  à  Hypothesis  à  Conclusion  à  Materials  à  Data/  Results  
b. Conclusion  à  Data/Results  à  Procedure  à  Materials  à  Hypothesis  
c. Hypothesis  à  Materials  à  Procedure  à  Conclusion  à  Data/Results  
d. Hypothesis  à  Materials  à  Procedure  à  Data/Results  à  Conclusion  
 
 
 

Page 32 of 33
  
 
Journal  Prompt:  
 
What  revisions  to  the  
experimental  design  can  you  
make  that  will  lead  to  more  
accurate  findings  and  reduce  
errors?  

Page 33 of 33