Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Title of Lesson: Mystery Powder and the CSI

UFTeach Students Names: Danielle Nelson and Hayley Doyle
Teaching Date and Time: November 18th, 2014 (1:44-2:34)
Length of Lesson: 50 minutes
Grade / Topic: 8th/ Science
Source of the Lesson: Adaptation of
http://www.cfep.uci.edu/cspi/docs/lessons_secondary/Mystery%20Powder.pdf
Standards with Cognitive Complexity:
Benchmark Number Benchmark Description
Understand that scientific investigations involve the
SC.N.8.1.6

collection of relevant empirical evidence, the use of logical

reasoning, and the application of imagination in devising
hypotheses, predictions, explanations and models to make
sense of the collected evidence.

Cognitive Complexity
Level 2: Basic
Application of Skills &
Concepts

Performance Objectives: Students will be able to:

Collect relevant evidence for the experiment.
Correctly Identify an unknown substance in an experiment through the use of logical reasoning.
Explain results of an experiment based on the evidence collected.

Concept Map:

Materials List and Student Handouts

1. A pack of plastic straws (to be cut at an angle and used as scoops) (8 straws necessary)
2. Eyedroppers or pipettes (6)
3. Small disposable cups (72)

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

4. Toothpicks for stirring (26)

5. Testing solutions:
-Dilute iodine solution (Note: iodine solution is readily available as a disinfectant at drug stores as a
10% solution. This can be further diluted several times and still work fine)
-Vinegar
-Water
6. Mystery Powders:
-Baking soda
-Cornstarch
-Baking powder
-Powder sugar
7. Worksheets
8. 24 pairs of safety goggles/glasses
9. 6 Trays
10. 6 Testing squares
11. 6 Manila Envelopes
Advance Preparations
Print Worksheets (30 copies)
Have job titles ready to pass out
Have mystery solids ready in bags
Have liquids ready in cups
Have letters in envelope
Have chart on board for conclusion
Label Cups with what liquid and solid will go inside.
Send Lesson Plan and Powerpoint to Mentor Teacher at least 2 days in advance
Safety
Safety Director will ensure that all students are wearing safety glasses/goggles
Materials Manager will carefully help clean up. (No spills)
Do not consume any materials.
Do not mix powders.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

5E Lesson:
Engagement
What the Teacher Will Do Teacher Directions and Probing Questions
(What the teacher says.)
(Slide 1) Miss
Welcome to class! Please sit in your
Doyle and Miss Nelson
assigned seat!
will welcome everyone to
class and handout
worksheets and nametags
with (assigned job roles,
Project Director,
Materials Manager,
Technical Manager, and
Safety Director)
(Slide 2) Introduce Today we are going to be talking about the
detectives using scientific Scientific Method. By a show of hands,
method.
who has seen a TV show or read about a
detective solving a crime?
(Slide 2) Introduce
detectives using scientific
method.
(Slide 3) Introduce
detectives using scientific
method.

In your favorite mystery book or show,

how do the detectives solve the crime?

Those were good answers! You might not

have realized it, but all of those detectives
use the scientific method to solve their
crimes!
(Slide 3) Introduce
Today, you will get to use the scientific
detectives using scientific method and be detectives that help solve
method.
a top-secret mission!
(Slide 3) Introduce
The CSI at UF asked us to help them figure
exploration.
out what powder was at their crime scene
and we couldnt think of anyone wed
rather have help us!
(Slide 3) Introduce
Look at the job on your nametags while
exploration; one teacher
we pass out the envelopes. The Project
will pass out manila
Manager can read the letter on the
envelopes that have letter outside of envelope.
on outside and
worksheets inside.
(Slide 4/5) Walk around
When you are done reading the letter
while students read the
open the envelope and fill out part 1 and 2
letter and open envelope of your worksheets. If you need help with
and assist with number 1 either of those, there are examples on the
and 2.
board.

Time: 5 minutes
Student Responses/Possible
Misconceptions

[Students will raise their

hand if they have seen or
read a mystery show/book,
but will not provide an
answer]
[They look for clues, they
test the data, the interview
people.]

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

(Slide 4) Walk around and

help them state the
problem on part 1.

What did you state the problem was?

[What mystery powder is the

same as the powder at the
shop?]

(Slide 5) Walk around and

help students to make
hypothesis.

What powder did you hypothesize was at

the crime scene? Who do you think is
responsible for the crime?

[I hypothesize that the

mystery powder at the shop
is (cornstarch, baking soda,
baking powder, and
powdered sugar).]
-I dont know.

(Slide 6) Stand by the

trays that the materials
manager will come and
get (that already have the
supplies on them) and
assist the materials
managers.
Exploration
What the Teacher Will Do

Send your Materials Manager to front to

get your materials after everyone in your
group has completed part 2.

(Slide 6) Instruct students

to begin experiment start
20 minute timer.

(Slide 6) Walk around to

ensure they understood
the directions and are
getting started.
(Slide 7) Ensure that the
Safety Director is helping
get the lab started.
(Slide 7) Ask probing
questions to ensure they
are accurately recording
data.

(Slide 7) Ask probing

questions to ensure they
are accurately recording
data.

Time: 30 minutes
Teacher Directions and Probing Questions Student Responses/Possible
Misconceptions
Be sure to test all FOUR mystery powders.
Follow the directions on your worksheet
and record the data as you go. You will
have 20 minutes to find the powder that
matches the one at the crime scene!
Be sure to listen closely to your project
manager when they read the directions so
that you can help identify the thief!
As soon as your project manager finishes
reading the directions, the safety manager
can start conducting the procedures!
How did you know that a reaction did take
place in that cup?

What signs were you looking for to see a

chemical reaction?

[There was bubbling, color

change, gas generated]
-There was no reaction.
-Students may confuse a
solution with a chemical
reaction.
[There was bubbling, color
change, gas generated, heat
loss or gain, a precipitate
formed.]
-A new substance
-Change of state of matter

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

(Slide 7) Ask probing

questions.

How is a scientist similar to a detective

solving a crime?

(Slide 7) When students

are finishing up
encourage them to finish
the other side of the
worksheet.
(Slide 7) Instruct Materials
Manager to bring the
cups and powder to the
front of the room when
they are finished.
(Slide 8) Quietly ask
TECHNICAL MANAGER
from each group to write
who they think is
responsible on the board.
(Have the names on the
PowerPoint slide for easy
match up of which
powder belongs to which
suspect.)
Explanation
What the Teacher Will Do

When you have finished your data table

flip your worksheet over and finish filling
out the questions.

[They look for clues, use

scientific method, and try to
solve a problem.]

When you have finished your worksheet

the Materials Manager can bring your
materials and the groups worksheets back
to the front of the class.
When everyone in your group is finished
with the worksheet, the Technical
Manager can go to the board and write
what powder they think was at the shop
and who their group thinks is responsible
for the crime.

Time: 15 minutes
Teacher Directions and Probing Questions Student Responses/Possible
Misconceptions
(Slide 9) Look at the board Looks like you all/many of you think Anna
and see who the students is the thief! I will have to call the UF CSI
think is the thief!
and let them know!
(Students may not get the
correct answer, but
hopefully if the teachers
are walking around
assisting during the
experiment then students
will be guided in the right
direction (without being
given the answer).
(Slide 9) Determine how
Who from Group 1 can tell me how they
[The cornstarchs
the students found the
knew it was Anna? Name of person in
characteristics matched the
answer.
Group 4, how did you know?
powder at the shop.]
-They guessed
-They didnt think it was
Anna.
(Slide 9) Determine how
Who from Group 4 can tell me how they
[It reacted with iodine, but

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

the students found the

answer.

knew that the mystery powder was

cornstarch? Name of person in Group 1,
how did you know?

not the other two liquids,

just like the powder at the
shop.]
-It didnt react with iodine.

(Slide 9) Determine how

the students found the
answer.

Who from Group 2 can tell me why it

couldnt have been baking soda?

[Because baking soda

reacted with vinegar, but not
with iodine or water.]
-It didnt look like powder at
the shop.

(Slide 10) Give examples

of real people who use
the scientific method.

The scientific method can be used by all

types of people!
Police officers, detectives, scientists,
inventors and anyone who is trying to
solve a problem!

(Slide 10) Give examples

of real people who use
the scientific method.

Garrett Morgan invented the traffic

signal. When he was doing the scientific
method, what do you think he would have
identified as the problem?

(Slide 10) Give examples

of real people who use
the scientific method.

Mary Anderson invented windshield

wipers. Can you imagine a rainy day in
Florida without those? She sure solved
that problem for us!

(Slide 10) Expand on the

scientific method.

Can you think of an example of a time

you heard about either one of those jobs
using the scientific method?

[There was a lot of traffic,

people were getting in
accidents]
-There were no traffic
signals.
-Traffic signals didnt work.

[When solving crimes, when

doing experiments]

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Name:

Date:

The Mystery Powder and the Scientific Method:

1. State the Problem:
What are you trying to figure out?

_____________________________________________________
_____________________________________________________
______
2. Form a Hypothesis:
Make a guess at what you think the mystery powder is!

_____________________________________________________
_____________________________________________________
______
3. Test Your Hypothesis:
Flip this page over and have the PROJECT MANAGER read the directions for the
mystery powder experiment aloud to the group.

4. Analyze the Data:

Which powders matched the description of the powder at the shop? Which did not?

_____________________________________________________
_____________________________________________________
______
5. Conclusion:
Which powder DOES NOT react with water and vinegar and DOES react with iodine?
Who was the robber? Was your hypothesis correct?

_____________________________________________________
_____________________________________________________
______
When you are done, the TECHNICAL MANAGER can record what powder they think was in the
jewelry shop and who their group thinks is responsible for the crime.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Name ___________________________________________________________ Date ____________

Science Detective Mystery Powder Lab

Gather Evidence to Support Your Conclusion!
Step One

The SAFETY DIRECTOR will assign each person one powder to scoop
into the correctly labeled cups.

Step Two

The SAFETY DIRECTOR will add indicator solutions to each cup

then stir carefully with a toothpick.
Cup 1 = 60 drops of water, Cup 2= 20 drops of vinegar, Cup 3= 10 drops of iodine

Step Three

EVERYONE will look for evidence of a chemical reaction.

Record the results of your tests on the data table below!
Repeat this procedure with the other three powders.

(HINT: BUBBLING AND FIZZING ARE REACTIONS FOR WATER AND VINEGAR. THE
WHITE POWDER TURNING BLUE IS THE REACTION FOR IODINE.)
Use this chart to determine each powder!
Add 60 drops
water & mix
Mystery
Powder

Baking Powder
Baking Soda
Cornstarch
Powder Sugar

Add 20 drops
vinegar & mix

Add 10 drops Iodine

& mix

Our Prediction?

(Put YES if you

Put a check by the
(Put YES if you saw (Put YES if you saw
powder
you think was
saw a reaction and
a reaction and NO if a reaction and NO if
in
the
shop!
NO if you did
you did not!)
you did not!)
not!)

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

When you are finished, flip back over and continue filling out your worksheet.
Materials Managers ONLY can bring the materials back to the front of the room.

ANSWER KEY:

1. State the Problem:

What are you trying to figure out?
Who is the robber? /Which powder matches the powder found at the shop?

2. Form a Hypothesis:
Make a guess at what you think the mystery powder is!
I hypothesize that if the cornstarch does not react with water or vinegar and does react with iodine
then it will be the powder found at the shop. (Really no wrong answer as long as they make a
hypothesis.)

3. Test Your Hypothesis:

Powder
Reacts with Water? Reacts with Vinegar? Reacts with Iodine?
Baking Powder Yes
Yes
No
Baking Soda No
Yes
No
Corn Starch
No
No
Yes
Powder Sugar No
No
No

4. Analyze the Data:

Which powders matched the description of the powder of the glasses? Which did not?
Cornstarch matched the powder at the shop the other powders did not.

5. Conclusion:
Which powder matches the observations Miss Doyle made about the powder on the
glasses? Who stole the glasses? Was your hypothesis correct?
Cornstarch matched the powder at the shop therefore it must have been Anna who was the robber.
My hypothesis was correct.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

TOP SECRET:
Mrs. Thiekes Students,
A jewelry store was robbed and we need YOUR help! Use your scientific skills to find the robber!
We found a white powder at the scene. When we scanned the area, we found four suspects at the bakery next
door with white powder on their shoes:
Baking Powder on the head cake baker Mona
Baking Soda on the assistant cake baker Juan
Cornstarch on the cookie maker Anna
Powdered Sugar on the icing maker Michael
When we tested the powder we found at the jewelry shop:
The powder DID NOT react with water.
The powder DID NOT react with vinegar.
The powder DID react with IODINE.
Start by filling out Part 1 and Part 2 of your worksheet. Then send your Materials Manager to the front to collect
the four powders you will test.
We need to know who is responsible for the crime!
-UF CSI