Good Science Victorian Curriculum Year 7
Digital sample of Matilda's newest publication, Good Science Victorian Curriculum Year, authored by Emma Craven and Aaron Elias. For more information visit www.matildaeducation.com.au or email Katrina Tucker, katrinatucker@matildaed.com.au
Digital sample of Matilda's newest publication, Good Science Victorian Curriculum Year, authored by Emma Craven and Aaron Elias. For more information visit www.matildaeducation.com.au or email Katrina Tucker, katrinatucker@matildaed.com.au
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INVESTIGATIONS<br />
Investigation 7.5<br />
Mining for chocolate chips<br />
KEY SKILL<br />
IDENTIFYING LIMITATIONS TO THE METHOD<br />
AND SUGGESTING IMPROVEMENTS<br />
When you write a formal investigation report there is<br />
always a discussion section that includes a discussion<br />
of potential errors. These errors are limitations<br />
(or problems) with the method. For each error, you list<br />
a way to control it (your suggested improvement).<br />
Hint #1: Brainstorm three potential errors that might have<br />
occurred in this investigation that could have affected or<br />
changed the results you collected (for example, if through<br />
human error something was not measured accurately).<br />
Now work with a partner to suggest ways each error could<br />
be controlled.<br />
AIM<br />
To investigate which brand of chocolate chip biscuit<br />
contains the highest percentage of ‘metal’ in the ‘ore’<br />
MATERIALS<br />
• chocolate chip biscuit (one of several different brands)<br />
• toothpicks<br />
• cupcake liner<br />
• graph paper<br />
• electronic balance<br />
METHOD<br />
MINING FOR METAL IN ORE<br />
1 Copy the results table into your notebook, adding<br />
a title and rows as needed.<br />
45 min<br />
2 Place your biscuit in a cupcake liner. Set to zero mass<br />
on the electronic balance. Weigh and record the mass<br />
of the biscuit, then remove it and any crumbs from<br />
the liner.<br />
3 Using the toothpick, carefully remove the chocolate<br />
chips from the biscuit, keeping them separate from<br />
those of other biscuits.<br />
4 Place the chocolate chips in the cupcake liner.<br />
Set to zero mass on the balance. Weigh and record<br />
the mass.<br />
5 Calculate the percentage of chocolate chips in the<br />
biscuit compared to the ‘waste’.<br />
6 Share your results with the rest of the class and<br />
calculate an average for all brands of biscuit.<br />
QUESTIONS<br />
1 Which brand contained the highest percentage<br />
of chocolate chips?<br />
2 Which brand contained the lowest percentage<br />
of chocolate chips?<br />
3 Compare your results with other groups – how did<br />
they differ?<br />
4 Compare the class average results to the advertised<br />
percentage of chocolate chips – how did they differ?<br />
5 What ‘mining’ strategies did you use? Could you have<br />
easily rehabilitated the biscuits after the chocolate<br />
chips were removed? How could you change them<br />
so they were more ‘environmentally friendly’?<br />
How do you think this could impact any profits?<br />
CONCLUSION<br />
Copy and complete:<br />
‘The results show that: (respond to the aim)’.<br />
Level 1<br />
RESULTS<br />
TABLE I7.5<br />
Biscuit brand<br />
Total biscuit<br />
mass (g)<br />
Mass of<br />
chocolate<br />
chips (g)<br />
% by mass<br />
of chocolate<br />
chips<br />
Class average<br />
% by mass of<br />
chocolate chips<br />
Labelled %<br />
of chocolate<br />
chips<br />
174 GOOD SCIENCE VICTORIAN CURRICULUM 7
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