See Teacher Resource Sheet 1

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Activity 2:

Further developing the concept of working scientifically.

Group activity called "Magic Sugar Cube"

Students use the Predict, Observe & Explain process as outlined on the Student Activity Sheet 1.

Brainstorm variables and then students select one and carry out the experiment again.

Conclusion: Discuss what dissolving means and come to a common understanding about it.

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Communicating

Introduce the scenario:

Groups of students take on the role of a sports coach who is trying to improve the overall fitness of the athletes by monitoring their fluid intake.

It has been shown that hydration before, during and after sport increases one's performance.

Therefore, the coach is particularly interested in assessing the quality of a variety sports drinks to find the best one for his athletes to use.

At this point distribute the unit outline, setting out the scenario and each section of the work, including your expectations.

Students record their findings on a spreadsheet and then compare to the labels of the original samples to see how many they can accurately match up.

Further analysis of the sports drinks requires students to know more about the ingredients that are found in these types of drinks.

To do this, students need to research various sources to find out what effect these ingredients have on our bodies.

The research activity is also essential for students to gain the necessary background information to assist them in formulating relevant investigative questions.

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Communication

From their knowledge about the exploratory activities and the research task, students are encouraged to pose investigative questions about sports drinks. These questions need to focus on what experiment(s) can be conducted on the drinks to find out more about them. Simple ideas are the best.

This needs to be done with teacher guidance through discussion, recording and modifying ideas. It may be essential to give an example to get the students thinking in the right direction. Eg: What is the pH of the drinks?

Record questions.

none

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Communication

Student groups select a question to investigate and design an experiment based on working scientifically as outlined in lesson 2 & 3.

In planning their experiment they need to use the following headings:

Hypothesis, Possible variables, Procedure for conducting a fair test, Equipment needed, safety features, observations and results.

Students need draw conclusions from their results, keeping in mind, their specific question and hypothesis.

Groups complete the Student Activity Sheet 2, which is a reflection questionnaire about their experiment.

How successful has student groups been in designing an experiment following the set headings and was their experiment successful.

  Student Activity Sheet 2.

Teacher and students to source equipment for their experiments.

2, 3, 4, 5, 6,7

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Place the ingredients and their percentages for each drink on to a spreadsheet and graph the results.

Assess ICT skills

Computers

1,4,5,

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Student groups use their graphed information and their knowledge about the effects the ingredients have on our bodies and draw conclusions about the uses of these drinks.

Students use the Student Activity Sheet 3 to help categorise the drinks and record their information.

Able to assess student's ability to draw conclusions from the information that they have collected on the sheet.

Student Activity Sheet 3

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As coach, make a recommendation of the best sports drink for your athletes to use for hydration purposes and back up with reasons.

Record and present your findings orally to the class.

Assess group recommendation in light of the data and their oral skills.

4, 6

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Communication

Write a report for the school newsletter to raise community awareness of the use of sports drinks.

Assess report writing skills

Assess report writing skills

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Communication