Project 2 of 10
In Progress
Fruits in Effervescent
30-45 min
8-13
What Will You Learn?
You will learn about the PH, acids and bases that we find around us, as well as chemical reactions of neutralization and change of matter with bubbly chemical reactions to increase our curiosity.
Engage
A great idea to do prior to our project is to ask, Do you know that there is a unit of measurement that indicates the degree of acidity of a solution? Did you know that there are acids around us?
Make Your Dough
Step 1
Take the bowl, and add baking soda, soap, and water. Start mixing using your hands.
Step 2
Since you will create fruits, add the color that you prefer and keep mixing until it comes together.
One tip, if your dough still doesn’t bind very well and crumbles, add a little water to bind it. If it’s too soft, add baking soda to make it firmer.
Create Your Fruit
Step 3
Take the mixture from your bowl and form your fruit (sphere). You can also add a leaf to decorate.
Step 4
The last step, add the vinegar and watch the chemical reaction start.
It is the moment of the sensory experience, it begins to interact with the reaction.
Step 5
What is happening?
What is happening to your fruit is a chemical reaction, and in a chemical reaction, the molecules change! Vinegar reacts with baking soda and a product of this reaction is carbon dioxide gas. This explains the fun fizzy bubbles that pop out of your apples!
Our chemical reaction is about PH, this tells us when substances are acidic or basic. and this depends on the concentration of hydrogen ions in a solution. Acids have a high concentration and bases a low concentration.
Vinegar is an acid, and baking soda is the base, when mixed together they create salts and water as a result, producing carbonic acid, which then breaks down into water and carbon dioxide.
which means it is a neutralization reaction
The acid will give protons, the base will receive it, neutralizing the pH it will balance, giving a chemical reaction.
What's Next?
You can experiment by changing the colors and shapes, creating new fruits.
Take it Further?
Using what we learned in this project you can experience more of this reaction, creating an air rocket, which will help you observe the carbon dioxide that our reaction creates.
Using a plastic bag, colored leaves, tape, a straw, baking soda, and vinegar can take your creativity further.
Reflection
They can share their experiment and explanation with their parents and friends, to develop more scientific skills and share what they have learned. Likewise, you can look for this same reaction around us, for example when we eat something spicy or acid like lemon, we suffer from heartburn, and to neutralize, we use antacids (Bases).
Further Resources
Videos
Ted-Ed: https://youtu.be/DupXDD87oHc
Khan Academy: https://youtu.be/J7-GewgqWUQ
About MoonMakers
MoonMakers — led by Camila and Diego Luna — are a community of creators passionate about knowledge. A Makerspace, an open space with different digital manufacturing machines. And a YouTube channel where we promote science, technology and the maker movement.
MoonMakers have collaborated with companies such as: Sesame Street, Make Community and in Mexico with Educational Television and Fundación Televisa, creating educational content.
We have given workshops throughout the Mexican Republic with: Talent Land, Secretary of Education in Jalisco, Conacyt, Centro Cultural España.
Materials:
- 1½ cup of baking soda
- 1 cup of vinegar
- 2 tablespoon water
- 2 tablespoon liquid soap (dishwasher preferred)
- Bowl
- liquid colorant, the color you want
Vocabulary:
- PH: It is the abbreviation of hydrogen potential, it is a parameter that indicates the concentration of hydrogen ions [H] + that exist in a solution. In other words, it is a unit of measurement that indicates the degree of acidity of a solution. PH values vary on a scale from 0 to 14.
- Acids: It is any chemical compound that, when dissolved in water, produces a solution with a hydronium cation activity greater than pure water, that is, a pH less than 7
- Bases or alkalis: A solution that has the ability to neutralize acids.
- Chemical reactions: Chemical bonds between atoms are broken and new bonds are formed. Two types of substances are involved in this process: those that we initially have and know as reactants and those that are obtained after the chemical reaction, called products.
- Change in the state of matter: it is called a change of state to the evolution of matter between various states of aggregation without a change in its composition occurring.
- Neutralizing reactions: A neutralization reaction is one in which an acid reacts with a base. In the reaction a salt is formed and in most cases water is formed.
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards.Structure and Properties of Matter
- Grades K-2
- 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
- 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
- 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
- 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
- Grades 3-5
- 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
- 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
- 5-PS1-3. Make observations and measurements to identify materials based on their properties.
- 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
- Middle School
- MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
- MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
- MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
- High School
- HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
- HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
Chemical Reactions
- Middle School
- MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
- MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
- MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
- High School
- HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
- HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
- HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
- HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).English Language Arts Standards » Science & Technical Subjects
- Middle School
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- CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
- CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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- High School
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- CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-LITERACY.RST.9-10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
ISTE Standards (International Society for Technology in Education)
The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide.1.1 Empowered Learner
- Summary: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
- 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
- 1.1.b Students build networks and customize their learning environments in ways that support the learning process.
- 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
- 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
1.2 Digital Citizen
- Summary: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
- 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
- 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
- 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
- 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
1.3 Knowledge Constructor
- Summary: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
- 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
- 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
- 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
- 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
1.4 Innovative Designer
- Summary: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
- 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
- 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
- 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.
- 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
1.5 Computational Thinker
- Summary: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
- 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
- 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
- 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
