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How Slow Can You Go?

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Keywords: Oxidation, Organic Chemistry, Experimental Design
Subject(s): Biology, Chemistry, Life Science
Grades 9 through 12
NETS-S Standard:
  • Critical Thinking, Problem Solving, and Decision Making
View Full Text of Standards
School: PA Distance Learning Charter School, wexford, PA
Planned By: brittany S
Original Author: brittany sturm, wexford
1. Define oxidation.
2. Explain the physical and chemical changes of oxidation.
3. Propose an experiment to slow down oxidation.
4. Explain experimental limitations
5. Summarize experimental data and share with peers.

Day 1:
Students will observe a fresh apple slice and an old apple slice that sat for 24 hours at room temperature.

After the students make their observations, they should brainstorm in groups the reason for differences in appearance. After brainstorming, the students should share their ideas with the class.

The teacher should formally introduce oxidation. The definition and visuals should be given to the students. The teacher should make a connection between the oxidation of metal and the apple slices.

Day 2:
Students should brainstorm ways to slow down oxidation in groups. After they have an idea of the variable they would like to test, they should write a multi-step procedure and hypothesis.
(typical experiments: changing temperature, submerging in water, using antioxidants)

Day 3: Students should set up their experiment using a document camera to record data while they are not in class.

Day 4: Students should make observations by watching their recording from the document camera.

Day 5: Students will present their findings and show clips of their recording to justify their conclusions.

Day 6: The class will decide which method slowed down oxidation the most. Students should also discuss the limitation of the experiments.
Materials: Video Cameras