Kool-AidÒ Challenge

     Created By: Christina M. Brands  

North PEMISCOT jR./sR. hIGH sCHOOL

7-8 GRADE SCIENCE & physical Science

The Case:  Kool-AidÒ Challenge

Part One:

Ryan and Julianna opened a Kool-AidÒ stand on their block during summer break from elementary school.  They were raising money to buy an above ground swimming pool for their backyard.  Their mom, Natalie, bought them a big jar of strawberry Kool-AidÒ.  While trying to open it, Ryan ripped the plastic covering with the instruction from the jar and accidentally threw it away.  Since they didn’t have the instructions, Ryan and Julianna made a solution of Kool-AidÒ, adding what they thought was a correct amount of water and sugar.  Ryan’s friend Ollie from down the street was their first customer.  Ollie took a drank from the glass and exclaimed “Ryan, this is awful.  It tastes like water.”  Ryan and Julianna threw out the solution and started over.  This time they added a big amount of sugar to the Kool-AidÒ.  Ryan and Julianna’s cousin Winston was their next customer.  Winston takes a big gulp of Kool-AidÒ and immediately spits it out.  “Are you trying to give me sugar shock?” shouts Winston.  Ryan and Julianna throw out the second solution and are upset because they can’t figure out the problem.  Julianna calls their favorite teenage babysitter Micah, who is an excellent Kool-AidÒ chef.  “I will figure out the problem and get back to you,” says Micah.  Micah gets off of the phone and starts text messaging her friends to figure out the problem.

  The Kool-Aid Team

 Part Two:

“Micah was a big help figuring out the correct recipe for the Kool-AidÒ; although, she gave it to us in English units,” Julianna tells Ryan.  “I am sure we are going to make a ton of money now,” exclaims Ryan.  They make a new solution of Kool-AidÒ outside while waiting for their next customer.  As they finish, their Aunt Chris pulls up and buys a glass of Kool-AidÒ.  Ryan adds ice to the Kool-AidÒ and gives it to his Aunt Chris.  While she is drinking it, a white powder starts to form in the bottom of the glass.  Ryan and Julianna have no idea what is going on, so they call Micah back.  Micah starts text messaging her friends to figure out the problem.

Case Analysis:   

Complete the following chart for Part One of the case.  Underline keywords in the case narrative to help you complete what you know and what you need to know. 

What do you know?

What do you need to know?

 

 

 

Complete the following chart for Part Two of the case. Underline keywords in the case narrative to help you complete what you know and what you need to know. 

What do you know?

What do you need to know?

 

 

Learning Goals:  

     Ø      Define a solution.

Ø      Classify solutions into three types.

Ø      Compare and contrast a saturated, an unsaturated, and a supersaturated solution.

Ø      Identify the solutes and solvents in Kool-AidÒ.

Ø      Explain the dissolving process.

Ø      Describe the factors that affect the rates at which solids dissolve in liquids.

 

This activity would correspond to Missouri Grade Level Expectations Strand 1, which is “Properties and Principles of Matter and Energy.”  The standard addressed by this activity is Standard 1: “Changes in properties and states of matter provide evidence of the atomic theory of matter” under Concept B: “Properties of mixtures depend upon the concentrations, properties, and interactions of particles.”

 

 Investigations and Activities:  

Ø      Kool-AidÒ Challenge Lab

Ø      “Heeeeeeeeey, Kool-AidÒ Man!!!!” Lab

Ø      “Solutions” Lab - GlencoeÒ Physical Science   Laboratory Manual pg. 121-124

Ø      “Crystal Streamers” Lab

 

                                                                                               

Resources:

Ø      Textbook – (GlencoeÒ Physical Science Chapter 15)

Ø      Teacher Generated Notes

Ø      Internet Resources:

*   Solubility

*   Solutions

*   Mixtures and Solutions

*   Official Kool-AidÒ Site

*    Kool-Aid Time

*    Inventor of Kool-Aid

 

Student Products:

      Ø      “Know-Want to Know” Chart

Ø      Completed Kool-AidÒ Challenge Lab

Ø      Completed “Heeeeeeeeey, Kool-AidÒ Man!!!!” Lab

Ø      GlencoeÒ Physical Science Study Guide Worksheets

Ø      GlencoeÒ Physical Science Reinforcement Worksheets

Ø      GlencoeÒ Physical Science Critical Thinking/Problem Solving Worksheet

Ø      Teacher-Generated Chapter Review

Ø      Teacher-Generated Chapter Exam

 

Assessment:

Students will be assessed on the above student products.  Students’ grades will be based on the percentage of the total number of points that they receive for the above products.  A rubric for the Kool-AidÒ Challenge Lab can be found at Kool-AidÒ Challenge Lab Rubric.  The rubric for the “Heeeeeeeeey, Kool-AidÒ Man!!!!” Lab is included with the lab.  The rest of the products can be assigned a point value based on the teacher’s preference.

   

 

Implementation:

Course name:

 Physical Science

Likely sequence in syllabus:

 Unit on Interactions of Matter following Unit on Nature   of Matter

Time during term:

 Second semester

Duration:

 One Week

Setting:

 Classroom

Students in course:

 High School Freshmen and Sophomores

Collaborative elements:

 Work in lab groups

Additional notes:

 In my class, I do Part One and Part Two as two separate activities.

   

All images used in this site are hyperlinked to their sources.

“Heeeeeeeeey, Kool-Aid. ®. Man!!!!” Lab -      http://www.public.iastate.edu/~bkh/teaching/koolaid.pdf

“Crystal Streamers” Lab - http://www.cheminst.ca/ncw/experiments/ecrystal.html

Thanks to Dr.Waterman and Crissy Daniel for their help with creating and editing this case.

Thanks to Ryan and Julianna for being the stars of my case.