Coca Cola Challenge

By Michelle Daniel •

Grade Level	9th
Subject Area	Chemistry
Duration	4 - 70 minute blocks
Setting	Lab room with sinks. Traditional classroom with tables would also work.
Background Knowledge	Elements, Compounds, States of Matter, Physical and Chemical Changes, along with a basic understanding about Mass and Volume
Author	Michelle Daniel

Summary
In this lesson, students will participate in a teacher-guided demonstration as an engagement activity for an upcoming lesson about Mass and Volume. Student’s prior learning includes knowledge about elements, compounds, states of matter, physical and chemical changes, along with a basic understanding about mass and volume. Many students have misconceptions concerning the differences between weight and density. Many think that they are the same. Many students believe that one material will float on another because it is lighter, which is incorrect (ex. 2 cups of oil will float on top of ½ cup of water). Through this activity, students will see first hand the difference in density between two cans of coke (regular and diet) that have identical volumes but very different densities. They will also be given the opportunity to practice the scientific method in order to measure the actual densities of both the cans and the liquid inside of them. Knowing and understanding density is very important to student’s lives. One relevant situation that students might find relevant to their lives is Hydrostatic Weighing. In hydrostatic weighing, a subject is submerged in a tank to determine his/her volume. The volume and mass of the subject is then used to determine the subject’s body density. Finally body density is used to estimate percent body fat. Student’s could then be asked, “Who would have a greater density, an athlete or a couch potato (athlete)?” “Who would have a greater percent body fat (couch potato)?”

Materials
1. Diet Coke cans 2. Regular Coke cans 3. 1 large clear tank filled with distilled water 4. Towel for clean up 5. Worksheet for each student 6. 2 - 2000mL graduated cylinders 7. Duct Tape 8. 4 electronic scales 9. 18 -100 mL graduated cylinders 10. 6 measuring cups 11. Pipettes 12. 6 Funnels 13. Rulers 14. 39 grams of sugar in a graduated cylinder 15. 100 mg of nutra-sweet on a colored index card 16. 1 cup oil 17. ½ cup water 18. Large graduated cylinder

Objectives
1. Students will investigate mass, volume and density by making experimental measurements and calculations of liquids (Coke and Diet Coke) and solids (Coke and Diet Coke cans) 2. Students will participate and apply the processes of scientific investigation by using the scientific method to explore why Diet Coke floats while Regular Coke sinks. 3. Students will make observations and inferences by participating in the Diet Coke Regular Coke demonstration. 4. Students will construct a physical model by drawing a diagram of what happened when Diet and Regular Coke were placed in a tank of distilled water. 5. Students will draw logical conclusion based on scientific knowledge and evidence from investigations by completing the Conclusion step of the scientific method. 6. Students will illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations by clearly documenting all results and calculations. 7. Students will know and understand the difference between density and weight by experiencing a visual demonstration. 8. Students will understand how mass and volume is related to density through the necessary calculations they will make in the Coca-Cola Challenge. 9. Students will understand how Industrial Engineering is related to Coca-Cola and its production in Cincinnati.

Ohio Standards

Science

Standard: Physical Science

Benchmark C: Describe the identifiable physical properties of substances. Explain how changes in these properties can occur without changing the chemical nature of the substance.

Indicator 9: Investigate the properties of pure substances and mixtures (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductors).

Standard : Scientific Inquiry

Benchmark A : Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations

Indicator 1 : Distinguish between observations and inferences given in a scientific situation

Indicator 3 : Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts

Indicator 6 : Draw logical conclusions based on scientific knowledge and evidence from investigations.

Standard : Scientific Ways of Knowing

Benchmark C : Describe the ethical practices and guidelines in which science operates.

Indicator 2 : Illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations

Benchmark D: Recognize that scientific literacy is part of being a knowledgeable citizen.

Indicator 9: Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

Technology

Standard: Designed World

Benchmark E: Classify, demonstrate, examine and appraise information and communication technologies.

Indicator 1 : Describe the careers available in information and communication technological systems and the training needed to pursue them.

Math

Standard: Measurement

5. Solve problems involving unit conversion for situations involving distances, area, volumes and rates within the same measurement system.

Standard: Data Analysis and Probability

2. Create a scatterplot for a set of bivariate data, sketch the line of best fit, and interpret the slope of the line best fit.