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Docomeit Semi DOCOMEIT SEMI ED 162 895 SE 025 419 AUTHOR Sagness, Richard L.; Sagness, gebecca L. TITLE Selected Science Activities in Consumer recision Making. I INSTITUTION EgIC Information Analysis Center. for Science, Mathematics, and Envircnmfntal Educatiow, Cclumhus, Ohio. SPONS AGENCY National Inst. of Education (DIE6)Washington, C. PUB DATE 76 NOTE 173p. AVAILABLE FRCM Information Reference Center (ERIC/IRC), IkeObio$44 State University, 1200 Chambers Ed., 3rd Floor, NP4i Columbus, Ohio 43212 ($3.00) ED RS. PRICE NF -$0.83 HC-$8.69 Plus Postage. DESCRIPTORS *ConSumer Education; Curriculum; Elementary Schcol Science; *Elementary Seccrddry Education; . Instruction; *Instructional Materials; *Science Activities; Science Education; Seccndary School Science; *Teachingguides ABSTRACT This publication has-teen designed for/use by teachers wishing tc' incorporate consuser education activities into . their .science program. Each- activity is classified: ty grade level most appropriate for use, area of. ccnsuaer education involved, specific topic, and, consumer education concept involved. Activities are, designated as suitable for grades 4-6, 7-9, and 10-12 although some can be adapted for use at different grade levels. within each grade level grouping, activities are classified as relating to the consumer and the environment, foods, advertising, tccls, tealtb, clothing, product testing, cr natural resources. For those activities not developed specifically for this publication, the criginal source of the activity is identified. (PEE) I ******************M*A***************************###########**#####**# * Reproductions supplied- bye EDES are the best that car to made * from the original document. ********************************************************************4c** LS. DEPARTMENT OF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- -OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY ION. T1014 0. F THE ERIC SCIENCE, MATHEMATICS AND ENVIRONMENTAL EDUCATION CLEARINGHOUSE in cooperation with Center for Science and Mathematics Educkion The-Ohio State University ir Selected and Edited by Richard L. Sagness Rebecca L. Sagness 4 University of South Dakota' Vermillion, South Dakota SELECTED. SCIENCE ACTIVITIES in CONSUMER DECISION MAKING ERIC g.earinghouse for Science, MathematitigaridEnvironmental Education College of Education The Ohio State University 6 1200 Chambers Road Columbus, Ohio 43212 1976 SCIENCE EDUCATION INFORMATION REPORTS Science Education Information Reports are issued to analyze and summarize informetion related to the teaching and learning of science education. It is hoped that these publications will provide information. for personnel inl'iolved in development, ideas for teachers, and indications of trends in science education. , . Your comments and suggeitions for this series are invited. Stanley L. Helgeson Associate Director Science Education Patricia E. Blosser -Research Associate Stience Education Sponsored by the onal Resources Information Center of the National Institute of Edu nd The Ohio State University. This publicatiqnwas ppared pursuant to a contract with the National Institute of-Eduation, United States Department of Health, Education, and Welfare. Cotract s undertaking Such prOjects under Government sponsorship arencoura, ed to express freely their judgements in professional and'technial matters. Points of view or opinions do not, therefore, necesarily. epresent National Institute of Education position or policy. INTRODUCTION Thisbook contains many science educationactivities related to consumer decision making. Each activity has been classified by the eUitors according to the most appropriate gradelevel, the' area of consumer eaucationinvolved, the specific topic, and the consumer education concept considered. It shoul4 be noted that the activities have been .classif4d for grades 4-12, butsome potentially can be adapted for other grades. It is hoped that the teachers whouse these materials.will recog-. nize that the classification statements andstatements' of.purpose serve onlyas guides in selecting appropriate activities- andshould not be *viewed as fixed structures. .TABLE OF CONTENTS Grade Level 4-6 The Consumer and the Environment.. ds 8 vertising 15 Toolp 16 Health 22 Clothing 24 Natural Resources A ,25 4 Grade Level 7 -9 The Consumer and the Environment 28 Foods ........ ....... 36 Advertising 50 Health ...... - . 52 Product Testing, 75 Natural Resources .. , 80 Grade Level 10-12 Foods 101. Advertising 110 Health 1 111 Product Testing 140 Natural Resources 150. GRADE LEVEL a 4. PURPOSE: To provide information on the eect.of chemicals dissolved in water on the. freezing and boiling pointi of.water. ( LEVEL: 4-6 7=9 . wI AREA:* The Consumer and the Environment TOPIC: 'Chemicals that Affect the Freezing and Boiling Points CEPT: ,'Dissolving materials in water alter; the boilingand freezing:points,dfwater. ,;) REFERENCE: "Salton Winter Roads." John A. Miller, Science and hildrenLJanuaXy-Rebruary, 1974, pp. 23-24:--', - ACTIVITY: Chemicals are used in a number of ways to affect the freezing. and boiling points of water. ManYstudents do not understand how these chdmica/s work. The follOwing, activity suggests -how students can prediit the effeCts of various substances 4 and then test, to determine, if theyare rightor wrong. Other, itemS'Can'be added of they desire. 'Other f" tors that should considered for consimeruse jcould al o be discussed.. s the material cause - corrosion of metal Will it affect concrete or blacktop? ,Why isn't methyl cohol used very frequently, ad.an.additive to water in car, nginesl Why don't all alCohols work the sate When. added'twater? Why don't all'salts work.the same when added to er? 4 - SALT' ON WINTER ROADS Every winter in the colder climates we may .see salt being puton roads and Sidewalks. Even the youngscheol children kndw that table salt, which has the chemiCal name sodium chloride,causes the icetomelt,* but few people know what actually happens t the,teMperatnle when salt isplaced on ice. es the temperature rease,decrease, or remain the sather This clue on leads to an exciting investigation in which the pupil can attempto predict results from adding chemicals to ice and then testing foactual.results., Furthermore-the study provides the scientific. background behind the technology of4interizing an . : automobile, preparing the roads for safer winter:driving,or making homemade ice cream. To d rmine if the temperature of ice is increased, decreased,or remains t e same when achemicalis added, the pupilmust first know what happens to the temperature of pure ice when it melts. Therefore, in the first activity, a group of.students measured the meltingpoint *Table salt causes the phenomenon at temperatures equalto or above 0 °F. 4. 2 _of ice in a paper cup. Prior to making the measurement the class , predicted what the results would be. The children knew that tile melting point of ice and therefore ,the freezing point ofwater is 32°F or.' 0°C (Celsius) but several, when asked, thought:that the temperatnre - would rise as the ice continued to melt. Their measurements` soon proved. them wrong. If the ice is stirred MD temperature change occursuntil all the ice melts. If a good quality mercury thermometeis usedthe' temperature can be expected to be very close to 0°Cor 32°F. However; if a cheaper inaccurate thermometer; costing 35to 50 cents, is Used, . the thermometer may read several degrees highor low. In either'case, the temperature will remain constant and , even a possibly inaccurate 7 thermometer is sufficient for the remainder of the i experiment. In the second activity each student was givena sheet (Figure 1) with three columns. In column :A.therewas a list of chemicals with the information on water solubility given under eachchemical. The list included_the following solids:. 0 1. sodium chloride (table sale), soluble inwater 2. calcium chloride, soluble in water 3. calcium carbonate (limestone or chalk), insolublein water f 4. calcium' phosphate, insoluble in water and liquids: 5. methyl alcohol (wood alcohol); soluble inwater 6. ethylene glycol, soluble in water 7. kerosene or equivalent, insoluble in water 8. mineral, oil, insoluble-in water In column B the student predicted what hethought would happen to the temperature of ice on addition of thechemical as compared to the temperature of pure ice. To facilitate the students recording their predictions in column B, ,the threestatements: 1. higher. 2. lower 3. .about thesame- . were included for-each chemical listed in column A. In each case the students were required to give their prediction prior to doing the . measurement, -After making the prediction. the studentswere givenpaper or plastic cups partially filled with ice anda liberal. amount of.the chemical (1-3 teaspoons per cup). Each student recorded his-results in column C whichis.identical to Column7B. After the'class completed a measurement we discussed the results and theuse. of the phenomena Illus.,- trated.- ;. 9 DATA SHEET The melting point of pure ice is Column A Column B Column C Chemical to be -Your prediction on the ResultS of adding added to ice. effect of adding the chethical on the chemical on the melting melting point of point of ice. ice. sodium chloride' higher higher' (table salt) lower lower soluble in water about the same about the same FIGURE 1: Example of
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