Objectives:
To experience a substance that displays properties of both a solid and a liquid.  To learn how to inquire for the purpose of discovery.  To understand the make up of various planets in the Solar System.

Materials:
1. One box of cornstarch2. 250 ml. Water3. mixing bowl and spoon4. a hammer5. aluminum foil-one 10cm square6. two clear plastic cups7. plastic zip-lock sandwich baggy8. waxed paper-one 30cm square9. one wooden clip type clothes pin10. one votive candle

 
Activities Questions/Preparation/Procedures Evaluation

Complete an experiment to discover the fascinating world of colloids.  A discussion of colloids will follow. A funny substance was found by mixing cornstarch in water, but it appears to be neither a solid nor a liquid.  In what ways is this substance like a solid and a liquid? Write a hypothesis.Preparation:1. Teacher mixes cornstarch and water in a bowl and distributes it to students.2. The student will be given five minutes to observe and explore the substance.3. The teacher will perform the heat test.Procedures: See handoutConclusion: Students will draw a conclusion supporting or refuting their hypothesis. The student will get a grade based on the following criteria:1. On-task behavior-20 points2. Group participation-15 points3. Observation record sheet-25 points4. Following directions-20 points5. Post-experiment discussion-20 point
 

Colloids Handout

Experiment:

Do each test.
Record your results.

1. The quick finger poke test
Try to poke your finger into the mixture so that the tip of your finger touches the bottom of the cup.  Do this quickly (about 1 second or less)

2. The slow finger poke test
Try to poke your finger into the mixture so that the tip of your finger touches the bottom of the cup. Do this slowly (about 10 seconds or more)

3. Conformity test
Put the mixture into another container or a bag and check to see if the mixture takes the shape of the container.

4. Pour test
Try to pour the mixture from one cup to another.

5. Bounce test
Hold the mixture 50 cm up from the table/desk. Drop it.

6. Shatter test
Put the mixture in waxed paper on the table/desk.  Hit the mixture with the hammer.  (Be careful not to hit your hand, fingers, or the desk)

7. Shape test
Try to form the mixture into a ball and see if it holds.

8. Heat test
(teacher demonstration) Make a bowl out of foil. Leave a place to attach a clothespin.  Heat one teaspoon or so of the mixture in the bowl over a votive candle.

9. Cool test
Let the mixture cool to room temperature.
 

Analyze the data and determine in what was the substance is like a liquid, what ways the substance is like a solid, and what ways it is like neither.

Draw a conclusion supporting or refuting your hypothesis.

     The lesson I chose to do was on colloids and it followed the inquiry approach to problem-based learning.  A problem was presented and it appeared to be quite reasonable for this level of students, but I thought it was appropriate for students to begin formulating their own hypotheses about what they will be inquiring about.  Some students thought the substance was a liquid, others thought the substance was a solid, while others said that the substance was a mixture.  Each of these hypotheses had a great deal of validity to them and the students began to collect data.  First, the students collected data by exploring the substance for about five minutes.  Once the five-minute exploration period was over, the students had nine tests to run to guide their data gathering.  At the end, the students analyzed the data that they had retrieved and came up with their own conclusion.
    This chapter was not really on goals and objectives, but it was more focused on implementation.  Looking back at the chapter on goals and objectives, I can see how important it is to have goals and objectives as a guide during the teaching process.  Goals need to be specific and accurate and objectives need to leave some flexibility.  I think this lesson had objectives that were broad based and not completely specific to the particular lesson.  On the other hand, my goals were specific and clear as to the intent of the lesson.  The goals and objectives acted as guides and helped assist in formulating an accurate assessment of the students performance.  My goals and objectives were appropriate for this level of student.  The students are not yet able to do experiments without direction, but they are capable of doing a guided activity.
    The topic was appropriate for the study of matter and the solar system.  It is important that students understand the make-up of the various planets and not just that there are planets.  Most students are only aware of three phases of matter and it is interesting to help students discover that there are exceptions to every rule.  Colloids are an exception to the three phases because it has properties of both solid and a liquid, but can be classified as neither.  I would teach this lesson again without a doubt.  My students had fun with this inquiry and it opened up their eyes to a new look at the solar system.  The topics within the lesson were sequenced in an appropriate order and should continue to be developed as such.  I also believe that covering this lesson after covering solids and liquids was beneficial too.  Solids and liquids were key to the understanding of this lesson.  Since the class covered the solar system before discussing solid and liquids, it appears that the sequencing of the material was right on target.  This lesson ties in much of the material already presented within the semester, but sets the students up for their continuing education in the scientific method.
    My instruction was aligned in accordance with the TEKS, although not explicitly stated in this lesson.  The lesson helped the overall units understanding of matter.  Each lesson builds on the previous lesson to accentuate the overall unit.  The procedures were well thought out and thorough in their intentions.  There were nine different tests to run during the procedures and these could be done in any order, however, it was essential that the procedures be followed in the order that they were laid out in order for a true inquiry to take place.   In this lesson, the procedures were effective the way they were written and they would not be as effective if they were done out of order.  Inquiry must have specific procedures to go by in order for the lesson to be effective.  The assessment measures what it was set out to measure and that is the objectives.  Assessing the students had a little bit to do with behavior, participation, and actual experimentation.  It is a personal opinion that students who tries to achieve in the classroom should not be punished if the experiment doesn’t go correctly.  Sometimes, experiments don’t go the way they are planned for a variety of reasons and as long as the student learned something from the experimentation it makes them a better investigator.
    The materials that were used covered and represented the topic wonderfully.  I would have liked for there to be more variety in the containers for the conformity test.  It would have been nice for the students to try the test on different containers with a variety of shapes and sizes. The environment was a good learning environment, but I think a separate area for experimentation and the lesson would have been appropriate.  Students should have an area to take notes and a separate area to do the actual testing in.  If you turn the study area into an area of experimentation it makes it difficult to get the students to stop what they are doing and discuss the material.
    In all, the inquiry went well and the students enjoyed the learning process.  There were few things that I would change about the inquiry, however, there were a couple of things that could have made the experience better.  I look forward to teaching this lesson again and I know that my students will never forget their lesson on colloids.