Experiment # 4
Lesson geared for 5th grade
Lesson Plan
Standards: GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.
GLE 0501.4.1 Conduct research to access and present information.
GLE 0501.4.2 Collect, organize, determine reliability, and use information researched.
Click here to learn about heat!
Materials: Different types of popcorn, different kinds of popcorn poppers, different types of heat (ex. stove, fire, microwave), popcorn oil
Purpose: The purpose of this experiment is to discover if using different types of popcorn, different kinds of popcorn poppers, and different types of heat will have an effect in the number of popcorn kernels that do not pop.
Research: Research will be websites (see references below), doing the actual project, and sources that I will use (ex: books or anything that helps to reach a conclusion).
1.Topic: Popped or Not Popped
2. Purposes of the study: To find out which type of popcorn pops the most
kernels. To see if different methods of heat affect the amount of kernels
that are left unpopped.
3. Research questions/ Hypotheses: When cooking or popping popcorn,why do some kernels of popcorn not pop? When heat is applied to kernels of popcorn , and depending on the amount of water in the popcorn kernel they should all pop. What happens is that every time popcorn is popped in any method, there are a few kernels that will not pop. I think the microwave popcorn will have the fewest unpopped kernels.
4. Methods: I will use an antique popcorn popper (over an open flame outside) and raw popcorn.
A popcorn popper pot with a handle that stirs the popcorn as it pops (this will be used on the kitchen stove/range).
I will use a popcorn method made from an aluminum pie plate type popper (this will be used on the kitchen stove), I will experiment with different brands of microwave popcorn also.
I will experiment with all four methods and then count the number of kernels in each method that did not pop.
5. Experiment/Procedure:
A. Ask students what they know about different types of heat to activate their prior knowledge and stimulate class discussion.
B. Go over the scientific method and explain what each step entails. Discuss why the scientific method is important.
C. Explain to students that as a group we are going to conduct an experiment using popcorn and different types of heat to figure out which method will produce the fewest unpopped kernels.
D. First we will make a hypothesis or guess as to which type of popcorn or heat used will work best.
E. Introduce the three types of heat: conduction, convection, and radiation. Refer to the learn more about heat at the top of the page.
F. Next, have students work in groups to measure out one half cup of popcorn kernels to put into the antique popper, and the popcorn pot with the handle that stirs the kernels ( the teacher will apply a small amount of oil to both poppers).
First hold the antique popper over the open flames of an outside fire (fire-pit) until the student feels the popcorn is finished popping. Pour the popcorn out into a pan, and when cooled count the number of unpopped kernels. Students will record the data. Have students use the popcorn pot popper by placing pot onto a stove/electric range. Have one student hold the pot handle using a pot mitt, while another student turns the handle to stir the kernels in the pot. Cook until the student feels the popcorn is finished popping. The teacher will help with pouring the popcorn into a pan when cooled. (Both of these experiments should only be conducted with the help and supervision of an adult)! Record data. Next, have two of the (Jiffy Pop) pie tin popcorn examples available. Tell students to tear one of the (Jiffy Pop) popcorn plates open. Have students count the number of kernels found in the pan. Save the other one for popping. Have students read the cooking directions before getting started. When ready, pop the popcorn.(Teacher or adult will assist students with this). When the popcorn is finished popping allow the popcorn to cool. Students will tear open the puffed up aluminum foil and pour the popcorn onto a pan. Count the number of unpopped kernels. Record data. Last, have students choose three types of microwave popcorn and ask them to predict which of the three brands will have the fewest unpopped kernels. Have students read popcorn popping instructions. Place one bag of popcorn in the microwave. Pop until there are only 1-2 pops per minute. Carefully remove the bag of popcorn (be careful of the steam). Allow the bag of popcorn to cool. Have students pour the popcorn into a pan and count the number of unpopped kernels. Record data. Repeat this step with all three brands of popcorn.
6. Results and Findings: Students will record their data in a spread sheet. Click on the link below (worksheet) to record data collected from this experiment.
Worksheet
Collected Data
7. Discussions and Conclusions: My hypoyhesis was incorrect. The popcorn popped over the open flame had the most amount of unpopped kernels. I believe this is because the heat is inconsistant. The theater style pot popper on the stove top and the Jiffy Pop aluminum dome popper had the fewest unpopped kernels. I believe this was because the stove/range provides a very consistant source of heat. The microwave bags of popcorn had the middle amount of unpopped kernels. I believe this is because microwave heat heats from the inside out and not all the kernels are properly heated. Another variable that I should have introduced in this experiment was to time the amount of cooking time for each popping. If I had popped the antique popper for say 3 minutes, the stove top method for 3 minutes, and the microwave method for 3 minutes would my results have been different?
8. References: http://www.emints.org/ethemes/resources/S00001582.shtml
http://ezinearticles.com/?Which-Brand-Of-Popcorn-Pops-Most?&id=1186457
http://www.buzzle.com/articles/popcorn-facts.html
http://www.ehow.com/facts_5183307_do-popcorn-kernels-not-pop_.html
