Download the pdf of a lesson on teaching the Scientific Method using our Instant Snow Polymer!
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Scientific Method with Snow Polymer
Immediately after hydrating the snow polymer have students touch the expanded material. It
should be slightly warm to the touch as the reaction between the water and the polymer is
slightly exothermic. If students touch a sample of snow that was previously expanded (10
minutes or more) they will find it cool to the touch. Question students as to why this might be,
(the reason is that the water in the polymer is beginning to evaporate and it takes heat energy for
this process to occur).
Have students brainstorm what variables might affect the evaporation rate of the water over a
long period of time. Possible variables might be the size of the container it is left in, the shape of
the container, the temperature of the room, the humidity of the room, etc.
Students should select ONE of these variables to test how the evaporation rate of the hydrated
polymer is affected. All the other possible variables must be kept constant. A sample lab sheet
is included for students.
Students should design an experiment based on the variable they select to examine. Each group
should have 3 different values to test. For example, if they select the size of the container the
snow is kept in, there should be three different containers. Students should be sure that the
containers are all made from the same material, are kept in the same area, etc.
After the groups have properly planned their experiment they should begin the data collection
stage. Give each group the same amount of expanded snow to use to test their hypothesis. Over
the next two weeks have students measure each of their samples, using a balance each day and
recording the mass on their data table. This should take very little time, so the remainder of the
experiment can be completed for homework.
Upon writing a conclusion, students can be expected to report their findings to the class. This is
a wonderful lab activity to give students a basic understanding of the steps involved in the
SNOW POLYMER LAB
In this lab, you and your group will investigate an independent variable to see how it affects a
dependent variable. The dependent variable for all groups will be the evaporation rate of the
water in the snow polymer.
- Brainstorm a list of variables you think may be important in changing the rate of
evaporation of the water from the snow polymer.
- Now, with your group, choose only ONE of these variables to be your independent
- Write your problem: State as, 'What is the relationship between (your chosen
independent variable) and the rate of water evaporation?'
- Write your hypothesis (how you think your independent variable may affect the rate of
- ALL the variables you listed in #1 that are NOT your independent variable are your
constants. In the space below, please list these variables that you will not allow to
change as you conduct your experiment. How will you ensure that each is unchanged?
- Now discuss and record the actual design of your experiment, listing procedures you plan
to follow. You'll need at least 3 trials of at least 3 different values of your independent
variable. Remember to mention keeping the constants and be sure to explain how you
will keep your measurements of the dependent variable accurate. Make a step-by-step,
numbered rough draft of your general lab procedures in the space below.
- Design a Data Table to record your measurements of a two-week period.
- Create a graph to display your data. Be sure to label your x and y axes appropriately.
- Write a conclusion that summarizes the relationship between each change of the
independent variable and the dependent variable. A reasonable explanation of your
results should be included.
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Kid of all ages love it!
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instant snow polimer
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Winter Fun in AZ
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Wow Your Crowds!
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INSTANT SNOW - A SUCCESS!
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Want to be Famous? Make snow in your classroom!
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Kinda cold too
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Great Endothermic Exothermic teaching
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This product will support your students' understanding of the Next Generation Science Standards (NGSS)*, as shown in the table below.
Suggested Science Idea(s)
| Elementary || || Middle School || || High School |
| 2-PS1-2 |
Students can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 5-PS1-3
Students can use Instant Snow Powder to make observations and measurements to identify materials based on their properties. 5-PS1-4
Students can use Instant Snow Powder to conduct an investigation to determine whether the mixing of two or more substances results in new substances.
| || MS-PS1-2 |
Students can analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-6
Students can use Instant Snow Powder to undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical process. ETS1.B
A solution needs to be tested, and then modified on the basis of the test results in order to improve it. MS-PS1-4
Students can use Instant Snow Powder to develop a model that predicts and describes changes in particle motion, temperature, and state of pure substance when thermal energy is added or removed.
| || HS-PS1-4 |
Students can use Instant Snow Powder to develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS1-5
Students can use Instant Snow Powder as evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which the reaction occurs. HS-PS2-6
Students will observe and communicate scientific information about why the molecular-level structure is important in the functioning of a material. HS-PS1-7
Students can use Instant Snow Powder to construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table and knowledge of the patterns of chemical properties.
Students can use Instant Snow Powder to feel the bonds during the endothermic and exothermic reactions. 2-PS1-2
Students can conduct simple tests using Instant Snow Powder to better understand the rate at which the polymers absorb or evaporate water. Information gathered can be used as evidence to support or refute student ideas about hydrophilic (water loving) materials. MS-PS1-2
Students can analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. HS-PS2-6
Students will observe and communicate scientific information about why the substance is able to absorb so much water. Further study of the structure of the hydrophilic polymers will help students to understand that the molecular-level structure is important in the functioning of a material.
*NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, this product.