Implicit Procedures

My students are amazing, especially at solving big-idea-type problems, but they’ve been getting a little sloppy with some basics. Today is the first day of second semester, so (instead of worksheets) I figured they needed an activity to review significant figures and other simple skills. 

I came up with The Popcorn Lab. In small groups and the span of 55 minutes, they had to create some sort of procedure, data table, and results to answer the following questions: 

  1. What is the mass, volume, and density of a popcorn kernel before and after popping?
  2. What accounts for the differences between those values?

It was possibly one of the most beneficial things I’ve done recently in terms of getting them to ask their own questions and critique ideas (and as a side benefit, they’re using lab notebooks for, ya know, notes instead of filling in blanks). There was a lot of scratching out and revising, especially for the “after” kernels. A few kids looked up ways to measure volume of popped popcorn on their phones rather than using water displacement. 

Tomorrow, I plan to ask them about:

  1. Easy/straightforward parts
  2. Problematic parts
  3. Differences between groups’ procedures and would they get different answers/results
  4. Sources of error, and how they would be different for different groups

(Cross posting to my own blog.)


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