Dissolving milo

Dissolving milo

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about testing out the best way to dissolve milo. 
  illustration: person asking question    What is the best way to dissolve Milo the quickest?
 
a) Your task is to find out the best way to dissolve Milo the quickest. In the box below is a list of equipment you can use for this task.
 
equipment: measuring cups, milo, milk, cups and spoon
  • Water at 3 different temperatures (hot, warm, and cold)​ ​​ ​
  • Milo
  • Teaspoons
  • Measuring cups
  • Clock with a second hand
  • Cups
Write down all the ways you tried for finding out what was the best way for dissolving the Milo the quickest, then write down what you did and what you found out.

Question 1Change answer

a)  What I did:

Question 1Change answer

b)  What I found out (results):

Question 1Change answer

c)  I found the quickest way to dissolve Milo was:
Task administration: 
This task can be completed with pencil and paper or online with equipment.
 
Equipment
Milo; hot water; warm water; cold water; cups; teaspoons; measuring cup.
  • This investigation is more difficult than some because there are two variables. Students need to investigate both water temperature and stirring as methods for increasing the rate of dissolving.
  • You may prefer to get students to give their answers orally rather than writing them down.
  • This assessment could be carried out in pairs.
Levels:
3, 4
Curriculum info: 
Science, Investigating in science, Material World
Keywords: 
changes, dissolving, temperature, fair testing, group assessment, investigation
Description of task: 
This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss different methodologies for gathering data, and the validity of the methods e.g., fair testing.
Science capabilities: 
Gather and interpret data
Making Better Sense: 
Dissolving
Answers/responses: 
a) Students need to include the following in what they did:

  • Uses all three water temperatures.
  • Uses two water temperatures only.
  • Uses the same amount of Milo each time.
  • Stirs the contents of cups.
b)
Results:
Students have results for each water temperature used.
c) Conclusion is based on results from b).