Popped popcorn

Popped popcorn

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about putting the results of an investigation into a table, and noticing the pattern.
Your teacher will do these first three steps for you. 

  • Place one lot of popcorn for use in a microwave into the microwave oven.
  • Put the microwave oven on high power for a set period of time.
  • Repeat this for the other two lots on medium and low power. Do each test for the same amount of time.

Question 1Change answer

Tip out the corn from each of the packets tested, and then count the number of corn that have popped and the number that have not popped.
 
a) Complete this chart for your results.
Power type Number of corn popped Number of corn not popped
High
Medium
Low
 

Question 1Change answer

b)  Write a sentence about how much power is used and the number of corn popping.
Task administration: 
Equipment:
1 packet of microwave popcorn; microwave; oven mitt.
  • This practical is about the effect heat has on the rate of popcorn popping.
  • We used a 700 watt microwave and power levels of 40% (low), 70% (medium) and 100% (high) in our practical trial. NOTE: there will be variations between microwaves.
  • Divide the number of kernels into four even groups.
  • It is necessary to trial a the first lot of popcorn beforehand to determine how long it takes (in the microwave oven you will use for this experiment) for all the corn to pop at 100% power. The time determined here, is the time that will be used throughout the experiment for all the different heat levels.
  • In the interests of safety the teacher does all the steps up to counting the number of corn that has popped.
  • Heat warning: The bag that contains the popped corn is very hot; remove with oven mitts from the microwave oven.

Results recorded in trialling:

  Number of corn popped Number of corn not popped
High (100%)

406

52
Medium (70%)

162

330
Low (40%)

2

480
Level:
2
Curriculum info: 
Science, Investigating in science, Material World
Keywords: 
changes, popcorn, heat, data gathering, data interpretation, investigation, practical
Description of task: 
This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make 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 looking for patterns in the data.
Science capabilities: 
Gather and interpret data
Making Better Sense: 
Permanent and Temporary Change
Answers/responses: 

a)

Chart completed accurately for all 3 powers (and each row is around the same total – as this will vary between packets).

b)

The higher the power the more corn that has popped (or the reverse of this).