Summary
As a follow-up to average an atomic mass lesson, in this activity, students try to determine the percent abundance of two types of pennies within a film canister without opening it. Students will be given a canister containing 10 pennies and will need to devise a way to determine how many of the pennies are from a pre-1982 mint year and how many are post-1982. (Before 1982, pennies were 100% copper, now they are have a zinc core and are only plated in copper, giving them a lighter mass.)
TIPC Ratings
Students search for an answer to the question of why percent abundance math works perfectly with carbon but is slightly off for other elements. Throughout the experiment, students are testing different strategies and comparing their results to determine the most accurate response.
Students are working in groups and collaborating within their group. Additionally, ideas can/will more than likely be shared between groups. Teacher provides the students with an opportunity to not only work together, but to also share their strategies for determining how many pennies are in their canister.
Students have to created their own procedure and determine what equipment they will need to complete this task. After being presented with the canister, they have to determine how many of each type of penny are inside. While materials are available to assist them, students have to determine what they need to solve the problem. They can use any equipment in the room, but the teacher does not suggest anything. The teacher creates an environment where the students are pushed to solve the problem themselves through whatever strategies they come up with.
Students will make predictions based on their existing knowledge and then test those predictions using lab equipment of their own choosing.
Student Artifact
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