`How Strong Is The Solution?Ernestine C. Davis             Horace Mann Elementary School                               8050 S. Chappel Ave                               Chicago IL 60617                               (312) 535-6640Objectives:   The 2nd and 3rd Grade students will: - Follow directions and procedures in the science laboratory. - Make a mixture of food coloring and water and then determine which    solution is stronger, using bleach to remove the color. - Use bleach to remove the color from and paint designs on construction   paper. - Make sugar solutions and determine the sweetest of these by taste.Materials Needed:  - Bleach (Hazards: eye, skin, respiratory irritant, and poisonous)   - Water  - Clear Plastic Cups  - Construction Paper  - Eyedropper  - Food Coloring  - Paper Towels  - Coffee Stirrers  - Newspaper  - Baby Food Jars  - Q-TipsStrategy:    The teacher will demonstrate making a mixture of food color and water. The     teacher will ask students questions such as:  What happen to the water when     I add one drop of food color?  What do you see when I add two drops?  Does     the amount of water change?  What happened to the strength of the solution?,     etc.  During the discussion the teacher will bring in definitions of     solution and strength of solution. A.  Before starting this lab students must be reminded of precautions.  You have     seen the action of bleach on colors.  When you use bleach in the laundry,     you must be careful not to use it on colored clothes.  Why?  What could     happen if you did use it by accident?  You will be able to answer this     question from the results of this experiment.  The action of bleach can be     shown using the water solutions of different food coloring, as well as     various other colored substances.  The teacher will monitor students for     safety and correct use of all materials. Activity I:    Students Making Mystery Food Color and Water Solution The teacher will     demonstrate adding bleach to food coloring. A.  Divide students into groups of six.  Assign each group one food color:  red,     blue, green, yellow, orange, and purple.  Record all of your answers in the     Results and Observations Section of your worksheet. B.  Each student in the group has a cup of water and add one to six drops of the     assigned food color.  They will write their names on the label on the cup. C.  The student will write the number of drops used on an index card, keeping     the number of drops used a secret.  D.  The group now arranges their six cups in order by depth of color (still not     having revealed number of drops of color used).  Record this order. E.  Which cup in their series do they predict will need the most bleach?     Students test this by adding bleach and counting drops.  Record drops/cup,     and compare the number of drops to the order in which they put the cups.      Finally they will reveal the number of mystery drops. F.  Each student will graph (bar graph) group results: The number drops of food     color (horizontal) vs number of drops bleach (vertical). Activity II:    Bleach Art    Each student will make a design by using a Q-tip to apply bleach to     different colors of construction paper.                    Performance Assessment:    The student will be able to tell how many drops of bleach are required    to clear solutions with different amounts of food color.  They will    be able to define concentration and solution.  They will be able to make     a bar graph. Conclusion:    The removal of color is dependent upon the strength of the color and the     amount of bleach used.      References:  Kitchen Chemistry, Carson-Dellosa PublisherMr. Wizard's Supermarket Science, Book Lab     `