Background

Kindergarten: Students are learning to ask meaningful questions during scientific progress and while conducting investigations. Observation using our five senses. Students can guess if dollar bill will burn, most will believe it will because we know when we light paper on fire; it will be hot, burn and disappear.

First Grade: Students know properties of substances can change when the substances are mixed, cooled, or heated. Students can use what they learned to imagine that there must be something special in the liquid to make the dollar bill not bum and disappear, Students can imagine that special chemicals, when heated, can change a penny into something different.

Second Grade: Students know that triggering a lighter will create a hot burning flame; to make predictions on observed patterns, no random guessing. Students can imagine what they think will happen to the dollar bill. When they see the bill has stopped burning and that it is perfectly fine, they will think about how there is something special in the solution (water with the alcohol); it is not random or magic that it didn’t burn.

Third, Fourth, and Fifth Grade: Students learn to measure and weigh items when observing scientific investigations. Student can understand why I tell them how much is in each container and why I put a certain amount of each chemical – because amount matters if process is correct.

Sixth, Seventh, and Eighth Grade: Students learn to create a hypothesis. After creating a hypothesis, there need to be a planned experiment which follows results. The hypothesis can be changed or modified; not always correct. Students can understand why it is important to have the correct ratio of water and rubbing alcohol in the burning of dollar bill solution. Our hypothesis for this experiment was that the dollar will wouldn’t bum; if the ratio was 1:1 alcohol vs. water, the bill would bum and we would need to reassess our hypothesis.