Periodic Table of Beverages
Exploration
Problem:
How can information about different sodas be arranged into patterns according to their
individual properties? How do these patterns bring meaning to each individual beverage?
Materials:
set of beverage cards
Procedure:
Look at the information on the beverage cards. Look for logical patterns by which to
group the cards. Arrange the beverage card in vertical columns and horizontal rows
according to logical patterns. When you are finished, your cards should have both
vertical and horizontal patterns. After your cards are laid out according to patterns,
answer the Summing Up questions. All questions must be answered in complete
sentences.
Summing Up:
1.
By what characteristics are the columns (families) organized in your periodic
table of beverages?
2.
By what characteristics are the rows (periods) organized in your periodic
table of beverages?
3.
Describe one other pattern that is on your periodic table of beverages.
4.
Find the locations of the metals and nonmetals on the periodic table. Notice
their location. What patterns on your periodic table of beverages most
closely resembles the metals/nonmetals patterns on the periodic table of
elements?
CRISTAL – July 2010
1
Price Laboratory School
Teacher Notes
Periodic Table of Beverages
Exploration
Connections to
Iowa Core
Curriculum:
Essential Skills &
Concepts
21st Century Skills
 Demonstrate productivity and accountability by meeting high expectations (Employability)
Science
 Communicate and defend a scientific argument.(Inquiry)
 Understand and apply knowledge of the structure and properties of matter. (Physical Science)
o Periodic trends
Literacy
 Adhere to conventions generally established in spelling, punctuation, grammar, usage,
syntax, and style. (Writing)
Cognitive
Complexity
Process Skills
Lab Set-up
Calculations
Activity/Lab Time
Remembering
Understanding
 Classifying




Evaluating
Creating
 Defining Operationally
Easy
None
1 class period
Applying
Analyzing
Moderate
Moderate
Hard
Difficult
30-40 total minutes
Objective:
In this experiment students will use properties of objects to develop patterns of
classification.
Materials:
one set of cards or objects per student group (see attached card template)
Teaching Strategies:
In this activity the student will be asked to take the set of cards and organize them into a
logical pattern. It should be stressed to the students that not everyone in the class will
come up with the same arrangement and that one pattern will not be considered more
correct than any other. The arrangement will be acceptable if the student can tell the logic
that led to its formation. In addition, all cards in the same column must have a similar
characteristic. Each column must be some variation on this same characteristic. Students
will need ample time and space to complete this activity.
When all students have had time to lay out their patterns, allow them time to share with
the group their logic of development. When this sharing is completed give student one
additional card, challenging students to find a logical location for the card. This may be
done individually or as a class.
Summing Up:
1 and 2. The answers to these questions will vary. Make sure students are using a logical
scheme in developing their patterns. One logical arrangement is to have each row
contains beverages with the same volume and each column contain the same name of
beverage.
CRISTAL – July 2010
2
Price Laboratory School
3.
One additional pattern might be that sugar increases as one moves down each
column, as long as volume increases in the same fashion. This pattern does
not apply to the zero calorie beverages.
4.
Metals are on the left side and middle of the periodic table, while nonmetals
are mainly on the right side. This is similar to the pattern of calories on my
periodic table. All beverages on the right side of my periodic table have
calories and those on the left have no calories.
CRISTAL – July 2010
3
Price Laboratory School
Al can
caffeinated
carbonated
calories = 0
plastic container
caffeinated
carbonated
calories = 275
plastic container
caffeine-free
non-carbonated
calories = 0
Dm
D
Bw
Diet Pepsi
Mt. Dew
Bottled Water
1L
591 mL
591 mL
sugars = 0 g
sodium = 98 mg
plastic container
caffeinated
carbonated
calories = 0
sugars = 77.5 g
sodium = 125 mg sugars = 0 g
plastic container
caffeinated
carbonated
calories = 0
sodium = 0 mg
Al can
caffeinated
carbonated
calories = 150
Db
Md
P
Diet Pepsi
Diet Mt. Dew
Pepsi
710 mL
591 mL
355 mL
sugars = 0 g
CRISTAL – July 2010
sodium = 75 mg
sugars = 0 g
sodium = 62.5 mg
4
sugars = 41 g
Price Laboratory School
sodium = 35 mg
carbonated plastic container
calories = 0 caffeinated
plastic container
caffeine-free
carbonated
calories = 422
sugars = 231 g
2L
sodium = 197 mg sugars = 0 g
plastic container
caffeine-free
non-carbonated
calories = 0
Pp
Lw
Pepsi
Bottled Water
1L
2L
sugars = 115 g
CRISTAL – July 2010
sodium = 98 mg
Diet Pepsi
2L
355 mL
plastic container
caffeinated
carbonated
calories = 0
Pd
Pepsi
Diet Orange Slice
sodium = 50 mg
Al can
caffeinated
Pe
Do
sugars = 0 g
carbonated
calories = 845
sugars = 0 g
sodium = 0 mg
5
Price Laboratory School
sodium = 197 mg
Al can
caffeinated
carbonated
calories = 0
plastic container
caffeine-free
Dp
Diet Pepsi
355 mL
sugars = 0 g
sodium = 35 mg
plastic container
caffeinated
carbonated
calories = 0
non-carbonated
calories = 0
plastic container
caffeine-free
carbonated
calories = 0
W
Cw
Bottled Water
Bottled Water
1L
591 mL
sugars = 0 g
sodium = 0 mg
plastic container
caffeinated
carbonated
calories = 0
sugars = 0 g
sodium = 0 mg
plastic container
caffeinated
carbonated
calories = 930
Mt
Md
Dd
Diet Mt. Dew
Diet Mt. Dew
Mt. Dew
1L
2L
2L
sugars = 0 g
CRISTAL – July 2010
sodium = 211 mg
sugars = 0 g
sodium = 411 mg
6
sugars = 262 g
Price Laboratory School
sodium = 423 mg