II.Objective: Students will measure different rates at which vitamin B will begin to dissolve so that the body can utilize the nutrients.

III.  Related State or National Science Education Standards

C.8.7 Explain* their data and conclusions in ways that allow an audience to understand the questions they selected for investigation* and the answers they have developed.
C. 8.9 Evaluate*, explain*, and defend the validity of questions, hypotheses, and conclusions to their investigations*.
C.8.11 Raise further questions which still need to be answered.


IV.  Equipment or Materials Needed

three 10 ml graduated cylinder for each group, 1 bottle of white distilled vinegar (close to the body’s acidity level), water, student’s spit, one bottle of vitamin B, half a lemon at each station, and a clock

V. Procedure (paragraph or outline form)

1.Each group of students will collect the following: three 10ml graduated cylinders, three vitamin B tablets, 10 ml of water and 10 ml of distilled vinegar.

2.Place 10 ml water into the first cylinder and label that cylinder ‘A’.

3.Place 10 ml of distilled vinegar into the second cylinder and label this cylinder ‘B’.

4.Have the third student smell the lemon for several minutes and then begin to spit into the graduated cylinder and keep spitting until they have 10 ml of spit. Label this cylinder ‘C’.

5.Have each student in their journal “hypothesis” which liquid the vitamin will begin to dissolve in first and why or maybe all three liquids will dissolve the vitamin at the same rate or the vitamins will not dissolve?

6.At the same time have the three students drop one vitamin B into each graduated cylinder.

7.Cover the top of the cylinder and vigorously shake the cylinder for 30 seconds and stop.

8.Begin recording your observations every 3 minutes for 30 minutes for each graduated cylinder labeled ‘A-C’.

9.Have students explain their findings below their hypothesis in their journal. What did you discover about the dissolving rates? Why did one vitamin begin to dissolve before another? What does this tell you about your own body? How might what you eat or drink affect the dissolving rate of that vitamin?

10.Students may discover that a vitamin may not dissolve in that given liquid.


Assessment
Students should be able to identify variables that may alter rate of vitamins dissolving within their bodies. Each group will also have a chance to express their findings in front of their peers. Teacher will evaluate each journal. The “quicky question” technique may also follow. In this technique the teacher will ask each student as they exit “tell me one thing you learned today”?