Making Ice Cream Using The Inclined Plane

ProblemPlanningResearch LinksIntegrating and MindmapLearning OutcomesProcedure


Introduction: This delightful activity combines simple machines with the making of ice cream. An inclined plane is a simple machine that can be used to move objects from one level to another. Roll your ice cream maker down your inclined plane to mix the ingredients (Ernie Kashima; March, 1997). In the second part of the activity students try to describe an inclined plane system that will roll a coffee can by itself. This activity can incorporate a number of learning outcomes.


The Problem/Challenge:

Research Links on Simple Machines for Students and Teachers:



Integrating the Research: Students could re-write how ice cream is made. In gym if you have medicine balls or shot puts experiment on the difficult of rolling the balls uphill on different angles or contrast it to sheer lifting. Discuss how much harder the body has to pump blood running uphill as opposed to running on a level plane. Brainstorm and record all the instances where inclined planes are used (i.e. roads, railroad tracks, barrels up a ramp, wheelchair access). As part of the learning outcome (technological careers) find out from an engineer how the incline of a road affects slipperiness in winter.



Planning
  1. Day 1: Spend time discussing the importance of ramps in the construction of highways and bridges. For example, in Northern Alberta before they constructed a bridge across a river they made a huge ramp of ice. Through the repeated laying of water and freezing a giant ramp was created to build the bridge on. So students brainstorm uses of ramps. In gym they practice rolling balls up ramps.
  2. Day 2 - Students move straight to the activity of making ice cream.
  3. Day 3 - As a follow-up students could design an ice-cream shaker on paper.


Materials
Materials are:
  1. board or plank (or a small hill); coffee can
  2. 2 tablespoons sugar, 125 ml. whole milk, paper cups
  3. books to raise the inclined plane (or bricks or wood)
  4. ice cubes (enough to fill 6 or 7 large coffee cans)
  5. wooden stir sticks; vanilla extract; 1 small zip-lock bag; 12 tablespoons of salt

It's very important to seal the ziplock bags tightly.



Safety, Organization, and Learning Outcomes
This is quite a safe activity. The materials should be organized on a table for the students. Each team sends 1 or 2 students to pick up the materials which are measured out in cups and containers.

Tip:

Salt and sugar spill easy.

Don't start until directions given.

 Learning Outcomes: (written more briefly - for full description go to): British Columbia IRP's (curriculum outcomes)
  1. Self and Society: organizing materials; demonstrate a positive attitude during problem-solving;
  2. Communications: describe a solution to a problem; present ideas about products they have made, and show how they work;
  3. Production: follow given steps to make ice cream;
  4. Control: describes a method to control the roll of the can;
  5. Energy and Power: might show how the coffee can converts energy.

Procedure and Homework Ideas
Procedure:
  1. Have a materials person gather coffee can, wooden stir sticks and zip-lock bag
  2. Collect sugar and pour into zip-lock bag;
  3. Collect milk and vanilla - DO NOT POUR INTO BAG YET;
  4. Pour a bit of milk into vanilla container and then pour mixture into zip-lock with sugar. Repeat until all the milk and vanilla are in the zip-lock bag.
  5. Carefully seal zip-lock;
  6. Get coffee can and place zip-lock in centre of can surrounded by ice;
  7. Pour salt over top of ice;
  8. Close can and roll down your inclined plane 10 times;
  9. Let can stand for 15 minutes;
  10. After 15 minutes, open can, take out bag, open and use wooden sticks to taste your ice cream.
In the 2nd activity state the problem to the students (designing a simple machine to roll the ice cream.) Students can work in groups of 2 or 3. Hand out graph paper or blank. State the criteria; emphasize a learning outcome or two (control device to stop the can from rolling). Give the students a reasonable length of time. Once completed, students present their work.		Discussion or Homework:

The 2nd activity could be a good homework challenge. There are a number of activities related to ramps that are fun. (See Marvelous Machines link above). Challenge students to make cardboard ramps to roll marbles. These activities are natural platforms to discuss the change of energy. The coffee can (potential energy when at a standstill) is converted into kinetic energy. The kinetic energy in the coffee can is both transformed into mechanical energy (work is being performed) and I believe chemical energy (the combining of the ice cream ingredients). This activity might be integrated into a Grade 7 energy unit.

Levers

Force

Potential Energy

Kinetic Energy

Mechanical Energy

Electrical Energy

Electrical Energy

Engineering



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