Is a Double-Stuff Oreo cookie really “double the stuff” of a regular Oreo cookie?
Mr. Scannell’s sixth grade science students were challenged in a lab to evaluate this marketing claim of a Double–Stuff Oreo cookie.
To test this claim, the sixth graders followed the “Scientific Method,” a process for experimentation that is used to explore observations and answer questions.
The lab was focused on the measurement of mass, and a triple beam balance was used for students in the classroom. Students who were virtual were asked to use their observation skills as well as work through the lab with those who were in the classroom.
Students carefully scraped all the filling out of both a double-stuffed and a regular stuffed Oreo. The filling of both types of cookie were then rolled into balls. Next, the sixth grade scientists in class used a triple beam balance to measure the mass of the fillings.
Meanwhile the remote learners compared the size of each filling when rolled into a ball and were assisted by the measurements students took in class to gather their data.
Prior to the measurements, students were asked to make a hypothesis about what they believed their lab would conclude.
There were skeptics in the classroom as to whether the marketing claim was true. But a few sixth-grade Oreo fans disagreed and were sure the results of the lab would back the claim of “double the stuff.”
During the lab, Mr. Scannell emphasized the importance of the Scientific Method when performing an experiment. He said completing all the steps in a lab was essential to make sure your conclusion is backed up with evidence.
The students started the lab with a question then discussed their purpose for performing the experiment. They talked about the tools they would use to perform the lab and then made a hypothesis (or prediction) of what their findings would be and why.
Students learned what the variables would be in the lab: independent (what they were changing), dependent (what they were measuring), and constant (what was the same for both Oreos).
Then the fun of dissecting the Oreos began, and the students carefully scraped the filling out for measurement and recorded their information on a data table.
The measurements recorded were: mass of cookie and stuff, mass of the cookie and calculated mass of stuff. The data was then transferred to a bar graph to map their findings.
The lab’s conclusion was in three parts: claim, evidence and reasoning. After gathering all the sixth-grade students’ data, Mr. Scannell and his scientists were excited to announce their results!
Double Stuff Oreo Lab Results: Regular Oreos have an average of 3 grams of stuff, while the double stuff Oreos have an average of 6 grams of stuff. The market claim was supported by evidence, the students reasoned.
The Oreo lab was a great start to the school year for Mr. Scannell’s sixth-grade scientists to dive into the Scientific Method. More is to come when the students learn how to take the measurement of an earthquake’s ground motion caused by the seismic waves.
Great work, sixth grade!