Candy+Bars

Your teacher is passing out candy bars, and you want one! All eight of them are the same size, but one of them weighs slightly more, because it is made of better chocolate. You can't tell which one it is by holding them, so you decide to use a balance scale. Can you tell which one is the heaviest one, by using just two candy bars, at a time? If so please explain how. If not, then please explain why not.

Get up! Try to find at least one other tool in your room that you could use, and explain how? If you cannot find one, try to think of one that you might make. You may use pictures and/or words. Student/group explains how to use just two candy bars to find the heaviest one Student/group is not able to explain how to use just two candy bars to find the heaviest one Student/group explains how a balance scale is used Student/group does not clearly explain how a balance scale is used Student/group displays knowledge of volume Student/group displays knowledge of density Student/group is able to develop a successful tool, and explain how it is used Student/group is able to develop a successful tool, but not explain how it is used Student/group is able to develop an unsuccessful tool, and explain why it does not work Student/group is able to develop an unsuccessful tool, but not able to explain why it does not work
 * 2-5 This checklist is intended to assist with diagnosing misconceptions and level of understanding.**


 * This may be done individually or in small groups.