I have used this problem with heterogeneous classes of children aged 10 to 13 and found them all to be very engaged and innovative in reaching solutions.

As ever, to have ready a selection of the raw materials necessary to allow and encourage hands on exploration to discover and prove solutions is a must.

This problem applies and extends skills and knowledge in several directions; estimation, measuring both linear and mass, construction, surface area, proportion, methods of calculating the volume of different shapes.... Part of the benefit of such a question is that it sends a loud message about how we use mathematical vocabulary and how precisely it describes concepts.
What does it means to double something?
If we are referring to a three dimensional object, which surfaces do we have to double? What are the implications for the increase in size?

Additionally, having small groups present to the class their 'findings', allows them to practice using their mathematical vocabulary in a refined way.

Children have taken the investigation further. For example: one group wanted to find out what percentage of corn kernels didn't pop. Another group wanted to know if there was difference between the volume of popped corn for different brands of corn.