The grade 5 English science unit, Solutions, meets the academic content standards set in the Korean curriculum, which state students should:
|
|
- Amelia Phillips
- 6 years ago
- Views:
Transcription
1 This unit deals with how solids dissolve in liquids and what affects their dissolution. By studying the dissolution process and related factors, students develop an interest in and curiosity about solutions. The purpose of this area is to encourage students to understand the properties of solutions and nurture their interest in the everyday phenomenon of matter dissolving into liquids. Through a range of experiments, students should understand the phenomena of dissolution through the perspective of particle theory, identify the factors which affect the volume of solids dissolved in liquids and devise innovative methods to compare the concentrations of solutions. Through these activities, they naturally come to learn the definitions of solute, solvent and solution.
2 The grade 5 English science unit, Solutions, meets the academic content standards set in the Korean curriculum, which state students should: a) Compare the weights of a solid before and after dissolving it and understand the phenomenon of dissolution through the perspective of particle theory. b) Learn that the dissolving volumes of solids differ according to the types and volumes of solute through the activities of dissolving a variety of solids in water. c) Develop new methods to compare the concentrations of solutions. d) Confirm via experiment that the temperature of water is a major factor affecting a solute s volume when dissolved.
3 A solution is made when a solute dissolves in a solvent. The solutions we will look at are those where a solid dissolves in a liquid. The solid is the solute and the liquid is the solvent. Solute + Solvent = Solution When the solute dissolves, it looks like it disappears, but it is still in the solution. The weight of the solvent and the solute is the same as the weight of the solution. 4 small beakers 4 soluble powders Scales Filter paper Spoon Solvent Solute Solution 1. Weigh the values of the solutes and solvents from the table. 2. Add them together in a beaker. Give the beaker a swirl to dissolve the solute. 3. Wait a few minutes and then weigh the solution. Record the results. Number Solute Weight Solvent Weight 1 Sugar 5 grams 50 grams 2 Salt 4 grams 100 grams 3 Baking soda 3 grams 150 grams 4 2 grams 200 grams Expected weight of solution Actual weight of solution 1. What is made when a solute is dissolved in a solvent? 2. If 10 grams of solute dissolve in 90 grams of solvent, what will be the weight of the solution?
4 Solubility is the ability for the solute to dissolve in a solvent to make a solution. A solute will only dissolve if it is attracted to the solvent particles. A solute that dissolves in a solvent is said to be soluble. A solid that cannot dissolve in a liquid is said to be insoluble. If the solid does not dissolve, no solution is made. It is simply a mixture. The solute (cubes) is attracted to the solvent (spheres) so it dissolves. The solute (cubes) is not attracted to the solvent (pyramids) so it doesn t dissolve. Vegetable oil Food coloring Salt Pet bottle Tablespoon Spoon 1. Add a few tablespoons of vegetable oil into a pet bottle Draw a picture of your lava lamp in action. 2. Slowly add water until the bottle is about three quarters full. Add a few drops of food coloring. 3. Wait until the food coloring colors the water. Then, add salt, about the size of half a peanut. Continue to add this amount each time you add some salt. 1. Which solvent appeared to dissolve the salt best; oil or water? 2. Use the particle theory to explain why a solute is able to dissolve in a solvent.
5 Different amounts of different solutes will dissolve at a given temperature. For example, 35g of salt will dissolve in 100mL of water, but only 20.8g of copper sulfate pentahydrate will dissolve in 100mL of water if the water is kept at room temperature. Copper sulfate Jar with lid Teaspoon Steel wool When a solute dissolves, it will spread out evenly throughout the solvent. The temperature-solubility graph to the side shows how many grams of the salts dissolve in 100 grams of water. 1. Put 2 teaspoons of copper sulfate into the jar. 2. Pour some water into the jar. Put the lid on and swirl it to dissolve the copper sulfate. Step 3 shows a single replacement reaction, where one element replaces a similar element in a compound. In this case, we turned the iron (steel wool) into copper. 3. Extra: Put a marble-sized piece of steel wool into the copper sulfate solution for a few minutes and observe what happens. Draw a pictures to show your solute, solvent and the solution that you made by completing the first two steps. 1. Did the dissolved copper sulfate stay in one area or did it spread evenly throughout the solution? How do you know this?
6 It is possible to identify an unknown powder by looking at both its physical and chemical properties. A powder s physical properties include what it looks like and how it feels. A powder s chemical properties are how it reacts with other substances, such as water. For example, is it soluble or insoluble? Salt Sugar Baking Powder Flour Corn starch 15 cups Teaspoon Vinegar Iodine 1. Put 1 teaspoon of the salt into 3 different cups. Do the same with the other powders. Note what the powders look like and how they feel. 2. Add 3 teaspoons of water to one of the cups that has salt in it. In the second cup that has salt, add 3 teaspoons of vinegar. In the last cup with salt, add 3 teaspoons of iodine. Do the same for the other powders. 3. Complete the chart with all your observations. The teacher will then give your group a mystery powder. Complete the previous steps and see if you can identify it based on your results. Powder Appearance Texture Salt Flour Baking soda Corn starch Mystery powder Powder + water + vinegar + iodine Salt Flour Baking soda Corn starch Mystery powder 1. What properties of the mystery powder allowed you to identify it?
7 When a solvent is stirred, more solvent particles are free to bump into the solute particles and surround them. This means that it is quicker for the solute to dissolve. If the solute is broken into smaller pieces, it is easier for the solvent particles to bump into them. This means that the solute will dissolve quicker. 3 candies Stopwatch The saliva in your mouth is a good solvent for dissolving candies made from sugar. Using your tongue and teeth also helps. 1. Place a candy in your mouth. Do not chew or move your tongue. Time how long it takes to dissolve. 2. Place another candy in your mouth. Do not chew it, but you can move it around with your tongue. Time how long it takes to dissolve. 3. Place the final candy in your mouth. You can chew it and move it around with your tongue. Time how long it takes to dissolve. Method of eating Time Not crushed or stirred Not crushed, but stirred Crushed and stirred 1. How does moving candy around with your tongue help to dissolve it quicker? 2. How does chewing candy help to dissolve it quicker?
8 Heat causes the particles of a solvent to move faster. When a solute is put into a heated solvent, the solvent particles will quickly hit against the solute. As the solute starts to break, the surface area of the solute increases, which allows the solvent particles to bump into more solute particles more quickly. Alka-Seltzer tablets 3 cups Stopwatch If you want something to dissolve as quickly as possible, you should crush the solute and stir it in a heated solvent. 1. Half-fill a cup with cold water, another with room-temperature water and the last with warm water. 2. Drop an Alka-Seltzer tablet into each cup at the same time. 3. Observe the fizz in each cup and time how long it takes for each tablet to dissolve. Type Cold water Room-temperature Warm water Time to Dissolve 1. Which type of water dissolved the tablet quickest? Why? 2. What three things should you do to dissolve a solid very quickly?
9 We learned that a solution is made when a solute dissolves in a solvent. A solution can be classified as dilute or concentrated. A dilute solution is made when only a small amount of solute dissolves in a solvent. Sports drink powder 2L bottle of water Cups A concentrated solution is when a lot of solute is dissolved in a solvent. 1. Put a small amount of the sports drink powder in the 2L bottle of water. 2. Put the lid on the bottle and give it a shake to dissolve the powder. Pour out about half of the solution into cups for everyone to taste. 3. In the remaining 1L of the water in the bottle, add the remainder of the sports drink powder. Give it a shake to dissolve the powder. Pour the solution into cups for everyone to taste. Solution Dilute Concentrated Taste 1. Draw an example showing the particles in a dilute solution. Describe it. 2. Draw an example showing the particles in a concentrated solution. Describe it.
10 In all solutions, there is a maximum amount of solute that can be dissolved in a solvent. When no more solute can be dissolved at a given temperature, the solution is said to be saturated. When a solvent is very hot, it can hold more dissolved solute than when it is cold. When the solution cools down, the solute comes out of the water and forms crystals. 2 cups water 4 cups sugar Food coloring Heater Saucepan Square plastic container Wooden spoon 1. Pour 2 cups of water and a few drops of food coloring into a saucepan. Add 4 cups of sugar and stir to try and dissolve as much sugar as possible. 2. Put the saucepan on a heater and continue to stir until all the sugar dissolves. 3. Allow the solution to cool and then pour it into a square plastic container. Leave it for about a week and observe what happens. Picture after step 1 Picture after step 3 1. What type of solution did you make after step 1? 2. Why did crystals form when you left the solution for about 1 week?
11 A dilute solution is when only a little amount of solute has dissolved in a solvent. A concentrated solution is when a large amount of solute has dissolved in a solvent. Objects that don't normally float in dilute solutions start to float in concentrated solutions. For example, an egg won't float in a dilute saltwater solution, but it will in a concentrated saltwater solution. 2 golf balls 2 large beakers Salt Spoon 1. Watch your teacher put a golf ball in water with only a small amount of salt dissolved in it. 2. Watch your teacher put a golf ball in water with a large amount of salt dissolved in it. 3. Use the information you have learned to try and make a golf ball float in the middle of the beaker. Use the following pictures to help you draw a salt solution with a density that shows how a golf ball would float in the middle of the water. = dissolved salt 1. Why could the golf ball float when the teacher completed step 2?
12 A solution that has only a small amount of solute dissolved in it will be lighter than a solution where a lot of the same solute has dissolved. The dissolved particles in the dilute solution are far apart, making it less dense than a solution that has a lot of solute dissolved in it. A lighter solution will float on top of heavier solutions. This can be seen in density columns. 300g sugar Balance Graduated cylinder Beakers Stirring rod Food colorings Test tubes Pipettes Final volume with water is 140mL Red 0g of sugar Orange 14g of sugar Yellow 28g of sugar 1. Use the sugar and water amounts from the table to make up sugar solutions. Add one drop of food coloring to each solution. 2. Use a pipette to put a few milliliters of the different solutions into the same test tube. Start with purple and finish with red. Green Blue Purple 42g of sugar 56g of sugar 70g of sugar Draw a picture of your density rainbow column. 1. Why was the blue solution heavier than the yellow solution? 2. Why could the orange solution stay on top of the yellow solution? 3. If you made a solution using 50g of sugar and make it up to 140mL, between what colors do you expect it to stay?
1. What is made when a solute is dissolved in a solvent?
A solution is made when a solute dissolves in a solvent. The solutions we will look at are those where a solid dissolves in a liquid. The solid is the solute and the liquid is the solvent. Solute + Solvent
More informationMixtures and Solutions Stations Lesson Plan by Clara Welch Based on FOSS & Kitchen Chemistry by John Bath, Ph. D. and Sally Mayberry, Ed. D.
Mixtures and Solutions Stations Lesson Plan by Clara Welch Based on FOSS & Kitchen Chemistry by John Bath, Ph. D. and Sally Mayberry, Ed. D. Overview: This lesson is a group of activities that may be used
More informationSolubility Lab Packet
Solubility Lab Packet **This packet was created using information gathered from the American Chemical Society s Investigation #4: Dissolving Solids, Liquids, and Gases (2007). It is intended to be used
More informationScience Grade 5 FORMATIVE MINI ASSESSMENTS. Read each question and choose the best answer. Be sure to mark all of your answers.
FORMATIVE MINI ASSESSMENTS Third Grading Period 2009-10 February 1-5 STUDENT NAME DATE Science Grade 5 Read each question and choose the best answer. Be sure to mark all of your answers. Sand, small pebbles,
More informationAdapted By Kennda Lynch, Elizabeth Adsit and Kathy Zook July 26, Moooooogic!
Moooooogic! Objective: Students will use the scientific method to test the difference between using whole milk and skim milk in this milk and food dye experiment. Students will explore ideas of density,
More informationInvestigation of the Solubility
Part 1 Purpose The purpose of this part of the lab is to determine how temperature affects solubility. What factors affect solubility? You will observe individual sugar cubes dissolving in water at different
More informationMastering Measurements
Food Explorations Lab I: Mastering Measurements STUDENT LAB INVESTIGATIONS Name: Lab Overview During this investigation, you will be asked to measure substances using household measurement tools and scientific
More information1. Explain how temperature affects the amount of carbohydrate (sugar) in a solution.
Food Explorations Lab II: Super Solutions STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, sugar will be dissolved to make two saturated solutions. One solution will be made using heated
More information1. Determine which types of fruit are susceptible to enzymatic browning.
Food Explorations Lab I: Enzymatic Reactions STUDENT LAB INVESTIGATIONS Name: Lab Overview There are two parts to this investigation. In Part A, you will observe and compare three types of fruit for enzymatic
More informationSTUDENT NAME DATE. Science Grade 3. Read each question and choose the best answer. Be sure to mark all of your answers.
FORMATIVE MINI ASSESSMENTS Third Grading Period 2010-11 March 21-24 STUDENT NAME DATE Science Grade 3 Read each question and choose the best answer. Be sure to mark all of your answers. 1 Which substance
More informationWhite Out. How To Make An Apple Pie And See The World (GPN #118) Author: Marjorie Priceman Publisher: Knopf
How To Make An Apple Pie And See The World (GPN #118) Author: Marjorie Priceman Publisher: Knopf Program Description: The art and science of cooking are deliciously mixed in this episode as LeVar and chef
More informationActivity Sheet Chapter 5, Lesson 5 Using Dissolving to Identify an Unknown
Activity Sheet Chapter 5, Lesson 5 Using Dissolving to Identify an Unknown Name Date DEMONSTRATION 1. Your teacher did a demonstration comparing the amount of salt and sugar that dissolved in a small amount
More informationSPLENDID SOIL (1 Hour) Addresses NGSS Level of Difficulty: 2 Grade Range: K-2
(1 Hour) Addresses NGSS Level of Difficulty: 2 Grade Range: K-2 OVERVIEW In this activity, students will examine the physical characteristics of materials that make up soil. Then, they will observe the
More informationNaked Egg More Secret Messages Heat It UP Cabbage Chemistry Chemical Reactions in Your Mouth Kitchen Cupboard Slime Booklist
Thank you for inviting COSI on Wheels into your school! To enhance your students experience, we encourage you to continue to explore the basics of chemistry in your classroom or home. Extension Activities:
More informationParticle model of solids, liquids and gases/ solutions
Medway LEA Advisory Service Particle model of solids, liquids and gases/ solutions 7G & 7H 32 min 32 marks Q1-L3, Q2-L4, Q3-L4, Q4-L5, Q5-L5, Q6-L6 1. Some pupils carried out an investigation to find out
More informationExperiment 7: The Clock Reaction
Experiment 7: The Clock Reaction In Experiment Five you observed several fascinating chemical reactions, most of which seemed to occur almost instantaneously. In today s experiment, you will carry out
More informationAssignment #3: Lava Lite!!
Assignment #3: Lava Lite!! This activity entails making a lava lamp. PROCEDURE: GOALS: 1) Fill a glass cup with three inches of water. 2) Put about _ of an inch of oil in the water. Notice what the oil
More informationStation 1. Polarity of Water
Station 1 Polarity of Water As we learned last week, water is a polar molecule meaning it has one end with a slight positive charge and another end with a slight negative charge. Molecules without slight
More informationLAB: One Tube Reaction Part 1
AP Chemistry LAB: One Tube Reaction Part 1 Objective: To monitor and document the chemical changes occurring in a single test tube containing a predetermined mixture of chemicals. Materials: test tube,
More information7.2.4 Mixtures. 100 minutes. 146 marks. Page 1 of 42
7.2.4 Mixtures 100 minutes 146 marks Page 1 of 42 ## John ground some coffee beans into little pieces. He put them into a coffee filter and poured 800 cm 3 of boiling water over them to make a jug of coffee.
More informationA Salty Solution " " Consider This! Why do road crews put salt on roads in the winter to keep them safe?
A Salty Solution Consider This! Why do road crews put salt on roads in the winter to keep them safe? The answer to the above question can be answered by studying how ice cream is made. How great is that?
More informationSTUDENT NAME DATE. Science Grade 3. Read each question and choose the best answer. Be sure to mark all of your answers.
FORMTIVE MINI SSESSMENTS Third Grading Period 2008-09 February 18-25 STUENT NME TE Science Grade 3 Read each question and choose the best answer. e sure to mark all of your answers. 1 Some students added
More informationBreathless Balloon. Tools:
Breathless Balloon Tools: Extras: Baking soda; 12" Round balloon; Vinegar Key Science Concept: Acids and bases react to make a gas called carbon dioxide. Caution: Perform this experiment only under adult
More informationGravimetric Analysis
Experiment 1: Gravimetric Analysis with Calcium Chloride and Potassium Carbonate In this experiment, proper analytical experimental techniques will be utilized to perform a double displacement reaction.
More informationph and Color Change - Activity Sheet
Name Date Period Page ph and Color Change - Activity Sheet Objective: 1. To be able to explain, on the molecular level, that is a measure of the in water and that adding an or a to water affects the concentration
More informationSeparating Mechanical Mixtures
3.2 Separating Mechanical Mixtures Key Question: How can you separate mechanical mixtures? Remember from Chapter 1 that a mechanical mixture is a mixture with different parts that you can see. People work
More information4 th Grade 1 st 6 Weeks SCIENCE Test
4 th Grade 1 st 6 Weeks SIENE Test 1 You are conducting a laboratory investigation on mixtures and solutions. Your lab materials include a balance, a beaker, a hot plate, water, vinegar, Epsom salt, sugar
More informationActivity Sheet Chapter 6, Lesson 6 Using Chemical Change to Identify an Unknown
Activity Sheet Chapter 6, Lesson 6 Using Chemical Change to Identify an Unknown Name Date DEMONSTRATION 1. Your teacher poured iodine solution on top of two white powders. How do you know that these two
More informationCoffee Filter Chromatography
Here is a summary of what you will learn in this section: Solutions can be separated by filtration, paper chromatography, evaporation, or distillation. Mechanical mixtures can be separated by sorting,
More informationThe Separation of a Mixture into Pure Substances
The Separation of a Mixture into Pure Substances The experiment is designed to familiarize you with some standard chemical techniques and to encourage careful work in separating and weighing chemicals.
More informationFood Matters. Main Core Tie. Additional Core Ties. Group Size
Food Matters Summary In the following activities, the students will experience seeing bread made and experience making butter. They will also see whether the product was produced by a physical or chemical
More information(Science; Yr 5, ACSHE083) Scientific knowledge is used to solve problems and inform personal and community decisions
Year 3 Science Year 4 Science Year 5 Science Year 6 Science (Science; Yr 3, ACSHE050) Science involves making predictions and describing patterns and relationships (Science; Yr 4, ACSHE061) Science involves
More informationExperiment 6 Thin-Layer Chromatography (TLC)
Experiment 6 Thin-Layer Chromatography (TLC) OUTCOMES After completing this experiment, the student should be able to: explain basic principles of chromatography in general. describe important aspects
More information1. Diagram the anatomy of an egg and make observations of its parts. 3. Determine the effects of substances on the stability of egg white foams.
Food Explorations Lab III: Foam Formulations STUDENT LAB INVESTIGATIONSª Name: Lab Overview This investigation is in two parts. In Part A, you will make observations of an egg s parts and diagram its anatomy.
More informationMixtures. ingredients: the separate parts of a mixture
Every day, we interact with many different kinds of matter. We look at it, feel it, taste it, and even breathe it. Sometimes different types of matter are combined. For example, a salad might have several
More information5th Grade Q2 Practice Quiz. Created by Shanbarger, Andrew D. (CCPS)
5th Grade Q2 Practice Quiz reated by Shanbarger, ndrew. (PS) ollection: Private Q1: Four students were conducting an experiment in class. They each heated a cup of water for different amounts of time,
More informationTHE EGG-CITING EGG-SPERIMENT!
1 of 5 11/1/2011 10:30 AM THE EGG-CITING EGG-SPERIMENT! Knight Foundation Summer Institute Arthurea Smith, Strawberry Mansion Middle School Liane D'Alessandro, Haverford College Introduction: Get ready
More information(a) (i) Choose words from the box to complete the sentence below. A snowflake falls on Stefan s nose and melts. When the snowflake melts, it changes
Physical Changes Level 3 Stefan is on holiday in the mountains. It is snowing. (a) (i) Choose words from the box to complete the sentence below. solid liquid gas A snowflake falls on Stefan s nose and
More informationExperiment 3: Separation of a Mixture Pre-lab Exercise
1 Experiment 3: Separation of a Mixture Pre-lab Exercise Name: The amounts of sand, salt, and benzoic acid that will dissolve in 100 g of water at different temperatures: Temperature 0 C 20 C 40 C 60 C
More informationInvestigating solutions
Investigating solutions Part A: saturated solutions Sugar dissolved in water is an important component of soft drinks. You are going to investigate just how much sugar can be dissolved in water. sugar
More information1. Density Column Materials
1. Density Column Materials Honey - golden corn syrup- clear liquid dishwashing soap- blue water (can be colored with food coloring) vegetable oil - yellow rubbing alcohol (can be colored with food coloring)
More informationProperties of Water Lab: What Makes Water Special? An Investigation of the Liquid That Makes All Life Possible: Water!
Properties of Water Lab: What Makes Water Special? An Investigation of the Liquid That Makes All Life Possible: Water! Background: Water has some peculiar properties, but because it is the most common
More informationMoving Molecules The Kinetic Molecular Theory of Heat
Moving Molecules The Kinetic Molecular Theory of Heat Purpose: The purpose of this lab is for students to determine the relationship between temperature and speed of molecules in a liquid. Key Science
More informationTEACHER: SCIENCE YEAR 9 EXAMINATION Total time allowed for both examinations: 2 hours
NAME: SCIENCE TEACHER: 9A SCIENCE YEAR 9 EXAMINATION 2005 Total time allowed for both examinations: 2 hours (40 marks) Answer all questions in the spaces provided on the paper. You may use a calculator.
More informationExperimental Procedure
1 of 6 9/7/2018, 12:01 PM https://www.sciencebuddies.org/science-fair-projects/project-ideas/foodsci_p013/cooking-food-science/chemistry-of-ice-cream-making (http://www.sciencebuddies.org/science-fair-projects/project-ideas/foodsci_p013/cooking-food-science/chemistry-of-ice-cream-making)
More informationBEHAVIOR OF HOT AND COLD
City Academy Science Kitchen Chemistry Winter STEAM Packet NAME: _ INTRODUCTION: In both science and STEAM class, students were introduced to the chemical and physical properties of matter during their
More informationFiltering and evaporation
Filtering and evaporation How can we get clean water? STARTER Match the equipment diagrams to the correct names. Beaker Evaporating Basin Pestle and Mortar Bung Conical Flask Spatula Pipette Measuring
More informationRock Candy Lab Series Boiling Point, Crystallization, and Saturation
Name and Section: Rock Candy Lab Series Boiling Point, Crystallization, and Saturation You will do a series of short, mini-labs that will lead up to a lab in which you make your very own rock candy. The
More informationLab 2: Phase transitions & ice cream
Lab 2: Phase transitions & ice cream Lab sections on Tuesday Sept 18 Friday Sept 21 In this lab you will observe how changing two parameters, pressure and salt concentration, affects the two phase transitions
More informationSeparating the Components of a Mixture
Separating the Components of a Mixture Introduction Many naturally occurring substances occur as mixtures rather than pure substances. There are two main types of mixtures, homogeneous and heterogeneous.
More informationProperties of Water. reflect. look out! what do you think?
reflect Water is found in many places on Earth. In fact, about 70% of Earth is covered in water. Think about places where you have seen water. Oceans, lakes, and rivers hold much of Earth s water. Some
More informationFunctions of Raising Agents
Objective Functions of Raising Agents To investigate how different types of raising agent (baking powder, baking soda, yeast) work. Principles Raising agents, also known as leavening agents, cause baked
More informationStation 1 Breaking Down. Station 2 Breaking Down Again
Station 1 Breaking Down Materials: sugar cubes, jar with lid 2. Put 2 sugar cubes in the jar. Shake 20 times. Observe and record your observations. Include a drawing. 3. Shake another 20 times. Observe
More informationSeparating the Components of a Mixture
Separating the Components of a Mixture Introduction Many naturally occurring substances occur as mixtures rather than pure substances. There are two main types of mixtures, homogeneous and heterogeneous.
More informationAdhesives Teaching Unit
Adhesives Teaching Unit Worksheets for use in elementary school classes These worksheets are based on a one-week research course for elementary school students, which is part of the Forscherwelt or Researchers
More informationColour Mixing. Tools: Extras: Food colouring; water Key Science Concept: Primary colours mix to make secondary colours. Learning Resources, Ltd.
Colour Mixing Tools: Extras: Food colouring; water Key Science Concept: Primary colours mix to make secondary colours. Learning Resources, Ltd. 1 What to do: Fill the large test tube, almost to the top,
More informationDo heating and cooling have an effect on matter?
Matter on the move In art class the other day, we tried making our own watercolor paint. We had food coloring and were adding drops in different combinations to water. Some kids put their drops in and
More informationExperiment 6 Chemistry 100 Liquids and Solids and Water
Instructors Initials Experiment 6 Chemistry 100 Liquids and Solids and Water Purpose: To develop a theory that explains why liquids and solids behave the way they do Unique Properties of water Less dense
More informationThermal Properties and Temperature
Thermal Properties and Temperature Question Paper 1 Level IGCSE Subject Physics Exam Board CIE Topic Thermal Physics Sub-Topic Thermal Properties and Temperature Paper Type Alternative to Practical Booklet
More informationPart 1: Food Coloring & Water
Name: Hour: Biology Unit 3-Cells Diffusion & Osmosis Lab Activities Cells use various processes of diffusion and osmosis in order to transport particles throughout a cell and across the cell membrane.
More informationCHEM Experiment 4 Introduction to Separation Techniques I. Objectives
1 CHEM 0011 Experiment 4 Introduction to Separation Techniques I Objectives 1. To learn the gravity filtration technique 2. To learn the suction filtration technique 3. To learn about solvent extraction
More informationGravimetric Analysis
Gravimetric Analysis In this experiment you will determine the concentrations of two ions in an unknown solution. The ions are Cu 2+ and Pb 2+. You will also determine the percent copper in an unknown.
More informationTeacher s Manual. Rebecca W. Keller, PhD
Teacher s Manual Rebecca W. Keller, PhD Cover design: David Keller Opening page: David Keller, Rebecca W. Keller, PhD Illustrations: Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All
More informationMolecular Gastronomy: The Chemistry of Cooking
Molecular Gastronomy: The Chemistry of Cooking We re surrounded by chemistry each and every day but some instances are more obvious than others. Most people recognize that their medicine is the product
More informationExperiential Activities Grades K-2
Experiential Activities Grades K-2 Build Your Own Smoothie During the winter, you can still make delicious smoothies using frozen produce! On the image below, circle all the fruits and vegetables that
More informationTeacher Notes on Explore: Can You Find the Floaters and Sinkers?
Teacher Notes on Explore: Can You Find the Floaters and Sinkers? Materials: (for a class of 30 students working in pairs) 45 salsa cups or small cups that have 60 ml capacity 45 craft sticks (one for water,
More information1. Describe the effect of stirring and kneading dough on the formation of gluten.
Food Explorations Lab II: Globs of Gluten STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, your class will determine the relative amounts and characteristics of the gluten formed by
More informationExploring Science Making Models Interfering Making and Interpreting graph
Exploring Science Making Models Interfering Making and Interpreting graph Heru Kuswanto Exploring Science Density and Floating Eggs Problem : How can you use an egg to compare densities of liquids? Experimenting
More informationLab 2. Drug Abuse. Solubility and Colligative Properties of Solutions: Coffee, Soda, and Ice Cream
Lab 2. Drug Abuse. Solubility and Colligative Properties of Solutions: Coffee, Soda, and Ice Cream How do I make a stronger cup of coffee? How do I make ice cream? Prelab Spend 5 minutes doing the following
More informationFOR PERSONAL USE. Capacity BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN ACTIVITY ASSESSMENT OPPORTUNITIES. Grade 3 Quarter 1 Activity 2
activity 2 Capacity BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 3 Quarter 1 Activity 2 SC.A.1.2.1 The student determines that the properties of materials (e.g., density and volume) can be compared
More informationSUPER COOL. kids science kit. Playdough to Plato All rights reserved. Graphics by Nedti and StudioShine.
SUPER COOL kids science kit Playdough to Plato 2015. All rights reserved. Graphics by Nedti and StudioShine. Thank you!! Thank you for your purchase! It is my hope that Playdough to Plato is a helpful
More informationUnit 4P.2: Heat and Temperature
Unit 4P.2: Heat and Temperature Heat and temperature Insulation Science skills: Estimating measuring Predicting By the end of this unit you should know: The difference between heat and temperature. How
More informationAlcoholic Fermentation in Yeast A Bioengineering Design Challenge 1
Alcoholic Fermentation in Yeast A Bioengineering Design Challenge 1 I. Introduction Yeasts are single cell fungi. People use yeast to make bread, wine and beer. For your experiment, you will use the little
More information3rd Grade Changes Assessment
Name Date 1. Yong bought a can of soda at the pool and left the soda in the Sun while he swam. When Yong came back, the soda can was warm. What raised the temperature of his soda? A. the sound of people's
More informationRock Candy Lab Name: D/H
Rock Candy Lab Name: D/H What is sugar? 1 The white stuff we know as sugar is sucrose, a molecule composed of 12 atoms of carbon, 22 atoms of hydrogen, and 11 atoms of oxygen (C12H22O11). Like all compounds
More information7. Experiments with Water
7. Experiments with Water What floats what sinks? Ayesha was waiting for dinner. Today Ammi was making her favourite food puri and spicy potatoes. Ayesha watched as her mother rolled out the puri and put
More informationC27 Chromatography. Collect: Column Mortar and pestle Dropper (229 mm) Capillary tube TLC plate Aluminum foil UV light
C27 Chromatography (2017/04/24) Collect: Column Mortar and pestle Dropper (229 mm) Capillary tube TLC plate Aluminum foil UV light Prepare: Green leaves Beaker (30 100 ml) Erlenmeyer flask (50, 125 ml)
More informationSCI-5 MES- Lamb Variables, measurement and scientific method Exam not valid for Paper Pencil Test Sessions
SCI-5 MES- Lamb Variables, measurement and scientific method Exam not valid for Paper Pencil Test Sessions [Exam ID:2NFVGJ 1 According to this chart, which two materials conducted the least amount of heat?
More informationActivity 7.3 Comparing the density of different liquids
Activity 7.3 Comparing the density of different liquids How do the densities of vegetable oil, water, and corn syrup help them to form layers in a cup? Students will carefully pour vegetable oil, water,
More informationProperties of Water TEACHER NOTES. Earth: The Water Planet Laboratory Investigation. Key Concept. Alternate Materials.
TEACHER NOTES Properties of Water Key Concept The properties of water make it a unique substance on Earth. Skills Focus observing, inferring, predicting Time 60 minutes Materials (per group) plastic cup
More informationMaterials List: Varies depending on experiment. See list below for the required materials for each activity.
Food Science Brief Description: Milk and milk products are rich in high quality protein and a great source of calcium. The provide three quarters of all the calcium in the diet. In addition, milk and milk
More informationStrand B B1 ACTIVITY 3: HOT VERSUS COLD. Heat Energy. Background. Suggested approaches: B1: HEAT ENERGY AND TEMPERATURE
B1 ACTIVITY 3: HOT VERSUS COLD Background This activity aims at clarifying students understanding of the distinction between the terms hot, cold, heat energy and temperature using thermofilm a liquid crystal
More informationActivity 2.3 Solubility test
Activity 2.3 Solubility test Can you identify the unknown crystal by the amount that dissolves in water? In Demonstration 2a, students saw that more salt is left behind than sugar when both crystals are
More informationMake & Taste DAIRY. Lesson Activity. Butter (Grades 3-5) LESSON OVERVIEW: LESSON OBJECTIVES: LESSON MATERIALS NEEDED: ACADEMIC INTEGRATION
Lesson Activity LESSON OVERVIEW: During this lesson, students will be introduced to both the history and science behind the process of turning heavy whipping cream (which comes from milk) into butter.
More informationScience Project for ICCE General Level
Science Project for ICCE General Level Investigation into the distribution in foodstuffs and health benefits of Vitamin C Vitamin C is an important vitamin long associated with good health. In this project
More informationLab: Groundwater. Prediction: Which sample (4mm, 7mm, 12mm) will have the greatest porosity?
Name: Date: Lab: Groundwater PART 1: POROSITY Purpose: To explain the relationship between particle size and porosity. Background: The porosity of a material is a measurement of how much of its volume
More informationJane Student - 6B. Nose Creek School. April 29, 2016
1 Does Flavor Affect the Melting Process of Ice Cream? Jane Student - 6B Nose Creek School April 29, 2016 2 Purpose The purpose of this project was to find out what flavored ice cream melts the fastest.
More informationRespirometer Release: 2.1 [minor] Respirometer. A classic acid-base indicator can also be used as a simply made respirometer
Respirometer A classic acid-base indicator can also be used as a simply made respirometer Written By: Vishal Bhatt 2018 Page 1 of 13 INTRODUCTION Chemical reactions often create a change in colour. Here,
More informationWhich of the following tools should Rebecca use to measure the mass of each sample? Question 2. Add
Rebecca has samples of different types of metal, and she wants to find the density of each. First, she measures the volume of each sample. Now she needs to measure the samples' masses. Which of the following
More informationSeparating the Components of a Mixture
Separating the Components of a Mixture Introduction: Mixtures are not unique to chemistry; we encounter them on a daily basis. The food and drinks we consume, the fuel we use in our vehicles, building
More information7.2.6 Filtration, Chromatography and Distillation
7.2.6 Filtration, Chromatography and Distillation 121 minutes 179 marks Page 1 of 51 Q1. The following diagrams show two methods of separating substances. (a) What is the name of each method? Method 1
More informationSeparation of a Mixture
Separation of a Mixture The isolation of pure components of a mixture requires the separation of one component from another. Chemists have developed techniques for doing this. These methods take advantage
More informationUnit Test: Nature of Science
Unit Test: Nature of Science Some questions (c) 2015 by TEKS Resource System. Some questions (c) 2015 by Region 10 Educational Service enter. Page 2 1 Students who participated in a frog dissection investigation
More informationTOTAL Borderline check SCIENCE KEY STAGE LEVELS TEST B TEST B. First Name. Last Name. School
SCIENCE KEY STAGE 2 2006 TEST B LEVELS 3 5 PAGE 5 7 9 11 13 15 17 19 TOTAL Borderline check MARKS TEST B First Name Last Name School INSTRUCTIONS Read this carefully. You have 45 minutes for this test.
More informationShades from Shapes. Materials Required. Task 1: Movement of Particles
Vigyan Pratibha Learning Unit Shades from Shapes Materials Required Task 1: Beaker, water, ink, etc. Task 2: Wheat flour, tap water, food colour powder (green or red) available with grocer, a bowl (for
More informationPlease be sure to save a copy of this activity to your computer!
Thank you for your purchase Please be sure to save a copy of this activity to your computer! This activity is copyrighted by AIMS Education Foundation. All rights reserved. No part of this work may be
More informationFuture. Get Inspired! Growing. for the. March. Areas of Learning The World Around Us The Arts Personal Development and Mutual Understanding
Areas of Learning The World Around Us The Arts Personal Development and Mutual Understanding Learning Intentions We are learning: that the earth s structure determines the nature of plant growth; that
More informationY9 EXAM. Mostly on Science techniques!
Y9 EXAM Mostly on Science techniques! SCIENTIFIC PROCESS Put all these parts of an experimental method into the correct order! METHOD CONCLUSION APPARATUS RESULTS TABLE GRAPH RISK ASSESSMENT HYPOTHESIS
More informationBLBS015-Conforti August 11, :35 LABORATORY 1. Measuring Techniques COPYRIGHTED MATERIAL
LABORATORY 1 Measuring Techniques COPYRIGHTED MATERIAL 1 LABORATORY 1 Measuring Techniques Proper measuring techniques must be emphasized to ensure success in food preparation. There are differences when
More informationIntroduction to Measurement and Error Analysis: Measuring the Density of a Solution
Introduction to Measurement and Error Analysis: Measuring the Density of a Solution Introduction: Most of us are familiar with the refreshing soft drink Coca-Cola, commonly known as Coke. The formula for
More information