Name: ______________________ Date __________ Period _________
LAB WATER WORLD
Objective: Students will be able to:
Explain the phenomenon for each example at each water station in terms of water properties: polarity, hydrogen
bonding, cohesion, adhesion, ions, density, and surface tension.
In your groups, travel around the room from station to station and follow the instructions. Make sure to answer ALL the
questions and copy down any necessary observations and data. You may have time to come back at the end so move on to the
next station when time is up. Each group member should be working together and have all of the questions answered. You
may use your notes/book as a reference during this lab.
STATION #1: Temperature Change in Different Volumes of Water
The temperature of water in each beaker was measured this morning at 6AM. Observe then record the temperature of the
water in each beaker on your data table. Write your quantitative observations on the chart.
STATION #2: Oil and Water
Observe and record the water and oil interaction in the graduated cylinder. Record your observations.
STATION #3: Glass Graduated Cylinder
Look carefully at each cylinder; observe their height, diameter and the water in each of the graduated cylinders. Record
qualitative data from the graduated cylinders.
STATION #4: Paper Clips in a Test Tube
Fill the test tube with water to the black line using water from the large source beaker. Count the number of paper clips that
can be added to the test tube to raise the water to the very top without spilling over. Hold the test tube at eye level to observe
what the water is “doing”. Record qualitative and quantitative data. Empty the water out of the test tube, catch the paper clips
and return them to station #4.☺
STATION #5: Floating Paper Clips
Part A: Make sure your petri dish is filled with water to the brim (but not overflowing…!). If your Petri dish needs additional
water, carefully pour some more into the Petri dish from the small beaker at the station. Use the small plastic coated paper clip
and your fingers to “float” the clip on the surface of the water. Record your qualitative observations.
Part B: Add two drops of soapy water to your Petri dish (while the paper clip is still “floating”) with a dropper. Record you
observations. Wash off the Petri dish and the paper clips with fresh water then return them to station #5. ☺
STATION #6: Salt Water
Fill the 250 ml beaker with fresh water. Add one level teaspoon of salt (NaCl). Stir with the plastic stirring rod. Record your
qualitative observations. Empty the contents into the sink, rinse with fresh water and return them to station #6. ☺
STATION #7: Carnation/Celery
The carnation and/or celery were placed in the beaker with red food coloring one week ago. Record your qualitative
observations.
STATION #8 Graduated Cylinders and Black/Blue Dye
Add water to the large and small graduated cylinders until each is half full. Add two drops of the dye and record the time it
takes for the dye to reach the bottom. Record qualitative and quantitative data. Empty the graduated cylinder in the sink, rinse
with fresh water and return them to station #8. ☺
STATION #9: Ice and Water
Add room temperature water to the large beaker until it is half full. Add one ice cube. Record your qualitative observations.
Empty the beaker into the sink. ☺
STATION #10: Penny Station:
1. Make a prediction about the number of water drops a penny can hold (heads or tails) until the water spills over onto the
paper towel.
2. Place a dry penny on a paper towel.
3. Use a dropper to place drops of water on the penny (one at a time) until any amount of water runs over the edge of the
penny!
4. Record the number of drops in your data table.
WATER WORLD INVESTIGATION DATA SHEET
***Write all answers in FULL, COMPLETE sentences! Include all appropriate vocabulary!***
STATION #1: Temperature Change in Different Volumes of Water
Beaker
Start Temperature (°C)
1.) Large
2.) Medium
3.) Small
20 C
20 C
20 C
During Lab Temperature
(°C)
1. What property of water would explain the difference in the temperature of the beakers? EXPLAIN! DON’T FORGET UNITS
AND CITE QUANTITATIVE DATA IN YOUR ANSWER! Textbook Page No.:______
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________
STATION #2 Oil and Water
Qualitative Data/Observations:
____________________________________________________________________________________________________________
Is this an example of a solution? Why or Why not? USE THE FOLLOWING VOCABULARY WORDS IN YOUR EXPLANATION:
solute, solvent, hydrophilic, hydrophobic, polar molecule(s), non-polar molecule(s). Textbook Page No.:______
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________
STATION #3: Glass Graduated Cylinders
Qualitative-Quantitative
Data/Observations:___________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_______________________________________
____________________________________________________________________________________________________________
Explain which water property(ies) is (are) being demonstrated at this station. Textbook Page No.:______
____________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
____________________________________________________________________________________________________________
STATION #4: Paper Clips in a Test Tube
Qualitative Data/Observations:__________________________________________________________________________________
____________________________________________________________________________________________________________
1. How many paper clips did you fit into the test tube before it overflowed? _______
2. What did the water do before it overflowed? Why did it “act” this way? EXPLAIN!
Textbook Page No.:______
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
STATION #5: Floating Paper Clips
Part A: Record your observations: ___________________________________________________________________
Part B: Record your observations: ___________________________________________________________________
1. Explain what property of water you were witnessing in Part A. Make sure to include WHY you were seeing this property.
Textbook Page No.:______ ____________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
2. Explain how the clip responded, if at all, in Part B. Why did this happen?
Textbook Page No.:______
____________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
STATION #6: Salt Water
1. Is this a solution? Why or Why not?
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
____________________________________________________________________________________________________________
2. Which substance is the solute? ___________________ Solvent? _________________
3. Explain exactly how water is so effective at dissolving these substances.
Textbook Page No.:______
____________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
____________________________________________________________________________________________________________
STATION #7: Carnations/Celery
1. EXPLAIN what happened to the carnations using your “water” vocabulary and knowledge of water properties.
Textbook Page No.:______
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
STATION #8: Graduated Cylinders and Blue/Black Dye
Large Cylinder: Time (sec) for
water to turn blue=
Small Cylinder: Time (sec) for
water to turn blue=
1. What water property is being demonstrated? _____________________________________________________________________
2. How was water able to disperse the drops of dye in the cylinder? Explain.
Textbook Page No.:______
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
STATION #9: Ice and Water
Qualitative Data/Observations:
_________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
1. Explain in detail why water and ice behaves as it does in this observation.
Textbook Page No.:______
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
__________________________________
STATION #10: Penny Station
1.
Number of Water Droplets a
Penny Can Hold
Prediction
Actual Findings
2.
Examine your results. How do your results compare with your prediction? Why do you think this happened?
3.
What property of water made it possible for so many drops of water to stay on the penny? Explain. Your answer should
include the terms: cohesion and surface tension.
Name: __________________
Date:
Part 1: Vocabulary for the Lab Investigation “WATER WORLD “
Key Term
Period:
Meaning
Covalent Bond
Structural formula
Polar Molecule
Non-Polar
Molecule
Hydrogen Bond
Cohesion
Adhesion
Ions
Ionic Bonds
Surface Tension
Solvent
Solute
Aqueous Solution
Hydrophilic
Hydrophobic
Quantitative Data
Qualitative Data
Sketch and label several interacting water
molecules. Include the following: oxygen,
hydrogen, hydrogen bonds, covalent bonds, +
and – charges.
Sketch and label ONE water molecule (Bohr
model) representing its polarity. Includes:
hydrogen, oxygen, + and – sides, electrons,
electron shells, and covalent bonds.
WATER WORLD INVESTIGATION TEACHER EQUIPMENT LIST
(9 –typing paper size labels, labeled with identifier: Station # 1-10. The station labels
could be taped to ring stands)
STATION #1:

Temperature Change in Different Volumes of Water.
3 Beakers, Large, Medium, Small, 3 thermometers
STATION #2 Oil and Water.

100ml graduated cylinder, 50 ml water with red food coloring and 50 ml vegetable oil, add water then oil to the
cylinder.
STATION #3: Glass Graduated Cylinders.

3 graduated cylinders, 1- 100 ml, 1-50 ml, 1-25 ml., blue food coloring. Add 25 ml water to each cylinder, add 12 drops of food coloring.
STATION #4:

10 - 15cm tall test tubes ( draw a black line 5mm from the top of the tube), 2-3 test tube racks, 5-beakers for
water, 2 boxes of large paper clips, drying towels,
STATION #5:

Paper Clips in a Test Tube.
Floating Paper Clips
5- 250 ml beakers for water, 10 plastic Petri dish (use the bottom half, draw a black on the side at 1/2 half the
distance) 1-250ml beaker with a soap solution + label on the beaker, 5 pipettes, 20 small plastic coated paper
clips or small pins, 5-tweezers.
STATION #6: Salt Water

5- 250 ml beakers for water, 5 teaspoons, 5 plastic stirring rods (type used for coffee), and a 2 lb container of
salt-regular Morton salt or mix it with Epsom salt.
STATION #7:

Carnations/Celery
500ml flask with water and red food coloring, set carnations in water 1 week before needed. If using stalks of
celery set in water with dye 2-3 days before needed.
STATION #8: Graduated Cylinders and Blue/Black Dye.

5- 100ml graduated cylinders, 5- 50ml graduated cylinders, 1- 250ml beaker with water and black or blue food
coloring, 5 pipettes
STATION #9:

Ice and Water
1-500ml beaker with room temperature water, container of ice cubes (ask the lunch room or gym for ice)
STATION #10: Penny Station:

1. 3 pennies droppers, paper towels
WATER WORLD INVESTIGATION
( ANSWER KEY )
*Text: Biology Exploring Life
possible.
STATION #1:
Use as MANY vocabulary words as
Temperature Change in Different Volumes of Water.
Beaker
Start Temperature (°C)
End of Lab Temperature (°C)
1.) Large
Varies 23 °C
Varies- warmest
2.) Medium
3.) Small
21°C
coldest
1. What property of water would explain the difference in the temperature of the beakers?
EXPLAIN!

Textbook Page No.: 83. Temperature is the amount of energy associated with the random
movement of water molecules. The motion of water molecules are the same in beakers with the
same temperature. Thermal energy has transferred from the smaller beaker faster than the
large beaker. Cooling water , molecules slow, temperature drops, more hydrogen bonds form
and releases more thermal energy-heat. The larger beaker has more thermal energy
STATION #2 Oil and Water.
Data/Observations:

Qualitative
Oil rests on top of the red dyed water, they did not mix.
Is this an example of a solution? Why or Why not? USE THE FOLLOWING VOCABULARY
WORDS IN YOUR EXPLANATION: solute, solvent, hydrophilic, hydrophobic, polar
molecule(s), non-polar molecule(s).

Textbook Page No.: 81, 84. It is not a solution because it is not a uniform mixture. The polar
water molecules are hydrophobic to the oil molecules. The oil is not hydrophilic to the water.
The oil is not a solute because it did not dissolve in the water. Non polar molecules do not
attract each other
STATION #3: Glass Graduated Cylinders.
Data/Observations:

Qualitative-Quantitative
Three different sized cylinders each with the same ml of water.
Explain which water property(ies) is (are) being demonstrated at this station.

Textbook Page No.: 81.
Each polar water molecule is held together by hydrogen bonds. The H
of one molecule is attracted to the O of another molecule. The water takes the shape of the
container.
STATION #4: Paper Clips in a Test Tube.
Data/Observations:
Qualitative
1. How many paper clips did you fit into the test tube before it overflowed? 25, varies
2. What did the water do before it overflowed? Why did it “act” this way? EXPLAIN!

Textbook Page No.: 82 As the water reaches the top it creates a concave “bubble” The polar
water molecules are cohesive and attract each other .
STATION #5: Floating Paper Clips
Part A: Record your observations: Paper clip or pin floats on plain water .
Part B: Record your observations: Clips/pin sank with 1-2 drops of soap.

1. Explain what property of water you were witnessing in Part A. Make sure to include WHY you
were seeing this property.
Textbook Page No.: 82. Witnessed the waters ability to hold together and float the clip. The
polar water molecules are helded together by hydrogen bonds were cohesive. Creating a
“strong” surface tension.

2. Explain how the clip responded, if at all, in Part B. Why did this happen?
Textbook Page No.: 82. The clip sank. The soap weakened the hydrogen bonds(made the water
less cohesive), weakened the surface tension and the clip sank. Suface tension is reduced…
STATION #6: Salt Water
1. Is this an aqueous solution? Why or Why not?
 It is an aqueous solution, the salts dissolved in the water.
2. Which substance is the solute? Salt-Epsom Salt mix. 3. Which substance is the solvent?
Water
4. Explain exactly how water is so effective at dissolving these substances.
 Textbook Page No.:84, 81, 78. Then negative oxygen pole on a water molecule attracts
the positive sodium ion in salt while the positive hydrogen pole on a water molecule attracts the
negative chlorine ion in the salt and the molecular motion of water pulls the salt apart
dissolving it in the water. _ Then negative oxygen pole on a water molecule attracts the positive
magnesium ion in Epsom salt while the positive hydrogen pole on a water molecule attracts the
negative sulfate ion in the salt and the molecular motion of water pulls the salt apart.
STATION #7:

Carnations/Celery
1. EXPLAIN what happened to the carnations using your “water” vocabulary and knowledge of
water properties.
Textbook Page No.: 82. The red water in the beaker moves to the leaves through the vascular
bundles. Evaporation of water from the leaves pulls the water upward in the plant. Hydrogen
bonds cause water molecules to be cohesive and stick together. The water molecules are
attracted to and stick or adhere to the walls of the vascular bundles. As the water moves up the
plant it pulls along the red food coloring molecules. The red food coloring is attracted to and
adheres to the polar water molecules.
STATION #8: Graduated Cylinders and Blue/Black Dye.
Large Cylinder: Time (sec) for water to turn
Small Cylinder: Time (sec) for water to
blue= Vary
turn blue=
1. What water property is being demonstrated?
Random movement of water moleculestemperature.
2. How was water able to disperse the drops of dye in the cylinder? Explain.
 Textbook Page No.: 82, 82. The dye molecules adhere to the water molecules. The larger
cylinder had
more water molecules and more thermal energy to move (mix) the dye and the water.
STATION #9: Ice and Water
Qualitative
Data/Observations:
1. Explain in detail why water and ice behaves as it does in this observation.
 Textbook Page No.: 84. Molecules in a liquid move faster than those in ice, there are fewer
short lived hydrogen bonds. The molecules of water fit more closely together and are denser
than ice. Ice with less energy form long lasting bonds that keep the water molecules apart.
Since they are less packed together they are less dense. Ice floats on water.
Key Term
Meaning
Covalent Bond
Chemical bond formed when two atoms share one or more pairs of electrons
Structural formula
A chemical formula that shows how the atoms and bonds in a molecule are arranged.
Polar Molecule
A molecule with unequal distribution of charges
Non-Polar Molecule
No separation of charge, so no positive ore negative poles are formed.
Hydrogen Bond
An attraction between a lightly positive hydrogen atom and a slightly negative atom
Cohesion
Attraction between molecules of the same substance.
Adhesion
Attraction between molecules of different substances.
Ions
Atom that has lost or gained electrons
Ionic Bonds
Chemical bond formed thought he electrical force between oppositely charged ions.
Surface Tension
Measure of how difficult it is to stretch or break the surface of a liquid
Solvent
Substance in which solutes dissolve and that is present in greatest concentration in a solution
Solute
Substance that dissolves in a solvent and is present in a lower concentration
Solution
A UNIFORM mixture of 2+ substances (looks same throughout)
Aqueous Solution
A solution ion which water is the solven
Hydrophilic
Has an affinity for water
Hydrophobic
Fears water
Quantitative Data
Measurable or countable observations
Qualitative Data
Describing using your five senses.
STATION #1: Temperature Change in
Different Volumes of Water
The temperature of water in each beaker
was measured this morning at 6AM. Observe
then record the temperature of the water in
each beaker on your data table. Write your
quantitative observations on the chart.
STATION #2: Oil and Water
Observe and record the water and oil
interaction in the graduated cylinder. Record
your observations.
STATION #3: Glass Graduated Cylinder
Look carefully at each cylinder; observe their
height, diameter and the water in each of the
graduated cylinders. Record qualitative data
from the graduated cylinders.
STATION #4: Paper Clips in a Test Tube
Fill the test tube with water to the black line
using water from the large source beaker.
Count the number of paper clips that can be
added to the test tube to raise the water to
the very top without spilling over. Hold the
test tube at eye level to observe what the
water is “doing”. Record qualitative and
quantitative data. Empty the water out of
the test tube, catch the paper clips and
return them to station #4.☺
STATION #6: Salt Water
Fill the 250 ml beaker with fresh water. Add
one level teaspoon of salt (NaCl). Stir with
the plastic stirring rod. Record your
qualitative observations. Empty the contents
into the sink, rinse with fresh water and
return them to station #6. ☺
STATION #5: Floating Paper Clips
Part A: Make sure your petri dish is filled
with water to the brim (but not
overflowing…!). If your Petri dish needs
additional water, carefully pour some more
into the Petri dish from the small beaker at
the station. Use the small plastic coated
paper clip and your fingers to “float” the clip
on the surface of the water. Record your
qualitative observations.
Part B: Add two drops of soapy water to your
Petri dish (while the paper clip is still
“floating”) with a dropper. Record you
observations. Wash off the Petri dish and the
paper clips with fresh water then return
them to station #5. ☺
STATION #7: Carnation/Celery
The carnation and/or celery were placed in
the beaker with red food coloring one week
ago. Record your qualitative observations.
STATION #8 Graduated Cylinders and
Black/Blue Dye
Add water to the large and small graduated
cylinders until each is half full. Add two
drops of the dye and record the time it takes
for the dye to reach the bottom. Record
qualitative and quantitative data. Empty the
graduated cylinder in the sink, rinse with
fresh water and return them to station #8. ☺
STATION #9: Ice and Water
Add room temperature water to the large
beaker until it is half full. Add one ice cube.
Record your qualitative observations. Empty
the beaker into the sink. ☺
STATION #10: Penny Station:
1. Make a prediction about the number of
water drops a penny can hold (heads or
tails) until the water spills over onto the
paper towel.
2. Place a dry penny on a paper towel.
3. Use a dropper to place drops of water on
the penny (one at a time) until any amount
of water runs over the edge of the penny!
4. Record the number of drops in your data
table.