Kaylyn Wallen n1
#200293766
ESCI 300 POE
PREDICT, OBSERVE, EXPLAIN
Title:

9/10
comic life 8.5/10
Colourful Milk
Source:
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http://www.kidspot.com.au/omofunzone/ExperimentColourful-milk-swirl-experiment+11935+570+sponsoractivity.htm
Materials:

1/2 cup of 2% milk (may use different types of milk or
liquid for further investigation)

2 drops of Red, blue, green and yellow food coloring

Paper plate

Dishwashing liquid (may use different types of soaps for
further investigation)
Safety:

Students should not consume milk after experiment

Clean up spills as milk and dish soap may cause surfaces to
be slippery
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
Food colouring may stain skin or clothing, avoid getting it
on your skin or clothes.
Set-Up:

Pour ½ cup of milk into the paper plate (or enough milk to
cover the bottom of the plate)

Place 2 drops of each food colouring colour in the center of
the milk (try to keep drops close to the center of the plate)

Put a drop of dish soap into the middle of the food
colouring and milk

Observe what occurs
What will happen:
(1)When soap is added, food colouring will swirl throughout
milk away from the soap
(2)Colours will continue to swirl around the plate as soap
disperses throughout the milk
(3)Swirling will eventually stop
(4)If more soap is added swirling will begin again
Why it happens:
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
3
Milk is denser than water; therefore the food colouring stays
on top of it

The surface tension of the milk is lowered when in contact
with the soap, therefore the center of the plate has a lower
surface tension

The stronger tension around that area pulls the surface
away from the weak soapy region causing the colouring to
spread

The soap diffuses into the solution and surrounds the fat in
the milk

As the soap is removed from the surface the surface tension
returns to its original strength

Eventually all of the fat will be surrounded by soap the
colour will stop moving
Curricula Fit:
(1)Grade 7 Science (SK): Mixtures and Solutions

Outcome: MS7.1
Distinguish between pure substances and mixtures
(mechanical mixtures and solutions) using the particle
model of matter. [SI, CP]
a. Examine a variety of objects and materials, and
record qualitative (e.g., colour, texture, and state of
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matter) and quantitative (e.g., density, melting point,
and freezing point) physical properties of those objects
in a chart or data table.
(2)Grade 7 Science (MB): Particle Theory of Matter

Outcome: 7-2-17
Describe solutions by using the particle theory of
matter. Include: particles have an attraction for each
other; the attraction between the particles of solute
and solvent keeps them in solution. GLO: A1, D3, E1
(3)Grade 7 Science (BC): Chemistry

Outcome:
Classify substances as elements, compounds, and
mixtures
a. Accurately sort products found in the home into
substances, suspensions, emulsions, mechanical
mixtures, and solutions and summarize their
similarities and differences
b. Correctly relate the particle theory to the properties
of elements, compounds, and mixtures
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(4)Grade 8 Science (AB): Mix and Flow of Matter

Outcome 3:
Investigate and compare the properties of gases and
liquids; and relate variations in their viscosity,
density, buoyancy and compressibility to the particle
model of matter
Cross-Curricular Fit:
Grade 7 ELA (SK): Compose and Create

Outcome: CC7.3
Select and use the appropriate strategies to
communicate meaning before (e.g., planning and
organizing ideas to fit format), during (e.g. using
transition words), and after (e.g., revising to eliminate
unnecessary repetition) speaking, writing, and other
representing activities.
Resources:
(1)http://www.stevespanglerscience.com/lab/experiments/milkcolor-explosion
(2)http://www.curriculum.gov.sk.ca/
(3)http://www.bced.gov.bc.ca/irp/welcome.php
(4)http://www.edu.gov.mb.ca/k12/cur/
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(5)http://www.education.alberta.ca/teachers/program/science/p
rograms.aspx