3
P
Properties, Particles, Patterns
LeaPs Summer Workshop
July 2011
Rowan Co Middle School
6th Grade Activities
A MSP facilitated by P12 Math Science Outreach Unit
of PIMSER
University of Kentucky
Middle Schools:
Carter County (East and West)
Lewis County
Rowan County
1
6th Grade STM and ET Standards from Kentucky’s POS
Understandings
Skills, Concepts
CCA
14.1.1
14.1.2
SC-6-STM-U-1
Students will understand that all matter is
composed of parts that are too small to be seen
without magnification.
SC-6-STM-U-2
Students will understand that no matter how
substances within a closed system interact with
one another, or how they combine or break
apart, the total weight of the system remains the
same.
SC-6-STM-S-1
Students will use hand lenses and microscopes
to investigate substances composed of particles
too small to be seen without magnification
SC-M6 1.1.1
Students will explain how or why
mixtures can be separated using
physical properties.
A mixture of substances often can be
separated into the original substances by
using one or more of its characteristic
physical properties.
15
DOK 2
SC-6-STM-S-2
Students will use observations and evidence to
describe and verify chemical changes in matter.
SC-6-STM-S-4
Students will distinguish between mixtures and
compounds
SC-06-1.1.2
Students will identify and describe evidence
of chemical and physical changes in matter.
SC-6-STM-U-3
Students will understand that chemical changes
result in the formation of a substance that has
different properties than the original substance.
SC-6-STM-U-4
Students will understand that not all substances
that are mixed together will chemically combine.
Because of this, physical properties can be used
to separate mixtures.
SC-6-STM-U-5
Students will understand that new ideas in
science sometimes spring from unexpected
findings, and they usually lead to new
investigations.
SC-6-ET-U-5
Students will understand that inside a closed
system, the temperature increases or decreases
as heat energy is added or removed.
SC-6-STM-S-3
Students will classify changes in substances as
physical or chemical changes
In chemical reactions, the total mass is
conserved. Substances are often classified
into groups if they react in similar ways. The
patterns that allow classification can be used
to infer or understand real life applications
for those substances.
DOK 2
SC-6-STM-S-5
Students will explain how or why mixtures can
be separated using physical properties, and
investigate strategies for separating mixtures
SC-6-STM-S-6
Students will explore the feasibility of various
procedures for separating mixtures, taking into
account constraints such as availability and
properties of materials, safety, economic and
ethical issues
SC-6-STM-S-7
Students will investigate how important scientific
advances have resulted from unexpected
observations or experimental results
SC-6-STM-S-8
Students will plan, present and support
information from investigations using a variety of
modes
SC-6-ET-S-5
Students will experimentally investigate the
relationship between temperature and heat
transfer in closed systems
SC-06-4.6.3
Students will understand that, on its own, heat
travels only from higher temperature
object/region to lower temperature object or
region. Heat will continue to flow in this manner
until the objects reach the same temperature.
For example, a cup of hot water will continue to
cool down until it comes to the same
temperature as the surrounding area. Usually
when heat is transferred to or from an object, the
temperature changes. The temperature
increases if heat is added and the temperature
decreases if the heat is removed.
Key Vocabulary: property, characteristic property, solubility, conductivity, density, mixture, homogeneous,
heterogeneous, physical change, chemical change, open system, closed system, solution
Supporting Terms: Reactive, matter, mass, volume
2
SET UP for Day 17:
On Day 1, you will need to set up the steel wool experiment for Day 17.
You will need:
2 plastic coke bottles (cheap water bottles will not work)
1 balloon
Small amount of vinegar
2 masses of fine steel wool—approximately 12-15 grams each
Before the set up, dip each steel wool mass into the vinegar and dry thoroughly with
paper towels. This vinegar removes the protective coating from the steel wool.
Place 1 mass of wool in one bottle
Place the other mass into the other bottle and then place the balloon over the opening.
Show the bottles to students. Tell them that this will be needed for Day 17 but must be
set up now as all reactions don’t happen instantaneously. They will need to write down
in their notebooks the mass of each bottle system and describe the appearance of the
steel wool.
Students can predict what will happen in each bottle and what will happen to the mass,
if anything. Make sure they justify their predictions.
Place the bottles out of the way where they will be undisturbed, but still in view of the
students each day.
3
Investigating
Properties
1
What categories for sorting give us the most useful information?
DAY 1
Big Idea:
Objects may be sorted into groups based on the characteristic properties of the materials from which they are made .
Learning Targets:



I can define property and give examples.
I can define characteristic property.
I can distinguish between characteristic and non-characteristic properties.
Key Vocabulary:
Material, object, Property, characteristic property,
Sequence of Experiences
Sorting
20 minutes
Rubber Ball
20 minutes
Exit Slip
5 minutes
Materials/Preparation:


Bucket with many objects for sorting. These should include wooden, glass, plastic and metal objects; objects with
similar shape or size but different colors and materials (and vice versa); objects with different uses but made of
the same materials and so forth to give students broad a choice of sorting rules.
Rubber ball—Teacher Provides
1. Sorting

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


Pass out buckets and ask students what they notice about the objects inside.
Ask students if there is a way that we could sort the objects in the bucket that would give us the most
useful information about the “stuff” inside of the bucket? A question you may want to ask here is what
constitutes “useful” information. The answers could range from just being able to tell things apart to
categories that could provide information about their uses.
Discuss possible categories for sorting—properties, object, use, material. Which of these categories
would provide the most useful information? You may want to clarify that students know what the term
‘property’ means here—property is an attribute or characteristic that something has. We will not be
discussing physical and chemical properties by definition(7th grade), but properties in general.
Ask students to sort the objects, defining their own property categories, in a way that would yield this
useful information.
After students have sorted once, have them record their categories in their notebook along with the
justification for each category. In other words, what is their “rule” for that particular category? Have
groups that may have sorted differently share their rules.
Discuss the rules. For a given material, were there some property groups that were true for all samples of
that material? For example, did the property group “float in water” have all the plastic items?
Note: This activity can be modified and/or skipped if students have a pretty firm grasp of properties.
Introduce the personal glossary sheet---Add the word ‘property’ to the glossary
2. Rubber Ball—Only 1 material—how many properties?


Hold up a rubber ball and ask students to brainstorm a list of properties. Have students create a chart in
their notebook with 3 columns—with the first column labeled Rubber ball. They can work in brainstorm
groups of 2-4 students.
Next, cut the ball in half and have students to brainstorm the list of properties for the halves. Have them
place these in the 2nd column, labeled “Half ball”. Note: Instead of the word hardness, use elasticity to
describe the ball.
4
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

Continue cutting the ball into smaller sections and continue discussing the properties. The third column
of the chart will be labeled “Pieces of Ball”.
Have students indentify the properties that the samples have in common. Introduce these as
characteristic properties—properties that are the same no matter what size the sample. Name the
properties they don’t have in common—these are the non-characteristic properties. Vocabulary
Opportunity: Frayer Model for CHARACTERISTIC PROPERTY. (see next sheet) Also, students should
add to their personal glossary the terms characteristic property and non-characteristic property.
Explain to students that over the next few days they will be exploring the characteristic properties of
solids, liquids, and gases in order to help us gather useful information about the materials of which they
are made
5
Frayer Model
DEFINITION
EXAMPLES/MODELS
CHARACTERISTICS
15.1
NON-EXAMPLES
6
Investigating
Properties
1
Temperature—Characteristic or Not?
DAY 2 and 3
Overview:
Heat and temperature are important concepts in all areas of science and in students’ day-to-day lives. People deal with
heat and temperature in their everyday experiences, yet many people hold serious misconceptions about them.
Investigating heat and temperature provides a way for students to explore energy interactions and to see how thermal
energy is transferred. Through their investigations, students can learn the larger concept of conservation of energy which
is a central concept in the study of science. The concepts in this section are fundamental to understanding the physical
properties of matter.
Learning Targets:
 I can distinguish between characteristic and non-characteristic properties.
 I can distinguish between heat and temperature
 I can describe changes in temperature when heat is added or removed.
 I can explain heat transfer.
 I can describe the direction of heat flow in materials.
Key Vocabulary:
Temperature, heat, transfer
Sequence of Experiences:
Objects and Temperature
15-20 minutes
Does heat move?
30-40 minutes
Mixing Water
20 minutes
Materials/Preparation:
 Lab Quests with temperature probes
 Wood block—Teacher Provides
 Metal tray—Teacher Provides
 Glass dish/object—Teacher Provides
 Wool hat (or winter hat)—Teacher Provides
 Water
 Beakers
 Flasks
 Hot plate
 Ice
 Styrofoam cups
1. Objects and Temperature
 Probe: “Objects and Temperature” from Uncovering Student Ideas in Science Volume 1. Have students
complete the probe along with their justifications.
 Tell students that they are going to have a chance to see if their explanation to the probe is correct.
 Show students the objects from the probe that have been in the room for a length of time.
 Have students share their choices and the reason for them. Discuss as a class in order to surface student
thinking.
 Next, tell the students that you are going to measure the temperature and they need to record the value in
their notebook. For the best results, use the LabQuest with the temperature probe. If the items have been in
the same room, at the same temperature for a length of time—the temp values should be close to the same.
Due to the natural tendencies for temperatures to vary in a room—if the temperature values are within 1
degree of each other we will consider these to be the same.
 Why is this so? Students at this level will still continue to confuse heat and temperature. Students should
recognize that non-heat producing materials exposed to the same conditions will have the same temperature,
7
regardless of the material. Over the next few activities, students will be developing the understanding that
temperature is a non-characteristic property of matter as well as the idea that heat and temperature are not
the same thing. At this time it would be appropriate to have a small discussion about heat and temperature.
Temp is what a thermometer says it is. Heat is something measured through the change in temp it causes to
another material or object. The amount of heat depends both on the amount of temperature change and the
amount of material being changed. For example, a large ice sculpture has a low temperature or is cold but
has a large amount of heat compared to a lit match (which has a high temperature or is hot) due to the large
difference in mass. Temperature is a non-characteristic property of a material because several samplings of
the same material can yield different results. For example, in a glass of water the temperature at the top of the
liquid, in the middle and at the bottom can all be different temps. Another instance would be temperature
change over time….that same glass of water could be x temp now, but in an hour be a completely different
temperature—therefore it is not a characteristic property of the water. Seventh grade will explore heat and
temperature in more depth in terms of motion of molecules.
2. Does heat move?
 Ask students the following question: “Does an interaction occur when warm and cold objects touch each
other?”
 Tell students to write the FOCUS question and their prediction, along with their reasoning in their notebook.
 Have students share their responses with people around them.
 As a group, discuss responses. List possible outcomes on the board.
 Tell students that they will be conducting an experiment to test their ideas about the focus question.
 Once students are in groups of 4, pass out the directions and have students glue/tape them into their
notebook. (See directions at end of this day)
 Students will need to create a chart for their data. Have students read the directions and discuss with their
group what their data chart should look like. Students should draw the chart in their notebook. An example is
below:
Time (minutes)
0
1
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
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
Temp (C) of water in flask
Temp (C) of water in beaker
Once students have created their chart, have them gather the materials and begin the experiment.
When the data has been recorded, students should graph the temperature data for the water in the flask and
the water in the beaker. (A graph has been provided that they can glue into their notebook) Use different
colors to distinguish between the two. What do they notice about the temperatures?
Revisit the focus question. Have students to answer the question using evidence from the experiment. Did
the evidence support their prediction? Explain.
Questions to pose to students: So what happened in terms of heat energy? Was there a transfer of energy?
If so, describe the transfer. Which object is giving heat? What object is receiving heat? How do you know?
At this age, students will not know the rule and there is not enough evidence to prove the direction of heat
flow. The teacher should tell the students the rule—that heat moves from objects of higher temperature to
objects of lower temperatures. With this activity you may want to discuss finding the amount of change—
(subtract ending from beginning) and discuss the difference. What about the unaccounted for temperature?
Some heat went in to the air, the counter, etc. This presents an opportunity to discuss open vs closed
systems.
Have students draw an Energy Transfer Chart in their notebooks: An energy transfer chart is a useful tool for
describing any heat transfer. Instruct students to write the names of things involved in the heat energy
transfer in the experiment in the rectangles (pay attention to the arrow) and in the ovals, specific observations
that allowed them to detect changes in energy.
Heat Transfer
8

Students should recognize that the transfer was from the WARM water to the COLD water. The evidence to
support this is the temperature of the warm water went down and the temperature of the cold water went up.

Assign each group of students one of the following situations. Direct the pairs to draw energy transfer charts
that describe their situation. The groups will be presenting their chart to the class.
a. A flask of cold water is placed in a beaker of ice cold water to ice
b. A flask of cold water (5oC) is placed in a beaker of cold water (5oC). no change
c. A flask of cold water is placed in a beaker of hot water. Hot water to cold water
d. You hold a cup of hot chocolate in your hands on a cold winter day. Hot chocolate to cold hand
e. A hot pan is removed from the oven and placed on the counter. Pan to the counter
f. A hot metal ball is placed into a pan of ice. Ball to ice
g. A person licks a popsicle. Tongue to popsicle

Understanding Check: Have students answer the following on a ½ sheet of paper and turn in as an exit slip.
A person touches a large chunk of ice with their hand and remarks, “This is making me cold.” Explain what
this person is feeling. Is the ice transferring “cold” to the person? Is there heat transfer occurring? Explain.
An example answer may be: What the person is feeling is heat leaving their hand, which causes the
temperature of the hand to go down. Cold is not being transferred, but heat is—heat from the hand to the ice,
because heat moves from higher temperatures to lower temperatures.
(This understanding check may not come at the end of day 2 but on day 3. If this happens, have students complete the
check and discuss their responses)
9
Directions:
1. With the flask and beaker empty, place the flask inside the beaker to make sure it will fit.
2. Remove the flask from the beaker. Fill the flask with hot water. Use the thermometer to measure the temperature of the
water. Record the temperature in the data table (at time =0).
3. Fill your beaker with cold water. Measure and record the temperature (at time = 0).
4. Place the flask into the beaker without combining the hot and cold water.
5. Using 2 Lab Quests, hold one thermometer in the water in the flask and one thermometer in the water in the beaker.
6. Record the temperature of both the water in the flask and the water in the beaker one minute after putting the flask in
the beaker.
7. Take and record temperature measurements every minute for a total of 10 minutes
Directions:
1. With the flask and beaker empty, place the flask inside the beaker to make sure it will fit.
2. Remove the flask from the beaker. Fill the flask with hot water. Use the thermometer to measure the temperature of the
water. Record the temperature in the data table (at time =0).
3. Fill your beaker with cold water. Measure and record the temperature (at time = 0).
4. Place the flask into the beaker without combining the hot and cold water.
5. Using 2 Lab Quests, hold one thermometer in the water in the flask and one thermometer in the water in the beaker.
6. Record the temperature of both the water in the flask and the water in the beaker one minute after putting the flask in
the beaker.
7. Take and record temperature measurements every minute for a total of 10 minutes
Directions:
1. With the flask and beaker empty, place the flask inside the beaker to make sure it will fit.
2. Remove the flask from the beaker. Fill the flask with hot water. Use the thermometer to measure the temperature of the
water. Record the temperature in the data table (at time =0).
3. Fill your beaker with cold water. Measure and record the temperature (at time = 0).
4. Place the flask into the beaker without combining the hot and cold water.
5. Using 2 Lab Quests, hold one thermometer in the water in the flask and one thermometer in the water in the beaker.
6. Record the temperature of both the water in the flask and the water in the beaker one minute after putting the flask in
the beaker.
7. Take and record temperature measurements every minute for a total of 10 minutes
10
(Day 3)
3. What about mixing water of varying temperatures?
 Students have observed that heat flows from objects that are warmer to objects that are cooler. However,
this may still be difficult for students to accept due to their everyday experiences. I touch something cold, my
hand gets cold so therefore the “coldness” of the object was transferred to my hand. Upon examination of
the exit slips from yesterday, you should be able to identify if students are still holding on to this conception of
heat transfer. Now students will be asked the same question as yesterday when mixing water of varying
temperatures.
 Probe: “Mixing Water” from Uncovering Student Ideas in Science Volume 2. After students have completed
the probe, create a bar graph on the board of student choices. Allow sharing out of their reasons.
 Now prove it! Have a variety of water samples with varying temperatures. In order to achieve this, you may
want to have water on hot plates (Caution: Boiling Water may be too hot---you may want to keep it just
below boiling) and hot water out of the sink. For the cool water, you can use cool water from the sink and
water that has been refrigerated or been cooled with ice. Of course, don’t leave out water at room
temperature.
 Tell students to obtain 3 cups and to get equal amounts of hot and cold water. As a class, you will need to
determine a process for this. Students can measure using a graduated cylinder, measure up to the first “ring”
of their Styrofoam cup, etc. In any case, the amounts of water should be equal. Discuss with students why
this is important. The question here is does the heat energy depend upon the amount of substance. How
much heat would be transferred by a drop of boiling water dropped onto your skin compared to a pot of boiling
water? In order to make accurate measurements and to describe the direction of heat flow, it is very
important to have equal volumes of water.
 After students have obtained their water samples, have them return to their seats and measure the
temperature of each cup and record. Next, students should predict what the temperature will be when mixed
and record in their notebooks.
 Now mix the water samples and swirl in the cup for about 10 seconds. Measure the temperature and record.
 Students should repeat the process one more time and record.
 Have student groups share their results with each other. (at least 4 different groups) Have students add
these measurements to their own data table. (Hot water temp, cold water temp, Mixed temp) Even though
the actual temperatures may be different, are there any patterns?
 Have students revisit the “Mixing Water” probe and revise their answers. The correct choice is B: 30 oC.
Explanation: When the cooler water and the warmer water are mixed together, a transfer of energy occurs
between the two. The flow of heat moves from the warmer water to the cooler water until they have the same
average temperature. Since the two samples are identical in volume, the thermal equilibrium that is reached
is an average of the two temperatures.
 Have students summarize their understanding of heat flow using the writing frame below.
Writing Frame:
Heat flows ________________________. I think this because _________________________. The data from the
evidence show _________________________________________________________.
11
Investigating
Properties
1
Can properties be used to identify unknown solids?
DAY 4
Big Idea:
Students will compare the properties of three different household crystals to the properties of a known crystal. Through
testing the crystals, students will develop an understanding of the meaning of characteristic properties of substances.
Additionally, students will begin to develop the skills of designing and conducting fair tests. This activity was taken from
“Inquiry in Action: Investigating Matter Through Inquiry” by the American Chemical Society (2005).
Learning Targets:


I can identify properties of materials.
I can determine if a property is characteristic or not by interpreting evidence.
Key Vocabulary:
Property, characteristic property, fair test
Sequence of Experiences
Describing known Crystals
10 minutes
Describing UNKNOWN crystal sample
10 minutes
Designing a fair test
10 minutes
The Crush test
10 minutes
Materials/Preparation:
 Black construction paper
 Table Salt—non iodized if possible
 MSG
 Epsom Salt
 Kosher salt (UNLABELED)
 magnifiers
 Plastic spoon
1. Can you identify an unknown crystal by comparing its appearance to other known crystals?
 Have students look at small samples of Epsom salt, table salt, and MSG on a pieces of black construction
paper. They can look and touch, but should not taste the crystals. In their notebooks, students should
describe the properties of the crystals such as size, shape, color, texture and whether shiny or dull,
transparent or opaque.
 After a few minutes of observation, ask them about any similarities and differences they notice among the
crystals.
 Next, ask them if they think they could identify a new sample of one of these crystals just by looking at it.
2. Have students examine an “unknown crystal” and try to identify it.
 Give students a sample of the unknown and have them place it on the black construction paper along with the
3 known samples.
 Tell students that this unknown is chemically the same as one of the other crystals on the paper.
 Ask students to carefully examine the crystals with their eyes only. Ask students for their ideas about what
the unknown might be based on the way the crystals look. (FYI—the unknown is kosher salt, but do not
reveal this at this time.)
 Have students create the following chart in their notebooks and direct them to fill out the first ROW. They
may want to only create one row at a time in order to provide enough room to record their evidence.
12
Test you tried
APPEARANCE




Circle the possible identity of
the unknown. You may circle
more than one.
Salt
Epsom salt
MSG
Salt
Epsom salt
MSG
Salt
Epsom Salt
MSG
Salt
Epsom Salt
MSG
Evidence for your choice(s)
Evidence for the ones you DID
NOT circle
Expected Results: The unknown will NOT look identical to any of the other crystals.
Ask students for suggestions of a test they could do to help identify this “unknown crystal”.
Brainstorm a list as whole class. Students may suggest weighing the crystals, seeing if the crystals dissolve
in water, crushing them, or some other ideas.
Tell students that they are going to try out some of the suggestions.
3. Can you identify the unknown by crushing the crystals and comparing them?
 If students suggest crushing the crystals to compare them, help them design a procedure they can try. This
test will not give conclusive results, but it is a good opportunity to discuss variables and why they are
sometimes difficult to control.
 Design/conduct a fair test: What are ways to compare the “crushability” of the crystals? Important things to
elicit from students involve controlling variables such as using the same object to crush each pile of crystals
and trying to use the same amount of force for the same length of time. Discuss why this is important.
Decide as class the procedure they will follow. Below is one example of the experimental design:
4. Conducting the experiment
 Make sure the crystals are clearly labeled on the black sheet of construction paper.
 Roughly place the same amount of each crystal in the appropriate place on your paper.
 Use your thumb in the bowl of a plastic spoon to press down on each pile of crystals. Rock the bowl of the
spoon back and forth to help crush the crystals.
 Listen closely to the sound the crystals make as they break. Be aware of any difference in the way the
crystals feel when they break.
 Record the results of this test in the 2nd Row of their chart in their notebooks.
5. Have students share and interpret their results.
 Ask the following questions: Did any crystals differ so much from the unknown that they could be eliminated?
Were any crystals similar enough to the unknown that they might be the unknown?
 Expected Results: Although students probably cannot identify the unknown based on their crushing test,
they may get a little information about what the unknown could be. Using the procedure described above,
MSG makes a well-defined cracking sound, Epsom salt, table salt and the unknown all make cracking sounds
that are less sharp and distinct than the MSG.
 Ask, “Is comparing the sound or feel of crushing crystals the best way to identify the unknown?” Students
could conclude no because the results are too similar and that the variable were very difficult to control.
6. Set up for tomorrow (optional):
a. Ask students if they think some of the crystals dissolve more than the others. Have them make a
prediction in their notebooks about the 3 known crystals of which will dissolve more and why they think in
this way.
13
Investigating
Properties
1
Can properties be used to identify unknown solids?
DAY 5
Solubility, or whether and how well a substance dissolves, is a property of a substance. As a demonstration, you will
place two different kinds of crystals in water and compare the extent to which they dissolve. As more of one crystal
dissolves than the other, students will see that a solubility test might help tell the difference between types of crystals and
identify the unknown.
Learning Target:


I can identify properties of materials.
I can interpret evidence to determine if a property is characteristic or not.
Key Vocabulary:
Property, characteristic property, solubility
Sequence of experiences:
Solubility Demonstration
10 minutes
Best way to “equal amounts”
10 minutes
Check for Understanding
5 minutes
Solubility Test of crystals
10 minutes
Set Up for re-crystallization test
5 minutes
Materials/Preparation:




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
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Table salt
Epsom salt
MSG
Unknown crystal
8 clear cups per group
Balances
5 g each of salt and sugar for demo (see 2)
Hot tap water
Cylinders
Puff cereal (such as Kix)
1 zip lock bag
Stop watches (optional)
Black construction paper cut into fourths
Q-tips
1. Have students identify variables in a solubility test
 Students may have thought of dissolving the crystals in order to determine the unknown. If not, suggest this
test may give more reliable information than the crush test did. Tell students that salt and sugar are both
crystals that dissolve in water.
 Before doing the demonstration, ask students the following types of questions to help them indentify the
variables in the demo:
a. In order to have a fair comparison, should we use the same amount of water in both cups?
b. What about the temperature of the water? Why is this important?
c. Should we use the same amount of each crystal? Why?
d. Should the cups be the same? Would it be fair if I used a foam cup for one and glass cup for
another? Why?
14
2. Demonstration: Dissolving salt and sugar
 Teacher Prep: Before this lesson, measure 5 grams each of salt and sugar. Under the document camera,
place a sheet of paper with the words salt in one area and sugar in another.
 Using identical cups—CLEAR, PLASTIC—place 5 ml (you may want to experiment with the amount) of hot
tap water into each and place under camera.
 Place the pre-measured 5 gram samples of salt and sugar into the cups of water at the same time. Swirl
each cup at the same time and in the same way for about 20 seconds. Ask students whether one substance
seems to dissolve more than the other. Swirl again for 20 seconds and observe and then repeat for another
20 seconds and have students make their final observations.
 Expected Results: Much more of the sugar will dissolve than the salt.
 Add ‘solubility’ to the personal glossary.
3. Discuss the results and introduce the idea of “equal amounts”.
 Ask students whether they think they could use a dissolving test with their crystals to identify the unknown.
 Have them tell you what they should do to make the test as fair as possible.
 When students bring up using equal amounts of crystals, ask them how they could measure equal amounts.
Students may suggest volume measurements such as teaspoon or mL or weighing the crystals.
4. What is the best way to measure “equal amounts” of crystals? Volume or mass?
 Teacher prep: Before this demonstration, fill two clear cups to the top with cereal balls. On a simple
balance, check to see whether the filled cups weigh the same. If needed, adjust the amount of cereal to that
the cups balance.
 Show students the cups so they can see that both have about the same amount of cereal in each. Prove this
by placing the cups on the balance. Ask students how the height of the cereal in the cup will change if you
smash the cereal from that cup. They will probably suggest that the smashed cereal will not take up as much
room.
 Crush the cereal from one cup inside of a zip-lock bag. Once crushed, pour back into the bag.
 Prove that the amount is the same. Hold both cups up and ask which has more. Point out that even though
the crushed cereal takes up less space, it is still the same amount as was in the cup before it was crushed.
How can we prove this? Place the cups back on the balance and they should still balance proving that the
amount is still the same.
 Conclusion: It is better to find the mass of the substance than to measure by using volume.
5. Check for Understanding:
a. Have students write in their notebook their responses to the following 2 questions. Discuss whole class.
i. Even though the amount cereal in each cup is the same, after crushing the cereal in one cup, the
amount looks different. How do you know that the amount of cereal is each cup is actually the
same? Give at least 2 reasons.
ii. How could using different amounts of substances make the solubility test unfair?
6. Solubility testing of the crystal samples.
 The amount of water and crystal used in this solubility test is specific and should be used because it gives
clear results.
 Focus Question for Notebook: Which crystal is more soluble?
 Have students measure out 5 grams of each crystal and place into separate clear cups. Make sure that the
cups are clearly labeled along with the unknown.
 Remind students about a fair test; that all variables need to be controlled such as amount of water,
temperature of water, length of swirl time, etc.
 Note: You may want to give students stop watches and let them time their own experiment or you may want
to lead the class so that all groups pour their crystals in the water at the same time. You could also count off
the 20 seconds for each session of swirling so that all groups can compare their results at the same time.
 Place 5 mL of hot tap water into 4 empty clear plastic cups.
 As the same time and with the help of their lab partner, have students pour the crystals into the appropriate
cup of water.
 Swirl all cups at the same time for the allotted 20 seconds. Observe and record. Repeat the swirl cycle 2
more times; record final observations.
7. Interpreting results
15
a. In their notebook, have students to rank order the 4 samples with 1 being the most soluble and 4 being
the least soluble.
b. Next, have students complete the 3rd row of their data chart with the SOLUBILITY test
c. Based on this test, what do students think might be the identity of the unknown? Have them record their
response in their notebook.
8. Discuss observations
 Ask students such as the following:
a. What do you think the identity of the unknown is?
b. What evidence do you have to support your conclusion?
c. If someone in the class had a very different conclusion, what do you think may have led to these
differences?
 Expected Result: Results may vary somewhat depending of the temperature of the water. However, Epsom
salt and MSG should appear to dissolve more than the table salt or the unknown. The table salt and the
unknown should appear to dissolve to similar degree.
9. Can you identify the unknown crystal by the way it looks when it recrystallizes?
 Set Up for examination tomorrow.
 Just as the way a substance dissolves in water is a characteristic property of that substance, the way it “undissolves” or re-crystallizes, is also a characteristic property of that substance. This test will provide another
clue that can help confirm the identity of the unknown.
 Pass out the black construction paper and 4 q-tips to each group.
 CLEARLY label the construction paper with the 4 crystals (chalk or masking tape)
 Take a q-tip and dip into the MSG solution. Rub the q-tip under the MSG space making a small circle.
Repeat two more times on this same area so that the spot is very wet.
 Repeat the above step for the other 3 crystal solutions. Set the paper aside in order to check tomorrow.
Teacher note: Make sure that the pieces of construction paper are stored in a way that they will not be
disturbed. (shelf, make-shift clothes line in the room, cork board, etc. )
16
Investigating
Properties
1
Can properties be used to identify unknown solids?
What other properties can solids have?
DAY 6
Learning Target:



I can identify properties of materials.
I can determine if a property is characteristic or not.
I can predictions about materials based on properties.
Key Vocabulary:
Property, characteristic, conductivity (electrical)
Sequence of Experiences:
Identifying the Unknown Crystal
15 minutes
and
Conductivity of Solids
20 minutes
Materials/Preparation:








Magnifiers
Re-crystallizing sheets from yesterday
Conductivity meter (see appendix for assembly directions)
Various metals---tin, aluminum, steel, iron—YOU WILL NEED TO GATHER THESE
Block of wood
Styrofoam
Large Pickle (You provide)
Various other solid materials
1. Using properties to identify the unknown crystal.
 Remind students that they will be using the evidence that they have collected over the past few days to identify
the unknown crystal.
 Have students examine their notebook and discuss, based on the evidence thus far, what they think the unknown
crystal is.
 Pass out the re-crystallizing sheets from yesterday along with a magnifier.
 Students should observe the crystals and describe what they see. They may even use drawings to note their
observations.
 Have students complete the last row of their data chart for the test “Re-crystallization”.
 Expected Results: Salt and unknown look very similar. MSG and Epsom salt look different from each other and
different from the salt and the unknown.
 Ask students the following and have them write the answers in their notebooks:
o What do you think is the identity of the unknown?
o What evidence do you have to support your conclusion?
 Students should be able to determine that the identity of the unknown is salt. Tell students that the unknown is
coarse kosher salt. It is chemically the same as table salt, but the process for making each is different and that is
why they look different.
 Discuss with the class how properties of these materials were used to help identify each one and then make
predictions about an unknown. Could these predictions have been made with reliable accuracy if the properties
examined were not characteristic? Why or why not?
17
2. What about other properties of solids?
 Solids can have many properties. We have looked at shape, solubility, re-crystallization, and texture along
with a few others. In this activity, we are going to examine one more property—electrical conductivity.
Students will use a conductivity meter to determine if any of a variety of solids will conduct electricity.
 Ask students, “What does it mean if an object is a conductor of electricity?” Allow responses. Students
should be able to define an object’s conductivity in this instance as the ability of the material to allow
electricity to flow through it.
 Explain to students that they will be conducting a conductivity test to determine what solids are good
conductors of electricity. They will need to construct a table in their notebook to log their observations.
 Provide several solid objects (see materials list) and a conductivity meter to each group of students.
 Tell students to test all objects you give them and they may select any other solid objects in the room to test
as long as they record their observations. Give them about 10 minutes to do this.
 Discuss their results. What materials were not conductors? Which materials were conductors? Were all of
the conductors equal conductors? How do you know? Why might this be so?
 Tell students that electrical conductivity is a characteristic property—that no matter how much there is of the
material—it will either conduct or not conduct electricity. How could this property be useful in identifying
unknown materials?
 Add the word “conductivity” to the personal glossary
3. Check for Understanding Look back at Frayer Model from day 1. Modify examples and non-examples section.
18
Investigating
Properties
1
What are some properties of gases?
DAY 7
Overview:
Students may not think that gases have observable properties or any properties for that matter. In this activity, students
will be making observations of the reactive properties of gases and use these observations to identify unknowns.
Learning Target:
 I can identify properties of matter.
 I can identify an unknown substance by using characteristic properties.
Key Vocabulary:
Property, characteristic property, reactivity
Sequence of experiences:
Mystery Gas A and B
30 minutes
Gas Balloons
20 minutes
or
Materials/Preparation:
 1 package of dry yeast
 Beakers
 3% hydrogen peroxide
 Fireplace matches
 Vinegar
 Baking soda
 1 Alka-Seltzer tablet
 Sugar
 Round balloons
 Compressed air (for cleaning keyboards)
 Balance
 String
1. Which gas is it?
 This activity will be performed by the teacher and students will record their observations in their notebooks.
 You will be mixing materials to produce the gases oxygen and carbon dioxide. Based on the way these
gases react when exposed to a flame, students will use their observations to identify unknown gases.
Reactivity is characteristic property of matter. (Activity is from Flash! Bang! Pop! Fizz!, Chahrour, 2000)
 Ask students to brainstorm a list of properties that gases may have. Have students compare lists with other
groups and then create a master list on the board. Ask students how they know that gases have these
properties. Remember, there are great student misconceptions surrounding gases---such as gases are not
matter, have no weight, and really don’t have any distinguishable properties. You may want to suggest gases
such as oxygen, carbon dioxide, helium, propane, etc. that students may be familiar with to help them create
their lists.
 Tell students that today you will be making 2 gases and testing how they react when exposed to flame so that
the properties of those 2 gases can be determined. Once they learn how to identify the 2 known gases with
flame tests, they will use their knowledge to identify two mystery gases.
 Students can create a data chart in their notebook that looks like the table below:
19
Test
Flame Test
Glowing Splint Test
Identity of Gas





Oxygen
Oxygen
Carbon Dioxide
Mystery Gas A
Mystery Gas B
Carbon Dioxide
Gas 1: Oxygen
o Fill a beaker one fourth of the way with hydrogen peroxide.
o Tear or cut the corner off the dry yeast package and sprinkle enough yeast to cover the surface of the
liquid.
o Swirl the cup.
o What’s happening? Have students record observations in notebook. (May use document camera)
o Light a fireplace match, then hold the burning tip of it just above the liquid. Observe and record.
o Blow out the flame on the stick. Hold the ‘glowing’ tip just above the liquid. Observe and record. Repeat
as often as you like.
o Key Question: How does the flame behave in the presence of oxygen?
Gas 2: Carbon Dioxide
o Fill a new beaker one-fourth of the way with vinegar.
o Add 5 mL of baking soda
o What’s happening? Record observations in notebook. (May use document camera)
o Light a fireplace match and, once the foam is out of the way, hold the burning tip of it just above the liquid.
Observe and record.
o Light a new match. After it has burned several seconds, blow out the flame. Hold the glowing tip close to
the liquid. Observe and record.
o Key Question: How does the flame behave in the presence of carbon dioxide?
Now you will create gases again but in a different way. You will NOT tell the students which gas you are
making. They will use their observations and the properties they observed for each gas in order to determine
the identity of the unknowns.
Mystery Gas A (carbon dioxide)
o Fill a beaker one-fourth of the way with warm (not hot) water.
o Add 5 mL of sugar
o Add 2-3 mL of dry yeast and stir
o Cover the cup with an index card
o Allow cup to sit undisturbed for about 30 minutes. GO ON to Mystery Gas B while you wait. You may
want to create this gas at the beginning of class and when you reach this point in the lesson you can
describe how you made the gas. This will save time.
o Remove the card and swirl the cup to break up some of the bubbles.
o Immediately do flame and glowing splint tests.
o Record the observations and identify the gas.
o You can repeat the above steps all day or more. If you add sugar, you can keep the yeast solution going
even longer.
Mystery Gas 2 (carbon dioxide)
o Fill a beaker one-fourth of the way with water.
o Add 1 alka-seltzer tablet
o Do a flame test and glowing splint test.
o Record observations and identify the gas.
2. What about other properties of gases?
 Students just observed that gases can react when exposed to a flame---this is a characteristic property of
the gas. But what other properties may gases have? Gases can have an odor, have a color, and have a
particular density and so forth. The following can be done as a demonstration or done in large groups of
4-5 students.
 Ask, “What will happen when 2 different gases are used to inflate 2 balloons?” Have students discuss
their answers.
 Tell students that 2 balloons will be filled to approximately the same size with breath from their mouth
(mostly carbon dioxide) and compressed gas (name of gas is on the can—will vary by brand). Ask them
to revisit the question they were just discussing—how do their answers change now that they know what
the gases are?
 Blow up a round balloon and tie it off. Next, inflate the other balloon with the compressed air. Use the
string to measure the circumference of the balloon in order to get it as close in size as possible.
20


Make observations. How do the balloons “feel” when you hold them? How do they behave when they
are let go? Students can measure the mass of each balloon and make comparisons.
Ask students to describe the properties that they are observing and complete the frame about gases in
their notebook.
Writing Frame:
__________ have specific properties. One property is ___________. Another is ___________, which
influences how _______________________. Another important property is ________________. This is
important because ____________________
Revisit the Frayer Model and modify examples and non-examples.
21
Investigating
Properties
1
What are some properties of liquids?
Are there other properties of matter to examine?
DAY 8
Learning Targets:
 I can identify properties of matter.
 I can interpret evidence to determine if a property is characteristic.
Key Vocabulary:
Property, characteristic property, conductivity, pH, boiling point, melting point
Sequence of Experiences:
Conduction and pH
20 minutes
Boiling Water
20 min
Check for Understanding (writing
frame)
5 min
Materials/Preparation:
 Beakers or cups
 Conductivity Meters
 Distilled water
 Tap water
 Salt
 Sugar
 Vinegar
 Coke
 Peroxide
 Ammonia
 Glycerin
 Bleach
 Acid/Base test strips
 thermometer
1. What liquids are good conductors?
 Liquids have a variety of properties such as color, odor, density, viscosity, and so forth. As with solids, some
liquids are good conductors of electricity. In this brief activity, students will test various liquid solutions in
order to determine the conductivity of each.
 NOTE: Number 1 and 2 on this day can be done at the same time
 Before the activity, prepare several solutions to test. Liquids to test can include distilled water, tap water,
diluted bleach, glycerin, alcohol, sugar water, salt water (varying concentrations), vinegar, baking soda water,
coke, peroxide, etc. Make sure these solutions are in clearly marked containers. You may want to make up
several sets of these solutions and have them at stations placed around the room or a set per group of 6
students working in pairs.
 Students will create a chart for recording their observations in their notebook. If the solution does conduct
electricity, students may want to note if it was a strong conduction (bright light) or a weak conduction (dim
light).
 Discuss their results. What liquids were not conductors? Which liquids were conductors? Were all of the
conductors equal conductors? How do you know? Why might this be so?
 Students should be able to make the connection back to their conductivity tests with solids. Not only can they
conduct electricity, but so can a variety of liquids. Remind students that electrical conductivity is a
22
characteristic property—that no matter how much there is of the material—it will either conduct or not conduct
electricity. How could this property be useful in identifying unknown materials?
2. What other properties can a liquid have?
 In this brief activity, students will check the pH of the liquids used in number 1 above. Sixth grade is not
the time to discuss the full meaning of pH. At this point in time, students should recognize that a
substance is either an acid, a base or neutral. Students will be using basic acid/base indicator strips to
determine if the liquids are an acid, base, or neutral. Students can add another column to the chart they
created above in order to record the pH of the solutions.
 Explain to students how to use the test strips. You may want to write the color indicators on the board for
students to refer to. (Red Strips—If they turn Blue, it is a base; Blue Strips—If it turns Red, it is an acid; If
no change in either color—it is neutral)
 Discuss with students how using the property of whether a material was an acid or base could be useful
in identifying materials and choosing materials to use. Several examples could be shared with students
such as antacids like Tums, Maalox, etc, pool chemicals, shampoo, body soap (would you want to use
highly acidic soap?), fertilizer for rose bushes and other plants, and so forth.
 pH is not characteristic as it is determined by the amount of the substance in solution. However, whether
something is an acid or a base is characteristic. This will further be discussed in later grade levels.
Key Question: How can the properties of liquids be used to identify them? How can the properties be used to determine
uses for the liquids?
3. Is boiling point characteristic?
 A variety of materials have a variety of boiling points. Several misconceptions hinder the understanding of
boiling points—the longer you boil something, the hotter it gets; that amount affects the boiling point (less—
lower boiling point, more—higher boiling point)—and these misconceptions need addressed. Due to the
safety issues of boiling liquids other than water, only water will be boiled in class. But students will examine
boiling point data for a variety of substances and will make comparisons.
 Discuss with students what is meant by boiling point—the temperature at which a liquid becomes a vapor.
 Tell the students that they will be exploring the boiling point of water and examining the boiling points of other
materials.
 PROBE: “Boiling Time and Temperature”—Uncovering Student Ideas in Science Volume 2, 2007. Have
students complete the probe. You may want to do “3 Corners” with the students where those who chose A,
B, or C go stand in the respective corners of the room. Once in their choice corner, students can discuss their
reasoning. You can observe these conversations and get a feel where the class is concerning boiling point.
 Once students have completed the probe, direct their attention to the front of the room where you have the
boiling water set up.
 Tell students that the boiling point of pure water is 100 C or 212 F. You will be conducting the experiment for
them and they will be recording all observations in their notebooks.
 Place 50-100 mL of water in a beaker and on to a hot plate. Measure the initial temperature.
 Turn the heat to high and when the water comes to a rolling boil, measure the temperature and record. (Be
sure not to touch the sides or bottom of the beaker)
 After 1 minute of boiling, measure the temperature again. Repeat after 5 minutes of boiling. Record all
observations.
 Have students revisit their probe. Do they want to make any changes based on the experiment? If so, have
them do so on their paper. (You can take these up as a formative assessment to understand student thinking)
 Students should come to the conclusion that no matter how long the water is boiling, the temperature of the
water stays the same.
 What about the boiling points of other materials? Are they the same? Different? Why or why not? Students
will examine the chart of boiling points and make comparisons. (See Boiling Point/Melting Point Chart)
 Now pose this question to students, “Is the boiling point the same if I have a large amount or small amount?”
Have students discuss their thoughts to this question and share out responses.
 Test out their predictions—place 50 mL of water in a beaker and 100 mL in another. Place these on the hot
plate on high heat. When each beaker comes to a rolling boil, measure the temperature and record. The
boiling point should not vary, however the time that it takes to boil will be longer with the larger amount.
 What does the above demonstration prove? Use the frame below to help students express their thinking.
23
Writing Frame:
Boiling Point IS or IS NOT a characteristic property of materials. I think this because ___________________. The data
provide evidence that _______________________________________________.
24
Boiling and Melting Points of Various Substances
Boiling Points
Boiling Point (oC)
Substance
Pure Water
Vinegar
Acetone
Helium
Iodine
Mercury
Lead
Gold
Alcohol
Glycerin
Jet Fuel
Olive Oil
Tar
100
118
56
-269
184
357
1740
2807
79
290
163
300
300
Melting Points
Substance
Pure Water (ice)
Helium
Iodine
Lead
Gold
Aluminum
Iron
Paraffin
Melting Point (oC)
0
-272
114
420
1064
659
1530
52
25
Investigating
Properties
1
Are there other properties of matter to examine?
DAY 9
Overview:
Students will continue investigating properties. Remember, being able to identify and describe properties is a way
to identify materials, make predictions about how materials will interact with one another, and to determine uses for those
materials.
Learning Targets:
 I can identify properties of matter.
 I can interpret evidence to determine if a property is characteristic.
Key Vocabulary:
Property, characteristic property, melting point, density
Sequence of Experiences:
Melting Point
15 minutes
Exploring Density
30 minutes
Materials/Preparation:
 Aluminum foil
 Hot plate
 Ice
 Moth balls
 Sugar
 Salt—non iodized if possible
 Stick butter
 Beeswax candle
 Paraffin
 Stop watch/timing device
 Film canisters
 cylinders
 Pennies
 Paper clips
 balances
 Large tubs/pitchers
 Tap water
1. Is Melting Point a characteristic property?
 Yesterday, time was spent understanding boiling point. Today we will explore melting point in order to
determine if it is a characteristic property or not. Just as with boiling point there are misconceptions that
students may hold—the more mass, the higher the melting point is one example. Students will not be
collecting actual melting point values of materials, but rather will be doing a qualitative analysis by observing
the time it takes to BEGIN melting when a constant amount of heat is being applied.
 Begin by asking students if they think different materials have different melting points. If so, what are some
reasons for this? Discuss as a class.
 Tell students that today they are going to observe several items melting and decide which have low melt
points and which have high melt point.
 PREPARE AHEAD OF TIME: Aluminum foil containers for the materials to be place on the hot plate.
 Show students a list of the substances they will be examining. Have students work in partners to rank order
the substances from quickest to begin melting to slowest and place in their notebook. Ask them to justify their
rank order.
 Place an equal amount (grams) of each material in its own aluminum container. The reason we hold the mass
constant is because we do not want the time it takes to melt to be affected. Turn the hot plate to a medmed/high setting.
26



Select one substance and place on hot plate—begin timing as soon as container is on the hot plate. Once
the material BEGINS to melt, stop the time and have students record. Repeat for the remaining substances.
Do substances have different melting points? Students can use data collected from the demonstration as well
as look at the Boiling/Melting Points Chart to help draw their conclusions. How could knowing the melting
point of substances be useful information?
Actual Melting Points: Butter—32-35C, Paraffin—52C, Low odor moth balls—53.5 C, Beeswax—62-64 C,
Sugar—146 C, Salt 801 C.
Writing Frame:
Melting point IS or IS NOT a characteristic property of substances. I think this because_________________. The data
from the evidence show ___________________________________________________.
2. Sinkers or Floaters?
 The concept of density, which is a characteristic property, underlies the explanation for a variety of natural
phenomena such as weather patterns and plate tectonics. Even though students may be able to identify the
formula d = m/v, they are not able to apply it to other concepts in science. Full understanding of density
requires understanding the mathematical explanation behind it, specifically ratio and proportion which are also
CCR Math standards for 6th grade. The next few activities will be spent deepening students’ understanding of
density.
 Sink or Swim Scenario: Set up the scenario below and ask students to answer and explain based on what
the currently know and understand. Tell them that they will revisit this scenario at the end of the sinker/floater
activity and have a chance to revise their answer. (Place answer in notebook)
o True or False? When a largemouth bass takes air into its swim bladder from the gills, the fish
rises in the water. When it releases air from the swim bladder, it sinks.
o Note: This is true. Even though the bass is taking in more mass—which should make it’s density
increase, it’s volume is increasing more than the mass (little bit of gas feels a large space) and in reality
it’s volume is increasing more which makes the density go down.
 Students will need to set up their notebook for combination notes. (See below)
Regular Notes
Symbols, Pictures, or Graphic
List explore question here
Summary


In the first explore, students will use a film canister to maintain a constant volume but will experiment with
varying masses. Students will need to measure the mass of their can each time and record whether it float or
sank. Students need to describe or draw what the canister looks like in the water—is it on the bottom? Is it
sticking out of the water a little bit or a lot? Is it under the water completely, but not on the bottom? Did it sink
quickly or slowly?
Explore 1:
o If we add or subtract mass from an object, does it affect whether or not the object sinks or floats?
(Volume is held constant)
o Determine the volume of the canister. This is a film canister and the volume can be found using the water
displacement method.
o Change the mass of the canister until you have a few examples of “sinkers” and “floaters”. Record the
mass with each change and describe in words and/or pictures.
27

Explain 1:Graph the data (v, m) and label each point (See example below)
Mass(g)




Sinker
Sinker
Floater
Floater
Volume (mL)
o
Generate a rule: What makes something sink or float?

For discussion as you circulate among the groups: Describe what you are doing. Is there a specific point
where it is neither a sinker nor a floater? If so, what is that point?

Teacher Notes: Students graph their data and label each data point to see that each data point represents a
coordinate point on the graph. In the explain phase, students have generated a rule. Explanation of their rule
should utilize words, pictures, and numbers. It should also reflect the data that were collected. This rule
should be negotiated in small groups of 2-4 students. Sample student rules are “Adding mass makes the
canister sink,” and “Things with less mass float and things with more mass sink.” At this point, students’ rules
will reflect the misconception that heavy things sink. This point will be addressed as we continue with our
density activities. Students will be asked to refine this rule at each stage of the lesson.

Have students clean up and tell students that tomorrow they will be exploring changes in volume when the
mass is held constant.
28
Investigating
Properties
1
Are there other properties of matter to examine?
DAY 10 and 11
Learning Target:
 I can explain the relationship between mass and volume to the property of density.
 I can use evidence to explain that density is a characteristic property of matter.
Key Vocabulary:
Density, ratio, mass, volume
Sequence of Experiences:
Exploring changes in Volume
25 minutes
Calculating Various Densities
30 Minutes
Materials/Preparation:
 Per group: one set of water bottles with the tops cut off at different heights (2cm/4cm/7cm) to create 3
different volumes. Place masking tape across the top to avoid sharp edges.
 A tub of water or large graduated cylinder
 Weights (rocks, marbles, etc)
 Plastic wrap
 Rubber bands
 Various materials for Explore 3: pennies and 3 different lengths of dowel rod.
 Cylinders
Teacher Notes: You will need to prepare the water bottles in advance. This should take about 15 minutes to make the
entire class set. In this second activity, students place the same mass in different-sized (volume) containers. Students
select one mass from the weights listed above and record. Students place the selected mass in each of the three empty
water bottles and observe if it sinks or floats by placing the bottles in a tub of water. In order to prevent water from getting
into the bottle, students can cover with plastic wrap and secure with a rubber band. Be careful of any extra plastic wrap
floating in the water as it will interfere with the behavior of the bottle.

Students will need to set up their notebook for combination notes. (See below)
Regular Notes
Symbols, Pictures, or Graphic
List explore question here
Summary
1. Sinking and Floating, Part 2
 Explore 2:
o If we change an object’s volume, does it affect how the object sinks or floats? (Mass is constant)
o Determine and record the mass of the object you will use.
o Rank the volume of the three containers you have from least to most volume.
o Add the object to each container and observe if it sinks or floats. Record your observations.
29

Explain 2:
o Graph the data (v,m) and label each point. (see sample graph)
Mass
(g)
S

S

F

F

Volume (mL)
o
Revisit rule from Explain 1. Add to or adjust the rule based on your observations in Explore 2.

Teacher Notes: Students return to their rule from yesterday and revise. As before, the rules should be
discussed in student groups. Sample questions for the small groups: If you could change either mass or
volume, how could you make an object a better floater or a better sinker? What affected how well the
cylinders float or sank? Typical answers include, “Increasing volume or decreasing mass makes the cylinder
float better.” Students have now explored both aspects of density: the measurement of mass and volume.
Density is the ratio of these 2 measures. Students will need to see sinking and floating in terms of this ratio:
The higher the density, the more likely the object is to sink. Here would be a good time to introduce the
formula d=m/v. Students can go back to the data that was graphed in activities one and two and calculate
density of each object. Ask students to consider how this ratio could be used to restate their rule. This may
also be a good time to add ‘density’ to the personal glossary.

Explore 3:
o Teacher Notes: Up to this point, students have not needed to compare densities—only different amounts
of masses or volumes. This third activity requires the comparisons of different densities with the ratio m/v
held constant. Students are given various objects of your choosing of which the quantity can easily be
changed. Students should keep track of the mass and volume of the various amounts. This can be done
in small groups. Although each group does not need to investigate every material, they all need to
measure different ratios of water, as these will be important parts of the graph. The volume of the
materials can be found using the water displacement method.
o
Change the quantity of each material (pennies, water, and wood dowel) and determine if that quantity
sinks or floats by calculating the density. Students must first find the density of varying amounts of water.
Record the mass and volume each time as well as your observations. (12 and 24 pennies work well and
you have 3 different sizes of dowel rod in the kit)
o
Have each group do water and one other material. Compile the data onto a class chart.

Material
Water 1
Water 2
Water 3
Pennies (12)
An example of the data table students could use:
Mass (g)
Volume (mL)
20
20
40
40
60
60
Density (g/mL)
1
1
1
30

Explain 3:
o Graph the data (v,m) for each type and size of material. (See graph example below)
pennies
Mass
(g)
Water
Dowel rod
Volume (mL)
o

Revisit your rule from Explain 2. Add to or adjust rule based on your observations from Explore 3.
Include a mathematical description of what makes something sink or float.
Teacher Notes: In this graph, each line represents the density of a material such that each “chunk” of
substance is represented by a data point and these data points are all proportional to each other. After
students make the graph for different-sized pieces of certain materials, the following discussion is appropriate.
What does a diagonal line mean on this graph? The diagonal line is all of the points with the same density.
Density of the material is represented as the slope of each line—this means that the ratios would be equal (in
proportion). On a given line what is changing as you move along it? (the mass AND the volume) What stays
the same? (The density of the substance) How would we expect materials that are above the water line on
the graph to act if placed in water? (they would sink) What about materials that are below the water line?
(They would float) Why is this so? (Because their densities are either more than water (sink) or less than
water (float). Students will return to their rule and make adjustments if necessary. The rules should include
a mathematical description of what makes something sink or float (in water).
We often refer to density as if it were a single property when in fact it is a ratio of two properties: mass and
volume. Mass and volume are non-characteristic properties of matter—that is to say that their values can
change with the amount of material that you have. However, when we use a ratio of these two properties we
then have a characteristic property called density. The density for any material is the same no matter what
mass or volume of the material is present.
2.Check for Understanding: What makes something float or sink in water? Have students write their responses on an exit
slip.
3. Revisit the fish scenario and have students modify and share answers.
31
Investigating
Mixtures
2
How can we use properties to understand mixtures?
DAY 12
Big Idea:
Matter can change in different ways and we can classify the types of changes.
Evidence of changes can help us to classify them.
Properties of matter can be used to separate mixtures.
Big Idea:
Learning Targets:






Learning Targets:
 I can define physical change and give examples.
I can explain that substances may have parts that are too small to be seen without magnification.
 I can define chemical change and give examples.
I can define mixture (2 or more materials that are combined in any ratio) and give examples.
 I can identify indicators of chemical change.
I can determine if a mixture is evenly mixed (homogeneous) or unevenly mixed (heterogeneous).
 I can classify changes as physical or chemical.
I can explain how mixtures can be separated using physical properties.
 I can identify and describe evidence of physical and chemical changes
I can investigate ways to separate mixtures using the physical properties of its parts.
in matter.
I can use evidence to show that mass is conserved when mixtures are separated.
Key Vocabulary:
Key Vocabulary:
Physical change, chemical change
Mixture, homogeneous, heterogeneous, solution
Sequence of Experiences
Sequence of Experiences
5 Stations with Mixtures/Non-mixtures
Demonstration of Change in
Matter
Interactive Lecture
Check for Understanding
Listing Evidence of Change
Change Stations
Materials/Preparation:
Check for Understanding
 Sealed petri dishes with beads and BB’s
 Magnets
Materials/Preparation:
 Pictures and/or samples of objects on station chart
 You will need a fume hood for the first activity, or you will need to
 Legos
plan to do it outside!
 Digital scale
 100 mL of sugar
 Two 100 mL beakers
 Diatomaceous Earth
 Water
 Magnifiers
 40microscope
mL concentrated sulfuric acid
 Pictures of diatomaceous earth with electron
 Safety goggles
 Pictures of different kinds of matter that canChart
be sorted
paper
 Straws
 Markers
 Cups
 Station Direction Sheets
 Materials for each station (on worksheet)
 Salt
 Station data chart
 Water
 Index cards
 Bromothymol Blue
 Diluted ammonia
1. Demonstration of Change in Matter
 Bottle of coke (teacher provides)

5
Outside or under a fume hood pour 50 mL of sugar into two
different 100 mL beakers. Add 40 mL of water to one beaker
Stations with Mixtures/Non-mixtures
and 40 mL of concentrated sulfuric acid to the second beaker.
 Set up five stations for students to rotate through at which they explore whether substances are mixtures
Stir both and let stand.
and, if so, think about how they might separate them. The station cards follow this days’ lessons. You
may want to set up 2 sets of the 5 stations—for
stationsobserve
total. Students
can between
travel in groups
3
 Have10students
differences
the twoofbeakers.
through the stations recording information inDiscuss
their notebooks.
the changes observed in each beaker and the

properties of the original materials and the final material.
For each station, copy a direction card and place into a sheet protector and tape to the table. Place all
materials needed for the station out for the
to use.
 students
Ask students
if the materials could be changed back to the way
they were originally in either beaker and how that might be
32
done.
2. Listing Evidence of Change

Students will follow the directions and record all notes/observations.

Station Set-Up:
i. Petri Dish---use a petri dish to mix some materials such as sand, beads, etc. Make sure dish is
sealed.
ii. Separating Matter: Need 3 vials—1 with sand/iron fillings, 1 with salt and pepper and 1 with oil
and water.
iii. Lego Mixtures: A balance and 10 legos
iv. Diatomaceous Earth Observations: Petri Dish with Dia Earth—SEALED. (DE—is an irritant),
magnifiers, a folder with the electron microscope images of DE.
v. Sorting Matter: Different pictures of various substances. You can use as many or as few as you
would like. Be sure to include examples that are not obvious. (Pictures are found at the end of
the unit)
4. Interactive Lecture








Have students reflect on the stations they visited and spend a few minutes discussing with a partner
which they thought were mixtures and why. Ask them to come up with a definition of mixture. They can
share their definitions and combine them for a class definition. Share other examples of mixtures/nonmixtures to refine the definition and have students write in notebooks. Add mixture to personal glossary.
Show students a homogeneous and a heterogeneous mixture.(Example: Kool-Aid and water, MM’s of
two colors, separated and then mixed, etc. ) Have them decide if they are mixtures then discuss how
they are alike and different. Define homogeneous and heterogeneous mixtures and have students write
definitions and draw a graphic for each in their personal glossary.
Have students revisit their chart from station 4. Have them discuss with a partner which mixtures they
were able to separate and how they did it. Call on students to describe the properties that helped them to
separate different mixtures and compare if they used different methods.
Show students a bottle of coke. Have students indicate with an index card (yes/no) whether they think it is
a mixture or not. Open the bottle and ask students what they hear and see and what causes the sound
and the bubbles. Ask them where the gas was in the bottle and if it is now gone. Close the bottle, shake
it gently and reopen. Have students explain their observations and describe where the gas is. Ask them
if this could continue forever and why or why not.
Ask students how we could make a mixture of a liquid and a gas (how do we get them to mix together?)
Mix together 50 mL of water with 4 drops Bromothymol Blue and 1 drop of diluted ammonia (5 mL of
water, 1 drop of ammonia) and then using a straw, blow into the mixture. Have students describe what
they observe in their notebooks. Discuss where the gas is and how they know. Discuss what air is
made up of and decide if it is a mixture and what kind it is.
Show students water and salt (or sugar). Before mixing the two find the mass. Dissolve the salt in the
water, mass the mixture again and ask students to discuss with a partner whether it is a mixture and if so
which type and why. Introduce the term “solution” and give other examples of a solution. Have students
come up with a definition of solution and put it in their notebook with examples.
Have students discuss in pairs or small groups the weight of the salt and water when they are separate
and when they are mixed. Have them share their thinking. If they don’t bring it up, ask them how the
lego station relates to this and how the two ideas might be the same and different.
Ask students to think about how the salt and water could be separated.
5. Check for Understanding

Students complete a concept map for “mixtures” using the notes they made during the lecture. See
handout (concept chart) (At end of unit)
33
Petri Dish Adventures
1. Observe the matter in the petri dish.
2. Is it a mixture? Why or why not?
3. Try to separate the matter in the dish
without opening the dish!
4. In your notebook, explain how you were
able to do this and what properties of the
matter in the dish were helpful.
34
Separating Matter
Duplicate the following chart in your
notebook. Look at the pictures or objects
at this station and fill in the chart for each
one.
Is it a mixture?
Why or why
not?
Can it be
separated into
parts?
How?
What
properties did
you use to
separate the
parts?
Sand/iron
filings
Salad
Muddy
water
Dust cloud
Salt and
pepper
Oil and
water
Coke
35
Lego Mixtures?
1. Chose 10 legos.
2. Put the 10 legos you chose together
in some way.
3. Weigh the 10 legos put together.
4. Take the legos apart and put them
together in a different way.
5. Weigh the 10 legos in your new
design.
6. Record the weight of each design in
your notebook. Explain what you
found.
36
Diatomaceous Earth Observations
1. Observe the diatomaceous earth using just
your eyes. Record in your notebook: Is it
a mixture? Why or why not?
2. Observe the diatomaceous earth using the
magnifiers. Record in your notebook: Is it
a mixture? Why or why not?
3. Ask your teacher for an electron
microscope picture of diatomaceous earth.
Record in your notebook: Is it a mixture?
Why or why not?
4. Record in your notebook: Is it a mixture?
Why or why not?
37
SEM Images of Diatoms. Courtesy of Neena Tierney)
38
Sorting Matter
1. Spread out the pictures of different kinds
of matter.
2. Sort the pictures into two groups-mixtures
and non-mixtures.
3. Sort your mixture group into two groups.
4. Talk to the others in your group about how
you sorted them.
5. Record your groups with words and/or
pictures in your notebook. Be sure to give
a title to each group.
Non-Mixtures
Mixtures
?
?
39
Investigating
Mixtures
2
How can we use properties to understand mixtures?
DAYS 13, 14, and 15
Big Idea:
Big Idea:
Matter can change in different ways and we can classify the types of changes.
Evidence of changes can help us to classify them.
Learning Targets:
Learning Targets:
I can
define
physical
change
give examples.
I can investigate ways to separate mixtures using
the
physical
properties
of and
its parts.
 I can define chemical change and give examples.
 I can identify indicators of chemical change.
Key Vocabulary:
 I can classify changes as physical or chemical.
Mixture, homogeneous, heterogeneous
 I can identify and describe evidence of physical and chemical changes
in matter.

Sequence of Experiences
How do you get the water clean?
Key Vocabulary:
Physical change, chemical change
List ways used to separate mixtures.
Looking at a Leaf.
Marker Mystery
Sequence of Experiences
Demonstration of Change in
Matter
Listing Evidence of Change
Materials/Preparation:
Stations
 “dirty” water—water with the following Change
items added
coffee grounds, salt, oil, vinegar, grass clippings
 Gravels
Check for Understanding
 Funnels
 Cotton balls
 Activated charcoal
Materials/Preparation:
 Sand
 You will need a fume hood for the first activity, or you will need to
 Magnet
plan to do it outside!
 100 mL of sugar
 Paper towels
 Two 100 mL beakers
 cups
 Water
 Leaf (optional)
 40 mL concentrated sulfuric acid
 Dried leaf (optional)
 Safety goggles
 Water
 Chart paper
 Document camera
 Markers
 Station Direction Sheets
 Filter paper or coffee filters
 Materials for each station (on worksheet)
 Variety of black markers
 Station data chart
 Rubber bands
 Index cards
 pipette
3. Demonstration of Change in Matter
1.





Outside or under a fume hood pour 50 mL of sugar into two
different 100 mL beakers. Add 40 mL of water to one beaker
Begin today’s lesson by asking students how much water is on the earth. Allow responses. Students may say that
and 40 mL of concentrated sulfuric acid to the second beaker.
the earth is 70% covered with water and so forth. Ask the students how much of the water on the earth is
Stir both and let stand.
available for human consumption. Allow responses. Tell them that you are going to do a demonstration to help
answer this question.
 Have students observe differences between the two beakers.
Discuss the the
changes
in each beaker and the
Tell students that you are going to create a model representing
water observed
on the earth.
properties of the original materials and the final material.
Place a container full of water (colored blue) on the table. This should be 600 mL. This represents the TOTAL
amount of water on the earth.
 Ask students if the materials could be changed back to the way
Water, Water Everywhere but not a drop to drink!
However, the majority of the water on the earth isthey
salt water;
97%. Pourinoff
582 mL
of water.
were originally
either
beaker
and how that might be
done.
40
4. Listing Evidence of Change
2.




This leaves all of the fresh water which is 3% represented by the remaining 18 mL.

For discussion: What does this amount of water mean to you? Of this remaining 1%, is it all useable? In other
words, is it clean enough to drink? Why or why not?

Another way to do this is to have the beakers made ahead of time. Be sure to clearly label the beakers and dye the
water blue with food coloring:
 Total water---600 ml
 Salt Water --- 582 ml
 Fresh water --- 18 ml
1. Of the fresh water on earth
a. Ice caps --- 12.6 ml
b. Air, soil, underground --- 5.22 ml
c. Left for human consumption --- .18 ml

Reading Connection: Almost weekly in the Lexington Herald Leader there is some type of article related to
drinking water—keep an eye open for these to use in class.
70% of the fresh water is trapped in the polar ice caps. Pour off approximately 12.6 mL.
29% of the fresh water is underground in rocks or too deep to obtain. Pour off approximately 5.2 mL
1% is left for human consumption—this is approximately 0.18 mL which you can represent with a DROP of water
from a pipette.
How do you get the water clean?

Students will now examine a sample of “dirty” water. Make up a batch of this water by adding to 100 ml of water
coffee grounds, oil (motor/vegetable), salt, vinegar, grass clippings. Each group of students will need 100 mL
sample.

Students should examine the water (do not tell them the ingredients at this time). They should list in their
notebook the properties that they are observing. Ask them to think back to the tests we have conducted so far in
this unit—are there any they may want to try at this time? If so, provide the materials. Some examples of tests
may include conductivity, acid/base, Re-crystallization, etc.

Ask students if they were able to determine the identity of any of the materials in the dirty water mixture. If so,
ask them how they were able to do this in terms of properties. Give students a list of the ingredients or post on
the board. What are some properties they know about some of the ingredients? Have them list this.

Ask students how they think water, any water is cleaned currently. Ask them to share ideas with their partner for
1 minute. Bring them back whole group and ask, “What methods can be used to clean the water?” What
determines which method is chosen? At this point, you may want to discuss filters. What do filters do? What
filters have they seen before? (pool, sand, diatomaceous earth, air, etc). If students bring up filters such as faucet,
water bottle, and fish filters—ask them if they know what makes the filter “work” according to their current
knowledge.

Their challenge is to clean the water. Students who have the “cleanest” water and have retained the most water
of the 100 mL, will be considered successful.

Show students a variety of materials that can be used to separate the ‘dirt’ from the water. (cotton balls, filter,
charcoal, gravels, sand, paper towel, separate by hand, magnet, etc. ) Note: RINSE the charcoal and the rocks prior
to using.

They can choose any 3 of the choices to attempt to clean their water. The point of this activity is to use their
knowledge about properties in order to separate the mixture so that we are left with water only.

Have students work in their groups to discuss the dirty water and it’s properties and what of the available
materials they want to use to ‘clean’ their water.

Students will then design a test. They can receive their materials once they show their plan. If their knowledge of
properties hasn’t been utilized, do not accept their plan.
41

Once students have their plan and it has been accepted, allow them to attempt to clean the water. Each attempt
they make, they should record what they did, the result, and why they think it worked or didn’t. In other words,
what evidence do they have that the test worked or not?

After their last attempt, they should bring the water to you for examination. They should then explain to you
whether their water is clean or not, how they know and what they did to accomplish the task.
3. List ways used to separate mixtures.
 Have students to think to the water mixture and other mixtures that they have separated and/or tried to
separate. What methods did they use? Why? How can a knowledge of properties be useful in this situation?
4. Looking at a Leaf. (optional activity)

Have students discuss with partners or small groups whether a leaf is a mixture and why or why not.
Have them share their thinking.

Dry the leaf overnight (or have a dried one handy) and discuss the difference. Lead students to the idea
that the leaf is a mixture of “leaf stuff” and water. Ask students if they have any ideas about how they
could separate the “leaf stuff.”


Smash the leaf and ask if they see any different materials.

Discuss what a solvent does and talk about water as a solvent. Have students think of examples of
things that water dissolves and separates. See if students can name other solvents and what they
dissolve.
Using chromatography paper, place a small dot of the smashed leaf juice on 2 different strips. Let one
strip develop in water and one in alcohol. What do the students notice with each? (Note—very little color
separation should occur with the water, but the alcohol should produce separation up the strip. The
colors will depend on the type of leaf selected.)
5. Marker Mystery
 Focus Question: Is black ink a mixture? How do you know?
 You can also tie this activity to forensic investigation. If so, you may want to create a story about a note
being written and they need to find out who wrote it.

Show students a collection of several markers confiscated from suspects. Ask students if they could use
what they know about mixtures and ways to separate them to determine which marker wrote the note.
Allow them to discuss their ideas in small groups and share their thinking.

Several different markers have been included in your kit—but you may add as many markers as you
would like. Make sure to label the markers in some way as to not confuse them with others.

In order to separate the ink, place a dot of ink about ¼ inch from the bottom in the middle of a
chromatography strip that is about 3 inches long. Place a rubber band over a beaker of water and fold
the TOP of the chromo strip down to make a ‘hook’. Place the hook on the rubber band and let the strip
hang in the water. NOTE: Do not let the ink dot touch the water, if so the ink will move into the water and
not up the paper. The strip is “done” when either the water keeps rising above the ink and the ink quits
moving or when the water reaches the end of the paper.

Show students a sample of the separated ink from the ransom note. Then give them the materials to
separate the ink in the other markers and have them work in groups to make a plan to do so. When they
find markers that don’t separate, ask them if there is a different solvent they could try.

Discuss results and which marker/suspect wrote the ransom note and how they know.

What evidence do students have that the black ink is a mixture? What kind of mixture is the ink?
42
Summary Frame:
The problem of separating mixtures really boils down to ______________________. One mixture that might
need to be separated is _____________. This can be accomplished if you understand ___________________.
One way this mixture can be separated is _______________________. This way works because
_____________________________.
43
Investigating
Mixtures
2
How can I identify changes in matter?
DAYS 16
Big Idea:
Matter can change in different ways and we can classify the types of changes.
Evidence of changes can help us to classify them.
Big Idea:
Matter can change in different ways and we can classify the types of changes.
Targets:
Evidence of changes can help us to classify them.Learning
ALERT: Part
of activity needs to be set up 1 day prior.
 I can define physical change and give examples.
 I can define chemical change and give examples.
Learning Targets:
 I can identify indicators of chemical change.
 I can define physical change and give examples.
 I can classify changes as physical or chemical.
 I can define chemical change and give examples.
 I can identify indicators of chemical change.  I can identify and describe evidence of physical and chemical changes
in matter.
 I can classify changes as physical or chemical.
 I can identify and describe evidence of physical and chemical changes in matter.
Key Vocabulary:
Physical change, chemical change
Key Vocabulary:
Physical change, chemical change
Sequence of Experiences
Demonstration of Change in Matter
Sequence of Experiences
Demonstration of Change in
Matter
Listing Evidence of Change
Listing Evidence of Change
Change Stations
Change Stations
Check for Understanding
Check for Understanding
Materials/Preparation:
Materials/Preparation:















 You will need a fume hood for the first activity, or you will need to
A clean 16 ounce plastic soda bottle
plan to do it outside!
 100 mLisofa sugar
118 mL 20-volume hydrogen peroxide liquid (20-volume
6% solution, ask an adult to get this from a beauty

Two
100
mL
beakers
supply store or hair salon) 3% hydrogen peroxide from the grocery
will also work, but will be less dramatic

Water
15 ml (approximately one packet) of dry yeast
 40 mL concentrated sulfuric acid
45 mL of warm water
 Safety goggles
Liquid dish washing soap
 Chart paper
Food coloring
 Markers
Gummy bears—teacher provides
 Station Direction Sheets
 Materials for each station (on worksheet)
Water
 Station data chart
Small cup
 Index cards
Safety goggles
Chart paper
Markers
Station Direction Sheets
Materials for each station (see worksheets)
Index cards
5. Demonstration of Change in Matter

Outside or under a fume hood pour 50 mL of sugar into two
different 100 mL beakers. Add 40 mL of water to one beaker
and 40 mL of concentrated sulfuric acid to the second beaker.
Stir both and let stand.
1. Demonstrations of Change in Matter
Have students
observe
differences
the two beakers.
 In this activity, you will conduct two demonstrations
and
students
will recordbetween
their observations.
changes
in each
beaker and
The purpose is for students to begin to Discuss
describethe
evidence
of observed
change and
then describe
thethe
change as physical or chemical. For Demo
1, you of
willthe
need
to set
up the night
before.
properties
original
materials
and the
final material.
Askchanges
studentson
if the
be changed
 Set up a T-chart in your notebook with
onematerials
side andcould
evidence
for on back
the to the way
other.
they were originally in either beaker and how that might be
done.
44
6. Listing Evidence of Change

DEMO 1

The day prior to this activity, place one gummy bear into a small cup and cover with water. Be careful not to fill the
cup too full; the gummy bear just needs to be submersed in the water.

Begin the activity by telling students that they are going to be observing some changes. Their job is to record the
changes and the evidence they observed for the change.

Show students a regular gummy bear. Ask them what they think would happen to the gummy bear if soaked in water
overnight. Allow responses.

Show students the cup with the gummy bear that was set up the night before. You may place this under the
document camera or remove the gummy bear from the water and place on a plate.

Ask students to record the change(s) to the bear and the evidence supporting the change. (The gummy bear
will have greatly increased its volume as well as mass. If you placed too much water in the cup, the gummy bear will
have begun to dissolve and thus will not be able to be removed from the cup. You may want to set up several the
day before in preparation for mishaps.)

DEMO 2

Pour 118 mL of hydrogen peroxide into a coke bottle.

Add 8 drops of your favorite food coloring into the bottle.

Add about 15 mL of liquid dish soap into the bottle and swish the bottle around a bit to mix it.

In a separate small cup, combine the 25 ml of warm water and the 15 mL yeast together and mix for about 30 seconds.
(do NOT use hot water as you may kill the yeast)

Pour the yeast water mixture into the bottle (a funnel helps here).

Students should record the changes and the evidence supporting them.

NOTE: Foam will overflow from the bottle, so be sure to do this experiment on a washable surface, or place the bottle
on a tray.

Hydrogen peroxide can irritate skin and eyes, so put on those safety goggles and carefully pour the hydrogen
peroxide into the bottle.
2. Change Stations
 Using the Change Station Direction Sheets, set up stations where students can observe changes. Have students
continue to use the T-chart from above to list change and indicators or evidence for the change(s).
i. The stations that students will be doing and/or observing are:
1. Egg Shell/Vinegar bubbles should form
2. Liquid Latex and Water an elastic band will form
3. Baking soda and vinegar bubbles will form, acid/base change, odor change
4. Borax, white glue, water will get a stiff solid
5. ice melt phase change to a liquid
6. paper rip and/or aluminum foil crumple. Size change
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Silly Band Rings
Procedure:
1. Dip a finger into the latex and immediately into the vinegar.
2. After one minute, take a pencil point and poke a small hole in
the latex at the tip of the finger.
3. Roll the latex upwards along the finger to form a band of latex.
4. Remove this band. Place your band of latex on a piece of paper.
Write your name on the paper and place on a table.
In your notebook, describe the changes that took place
during this activity. List your evidence.
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ALUMINUM PROPERTIES
Procedure:
1. Add ¼ inch of copper chloride to a beaker that has about 1
inch of water. Add ammonia until the solution turns blue.
2. Clean a sheet of aluminum foil with rubbing alcohol and fold
the aluminum foil into a strip and place it in the beaker.
3. Push it under the surface with a stirring rod—you may leave
part of the strip out of the water to grab on to.
THIS WILL BE USED AS AN UNDERSTANDING
CHECK
Questions:
1. Did any chemical changes take place? What evidence do you
have?
2. Did any physical changes take place? What evidence do you
have?
3. What new properties of aluminum have you discovered?
4. What are some properties of copper chloride?
5. Examine the red material formed. What properties does it
have?
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SCIENCE GOOP!
Procedure:
1. Pour 1 tablespoon of white glue into first paper cup. Add 1
tablespoon of water and stir with stick until mixed. Set aside.
2. In a second paper cup, mix 1 & 1/2 teaspoons of borax and 4
tablespoons of water.
3. Stir well, and then before borax settles to the bottom, use a
tablespoon to scoop out ONLY one spoonful of the water and
borax mixture.
4. Pour into the cup that has the glue and water mixture. Stir with
stick.
5. If mixture doesn't quickly form a gel, add another tablespoonful of
the borax mixture and stir again.
6. Remove gel from cup and roll in your hands until substance firms
up more. Roll it into a ball and observe.
7. To save your goop, wrap it in plastic wrap or place it in a zipper
top plastic bag. Throw your dirty cups and stirring sticks into the
trash.
8. Wash your hands thoroughly after you put your goop away.
In your notebook, describe the changes that took place
during this activity. List your evidence.
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Eggciting Changes
Procedure:
1. Put a drop of vinegar on a small piece of eggshell.
2. Observe the eggshell.
3. Throw your eggshell in the trash.
In your notebook, describe the changes that took place
during this activity. List your evidence.
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Ice Cube Changes
Procedure:
1. Observe the ice cube in the dish.
2. If the ice cube has completely melted, tell your teacher so it can
be replaced.
In your notebook, describe the changes that took place
during this activity. List your evidence.
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Paper Rip or Aluminum Foil Crumple
Procedure:
1. Take a piece of paper and rip it in half.
2. Take a small sheet of aluminum foil and crumple it into a
ball.
In your notebook, describe the changes that took place
during this activity. Do you think the changes were
chemical or physical? Explain your evidence.
.
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3.
Change? How do you know?
Now is the time to discuss with students what kind of changes took place in the demos and stations.
 Ask students to look back over their t-chart---what evidence did they gather for the changes they observed? Allow
responses; record on the board) Responses can include solubility, mass, temperature—etc. Make sure to guide
students toward the “creates a new substance”
 Now say to students, “Let’s think back to the changes we saw. For example, the egg shell and vinegar; what
change(s) took place?” (bubbling, fizzing) What is this an indicator of? (a gas was given off). Did we have a gas
when we started? (No) “So where did it come from? The reaction between the vinegar and base produced a
material that does not behave anything like it’s original parts. What do we call this? (A new substance)
 Make a list in the center of the board, listing all of the changes. (see below)
 Repeat this process with latex/vinegar and baking soda and vinegar. Note: In the vinegar, after it reacts with the
baking soda—not only was a gas produced but something else is going on. The odor is now different than before.
 What do we notice about all 3 changes? They have “new substance” as a result of the change.
 Say, “When we have changes that produce a new substance that has properties different than its original parts, in
science we call that CHEMICAL change.” Write this on the board. (see below)
 Next, “What about the paper rip?” What change did you observe and what is your evidence? Any new
substances? No
 Hold up a sheet of aluminum foil and rip it in off. What change took place? Now crumple the foil and ask the
students what change took place and the evidence they gathered. Any new substances? No
 When we have changes that do NOT produce a new substance, we call them PHYSICAL changes. (see below)
 The evidence are indicators of change, but sometimes it is hard to determine if a chemical or physical change took
place. A few of the indicators may be pointing towards a chemical change and at other times showing up in a
physical change. The “key” indicator in determining if it is a chemical or physical change is to ask if a new
substance with different properties is produced.
 Now look back at the demos/stations you did not discuss. Ask students to classify the changes of these as either
chemical or physical. (Students should look at the borax demo, the gummy bear demo, and the Elephant
Toothpaste demo.) Discuss their choices.
 Deepen understanding through the frayer model with the terms “Physical Change and Chemical Change”
 Add all appropriate terms
 Potential outcome on the board from discussion:
If , then it is a
chemical change: A
new substance is
produced that has
different characteristic
properties than its
parts.
Bubbles
Fizzing
State Change
Color Change
 New Substance X
Size change
Shape Change
Temperature Change
Odor Change
If X, then it is a
physcial change: NO
new substance is
produced & there is no
change in the
characteristic
properties
6. Check for Understanding
o Show or describe to students a change in matter-the Aluminum Properties demo. On an index card, have
students write the kind of change and their evidence for their decision. Have students turn in their cards.
You will need to examine their responses in preparation for tomorrow in order to better understand their
current thinking about physical and chemical change.
52
Investigating
Change
3
How does matter change in open and closed systems?
DAY 17
Big Idea: Mass does not change during a chemical change in a closed system.
Learning Targets:
 I can use evidence to show that mass does not change in a chemical change in closed systems.
Key Vocabulary:
Open system, closed system
Sequence of Experiences:
A Rule For Chemical Change
Open and Closed Systems
Check for Understanding
Materials/Preparation:
o Steel wool set up from first day
o Scale
o Ice Cubes in a Bag Probe
o Calcium Chloride
o Phenol red
o water
o Baking soda
o Zip lock bags (good brand)
o Colored pencils
1. A Rule For Chemical Change

As a whole class discuss stations from previous day. Create a class chart that lists indicators of physical
change and indicators of chemical change. Discuss if all indicators are always present or if some are
always present when change occurs.

Have students work in small groups to determine a rule to decide if a change is physical or chemical.

Working in groups, have students revisit steel wool set up. Have them use their new rule to determine
the kind of change and to write a brief argument defending their choice.
2. Open and Closed Systems

Have students answer “Ice Cubes in a Bag” probe from Uncovering Students Misconceptions in Science
volume

Have them work in small groups to complete “Hand Warmer” activity.




Students can work in small groups of 2-4.
Focus Question for Notebook: Will the mass change in a chemical reaction? Support your
answer.
Pass to each group 1 zip-lock bag, 5 ml of baking soda, and 5 mL of calcium chloride in small
containers.
Have students to discuss the properties of the powders individually.
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








Next, students should pour both powders into the zip-lock bag. Did a change occur? If so, what?
How do you know?
Give each group a film canister or vile of phenol red solution.(phenol red added to water) Phenol
red is an acid/base indicator; it will be yellow in an acid and a bright fuchsia in a base.
Carefully place the canister into the bag and seal the bag taking care not to spill the liquid.
Have students find the mass of the bag and its contents.
Check the seal one more time and tip the canister over mixing the solution with the powders.
Shake the bag gently to make sure all contents come in contact with the liquid.
Place the bag on the table and observe. Have students to record their observations. Students
may touch the bag, but they should NOT open it.
When the reaction is complete, re-mass the bag. Compare to the before value. Is there a
difference? If not, why? If so, why? The expected result is that there will be no change in mass
because the system was closed.
Trouble Shooting for when the mass changes: The mass should not change however, due to
leaks in the bag, improper sealing, etc—there may be a small change. You could do this
experiment in a double baggie, in a sturdy plastic bottle, in a glass jar, etc.

Discuss the type of change and evidence for their choices.

Discuss open and closed systems and discuss what happens in each. Students can discuss the above
activity. Was this reaction in an open or closed system? What would happen if you opened the bag?
How could you prove this? Allow responses and then have a few students open their bags and find the
mass again. The expected result is a decrease from the starting mass. Have students come up with a
definition of each. Have students use a comparison frame from Writing in Science to explain the
similarities and differences in open and closed systems.

Weigh the steel wool set-ups from DAY ONE and discuss findings. Are there any differences? Why or
why not? What type of change has taken place? What is the evidence?
3. Check for Understanding
 Give students back their “Ice Cubes in a Bag” probe. Have them use a different color pencil to make any
changes to their answers they would like based on the new information they have.
54
Investigating
Change
3
How can changes help us to classify matter?
DAY 18 and 19
Big Idea: Matter can be classified by how it reacts with other matter.
Learning Targets:


I can classify substances by how they react
I can identify patterns in how substances are classified in order to make predictions
Key Vocabulary:
React
Sequence of Experiences
Powder Identification
35 minutes
Check for Understanding
10 minutes
Materials/Preparation:













Small amount of each powder (baking soda, baking powder, sugar, flour, salt, plaster, etc.) in marked
container for each group
Small amount of each liquid (water, vinegar, iodine—diluted a LOT) in marked container for each group
Dropper for each liquid
Conductivity meter
Acid/base litmus paper
Aluminum foil
Large paperclips
Tea light candle
Q-tips
Plastic spoons
Small plates to mix solids and liquids
Mystery powder combination (teacher choice)
1. Powder Identification
In this activity, students will be conducting tests on known powders to determine their characteristic properties.
They will then use this information to classify the powders based on the results of the tests. Lastly, they will then
perform tests on a “Mystery Powder”, compare the results back to their known powders and based on the results
identify the specific powder(s) in the unknown.




Have students work in small groups or pairs.
Give each group a set of labeled powders and a set of labeled liquids. This will be all the powders they will
receive.
Have students test each powder with each liquid to see how they react. They can use any test that they
would like—the more information they have about a particular powder, the easier it will be to identify the
substance when they are not for sure.
Tests can include: Appearance, Crush, Solubility (Water), conductivity, acid/base, reaction with water, iodine,
and vinegar and a melt test.
a. Group melt test: Students can work in their groups with a large paper clip, a piece of aluminum foil,
and a tea light to conduct this test.
i. Bend the paper clip so that it is in an “S” shape. Wrap one end of the clip with a small piece
of aluminum foil. This is a ‘spoon’.
ii. Take a small amount of the powder and place on the foil end.
55
iii. Light the tea light and hold the paper clip right above the flame. Observe what happens and
record.
iv. When finished, take a pencil/toothpick and push/drag off the used foil into a waste receptacle.



Have students create the chart below in their notebooks and complete by describing the results of the test.
Have them compare results with another group. They may retest any they are unsure of as long as they have
it.
When students have completed their testing, they are now ready for the ‘Mystery’ Powder. This is a
combination you make up ahead of time. It can be a solitary powder or 2 or more mixed together.
a. OPTIONS: You can have one mystery powder that all groups use or create several different
combinations. Be sure if you do the latter, that each mystery powder is clearly identified.
Before giving students the powder, they should clean up all prior tests and return the individual powders. The
goal for the mystery powder is to use THEIR data to make the decisions about the unknown. Expected
Results in RED
TEST
Water
Vinegar
Iodine
Melt
Acid/Base
conductivity
Fizzing
Fizz
Black
X
Base
X
X dissolve
Fizz a LOT
X
X
Base
Very dim
X dissolve
X
X
Melt, smell
Neutral
X
X dissolve
X
X
X
Base
Medium
Hardens
X (may fizz)
X
X
X
X
Clumpy
X
Black
Burns
Base
X
Baking powder
Baking Soda
Sugar
Salt
Plaster of Paris
Flour
3. Meaning Making: As students are indentifying the mystery powder, they should be discussing how their
knowledge of properties is making the identification of the powders possible.
4.
Check for Understanding

Which One Doesn’t Belong?-Give students a list of four powders, three of which are alike in some reaction.
Have them write which doesn’t belong and why in terms of properties.
a. Sugar
salt
baking soda
flour
i. Possible Answers:
1. salt because it does not react with iodine
2. sugar because it melts
3. baking soda because it reacts with vinegar
b. Sugar
salt
baking powder
flour
i. Possible Answers
1. Salt because it does not react with iodine
2. Sugar because it melts
3. Baking powder reacts with water
c. Plaster
baking powder
baking soda
sugar
i. Possible Answers
1. Plaster is not reactive with iodine
2. Sugar because it melts
3. Baking powder because it reacts with water
4. Baking soda because it reacts with vinegar
56