Name ___________________________________
Biology H
Properties of Water:
Read the following procedures. They will be at the lab stations when you do this lab. Set up your
lab notebook to record data for these experiments and observations. Start a new section for each
station and write a sentence or two about what is being investigated and how. You do not need to
write detailed procedures. Create a data table, leave a space for a graph if needed, and space to
answer the analysis questions.
Do not write in this packet as it will be collected before you do the lab.
Water may seem like an everyday substance that is less than exciting, but from a chemistry point of
view, water has an amazing set of properties. It is truly unique and without it, life could never have
existed. In this lab you will be exploring various traits and characteristics of water.
Directions: READ READ READ each introductory passage. Be sure to record all information clearly
and concisely in your lab notebook.
Station 1: Why is it taking so long to boil this water?!?
- In front of you there are two beakers in a heated water bath. One beaker contains oil and the other
contains water. AS A CLASS we will be measuring the change in temperatures in both beakers
over time.
- Step 1: When you arrive at this station begin by copying all data from previous groups into your
data chart. (Early groups, we’ll fill in your chart at the end of the lab)
- Step 2: HOLD the color coded thermometers into their color coded beaker and take the temperature.
Do not let go of the thermometer while they are in the beakers. After you are done, remove the
thermometers and place them on the table.
- Step 3: Record the current time and the temp of each beaker on BOTH your lab sheet AND the class
data sheet present at the station.
Time
Temp. Beaker - Oil
You will need to graph this data set, so consider:
What is the dependent variable?
What is the independent variable?
What will your X axis label and units be?
What will your Y axis label and units be?
What would a good title be for this graph?
Temp. Beaker - Water
Analysis
1. On graph paper, create a line graph of the class data. All graphing rules apply, so make sure you
look at your checklist! Attach this to your lab notebook.
2. What conclusion can you draw from your data?
3. What property of water does this station illustrate?
Station 2: Out darn spot, out I say!!! (dissolving substances)
Water is knows as a universal solvent, meaning that it is very good at dissolving many things. But can
it dissolve everything? You have a set of test tubes, a water supply, and a number of substances to test
for their solubility in water.
Step 1: Record the substances in your data chart and make predictions about whether or not each
substance will dissolve in water. The predictions are only graded on if you did it, so no need to go back
and “correct” any predictions.
Step 2: Fill each test tube to the halfway point with water.
Step3: Add a very small amount each substance to the properly labeled tube.
Step 4: Gently swirl the test tubes or cover and invert the tubes to mix.
Step 5: Start observing your tubes. Give some time for things to settle/dissolve (not everything is
instant!)
Step 6: Record your data in your chart
Step 7: Rinse your tubes out thoroughly in the sink and return them to your station
NOTE: One tube has been set up by your teacher and should NOT be emptied!
Substance
Prediction
(will it dissolve or not)
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Result
(did it dissolve or not)
Analysis
1. What property of water makes it so good at dissolving other substances?
2. In general, what term is used to describe the group of substances that do NOT dissolve in water?
3. What characteristics must all molecules have in order for water to be attracted to them and begin
dissolving them?
Station 3: Phases of matter
All matter can exist in three phases: Solid, liquid and gas. Many substances need a little extra help to
reach one of those phases, however. In other words, for some solids to reach their gaseous state, they
need to be heated to extremely high temperatures that do not exist naturally here on earth. Likewise for
some liquids to become solids, they need to be exposed to unnaturally cold temperatures. Water is
unique in that it is the only substance that can exist in all three states naturally on Earth: Ice, water and
water vapor. Once again, this experiment will require a class set of data, but don’t worry; you won’t be
graphing anything with this one!
Step 1: The first group at this station will measure out 400mL of cold water in the first graduated
cylinder and 400 ml of hot water in the second. Add two ice cubes to the first graduated cylinder and
place two in the mesh suspended above the second. Then record the time, and the volume of water and
ice in each cylinder. Record your data in the chart below and on the class data sheet at the station.
When reading the meniscus in the cylinder with ice, make sure you look at a point where ice is not
touching the side of the cylinder.
Step 2: Remaining groups will record the time and volume of the water in each cylinder. Record all
data below and on the class data sheet at the station.
Step 3: If you arrive at the station and the ice cube has melted completely, just record the total volume of
the water on both your chart and the class data chart.
Change in water volume as an ice cube melts
Time
Volume of
Water (mL)
Tube 1
Volume of
Water (mL)
Tube 2
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Analysis
1. What is unique about water when discussing the phases of matter?
2. What conclusion can you draw regarding your data from this experiment? Think about how the
two graduated cylinders were different and consider how the volume in each changed over time.
Station 4: Can you walk on water?
Obviously, the answer to the question above is “no,” although it is fun to watch people try! But, believe
it or not, there are some creatures that can walk on water. Do they have special swimmies built into
their feet? No… but they do clearly demonstrate another neat property of water.
Step 1: Hold a clean, dry paperclip by the sides so that it is flat (use forceps for this!) and gently try to
place the paperclip right on top of the water so that it floats. Do not try dropping it on the water or put
the clip in at an angle. It must be flat and placed gently!
Step 2: Use a fresh paper clip and repeat step 1 on the second dish which contains alcohol. Did you
have the same success?
Step 3: Use the appropriate (watch the color coding!) forceps to remove the paper clips and place them
in the “used paper clip” beaker.
Describe your results:
Analysis
1. What property is being demonstrated by the ability to float a paperclip on the surface of water?
2. What is happening with the water molecules to allow this to happen?
Station 5: Can water climb?
In middle school you probably learned the word meniscus. You probably remember that it refers to the
U-shaped appearance of the level of water when it is in a graduated cylinder. But, do you know why
that happens? Does it happen with all liquids? Let’s see!
Step 1: This station is mostly about observations. For each of the cylinders in front of you, sketch the
approximate shape of the meniscus on your paper. Use the measurements on the cylinder to improve
your accuracy. (ex: how far above the center are the edges?) Actual volumes of liquid do not matter.
Focus on the shape of the meniscus.
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(Sketch the graduated cylinders shown below in your lab notebook.)
Water
Alcohol
Oil
Analysis
1. What property is demonstrated by the ability of water molecules to stick to the glass?
2. What can you conclude about the properties of glass?
Station 6: From roots to leaves, how does water get there?
This station will demonstrate one of the processes that helps water make its way all the way from the
roots of a tall tree to the top. In front of you there are three glass tubes of different diameters and a
plastic straw. Use the blunt (not pointed) end of the tube if there is one. Touch the end of the tube to the
surface of the water and wait until the water stops rising. Remove the tube from the water and hold it
vertically. DO NOT LAY IT DOWN!!! Repeat with each of the other tubes and the straw. Observe the
tubes and record, relative to one another, how far the water has moved up the tube. Think about how
this will relate to a plant. Record your observations.
Now touch each tube to a piece of paper towel so that the water is pulled out of the tube. When the tube
is empty, lay it in the long white tray.
-
Rank the tubes in order according to the distance the water travelled. Start with the shortest
distance. Be sure to include information about how the tubes are different!
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Analysis
1. The principle in this station is called capillary action. What is the relationship between the
distance the water moves and the diameter of the tube?
2. In which of your tubes did the water just not climb at all? Consider what that tube was made of
and suggest why the water couldn’t gain any altitude?
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