Investigation 4: Fizz Quiz

Transcription

1 5 th Science Notebook Mixtures and Solutions Investigation 4 Investigation 4: Fizz Quiz Name: Big Question: How can matter be changed? Explain. 1

2 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing patterns can assist in explaining and extending math phenomena M3.1 Apply math knowledge to solve real-world problems Standard 1: Scientific Inquiry S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of observations S1.2 Construct explanations independently for natural phenomena S1.3 Represent, present, and defend proposed explanations S2.1 Use conventional techniques and those of their own design to make further observations and refine explanations S2.2 Develop, present, and defend formal research proposals S2.3 Carry out research proposals, recording observations and measurements S3.1 Design charts, tables, graphs and other visual representations of observations in conventional and creative ways S3.2 Interpret organized data to answer the research question and to gain insight into the problem S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis Standard 1: Engineering Design T1.2 Locate and utilize a range of printed, electronic, and human information sources to obtain ideas T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques, defer judgment, evaluate ideas, explain optimal choice T1.4 Develop plans and construct a model of the solution T1.5 In a group setting, test their solution against design specs, present and evaluate results, describe how solution might be modified, and discuss tradeoffs 2

3 Alignment with New York State Science Standards & Performance Indicators Standard 2: Information Systems 3: Information technology can have a positive and negative impact on society, depending on its use Standard 4 Physical Environment 3.1a Substances have characteristic properties. 3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. 3.1c The motion of particles helps to explain the phases of matter as well as changes from one phase to another. 3.1d Gases have neither a determined shape nor a definite volume. 3.1e A liquid has a definite volume, but takes the shape of his container. 3.1f A solid has a definite volume and shape. 3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. 3.1h Density can be described as the amount of matter that is in a given amount of space. 3.2a During a physical change a substance keeps it chemical composition and properties. 3.2b Mixtures are physical combinations of materials and can be separated by physical means. 3.2c During a chemical change, substances react in ways to form new substances with different properties. 3.2d Substances are often placed in categories if they react in similar ways; for example metals, nonmetals, noble gases 3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction, matter cannot be created or destroyed. 3.3a All matter is made up of atoms. 3.3b Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion. 3

4 Alignment with New York State Science Standards & Performance Indicators 3.3c Atoms join together in well-defined molecules or may be arranged in regular geometric patterns. 3.3d Interactions among atoms/molecules result in chemical reactions. 3.3e The atoms of any one element are different from atoms of other elements. 3.3f There are more than 100 elements. Elements combine to produce compounds. 3.3g The periodic table is one useful model for classifying elements. The table can be used to predict properties. 4.2e Temperature affects solubility of some substances in water. 4.3a In chemical reactions, energy is transferred into or out of a system. 4.5a Energy cannot be created or destroyed, but only changed from one form into another. 4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Standard 6: Interconnectedness 1: Through systems thinking, they recognize commonalities that exist and how parts of a system interrelate and combine to perform special functions 2: Models are simplified representations 5: Identifying patterns for change is necessary for making predictions about future behavior and conditions 6: In order to arrive at the best solution to meet criteria and constraints, trade-offs are often necessary Standard 7: Interdisciplinary Problem Solving 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems 2: Solving interdisciplinary problems involves a variety of skills and strategies such as effective work habits, gathering information, generating ideas, making connections, and presenting ideas 4

5 Table of Contents Investigation 4: Fizz Quiz Part Title Page 1 Chemical Reactions 8 2 Reactions Products 17 3 Reaction in a Zip Bag 26 4 Choosing You Own Investigation 36 5

6 What do you know about citric acid, baking soda, and calcium chloride? I Think Now I Know 6

7 Part 1: Chemical Reactions FOCUS QUESTION How do you know when a chemical reaction has occurred? 7

8 Part 1: Chemical Reactions Making Solutions Do you think these 3 chemicals will make solutions with 50ml of water? 1 Spoon of Citric Acid and 50ml of Water 1 Spoon of Baking Soda and 50ml of Water 1 Spoon of Calcium Chloride and 50ml of Water 8

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11 Part 1: Chemical Reactions Did a chemical reaction take place? How do you? Cup 1 Cup 2 Cup 3 11

12 Part 1: Chemical Reactions FOCUS QUESTION How do you know when a chemical reaction has occurred? How can a solution be separated CLAIM EVIDENCE 12

13 Part 1: Chemical Reactions Word Bank change - chemical reaction- precipitate - 13

14 Part 1: Chemical Reactions Word Bank 14

15 Part 1: Chemical Reactions Science Content/Inquiry 15

16 Part 2: Reaction Products FOCUS QUESTION Can the products of a chemical reaction be separated for further study? 16

17 Part 2: Reaction Products Plan how to separate the contents of cup 1. Plan how to find out if the liquid that came through the filter is a solution. 17

18 Part 2: Reaction Products Crystal Observation Draw the crystals and write a complete list of the chemicals that went into the reaction and a second list of the chemicals that came out of the reaction. 18

19 Part 2: Reaction Products FOCUS QUESTION Can the products of a chemical reaction be separated for further study? How can a solution be separated? CLAIM EVIDENCE 19

20 Part 2: Reaction Products Word Bank 20

21 Part 2: Reaction Products Science Content/Inquiry 21

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25 Part 3: Reaction in a Zip Bag FOCUS QUESTION What might happen if you conduct a gas producing reaction in a closed bag? 25

26 Part 3: Reaction in a Zip Bag Zip Bag Procedure 1. Measure one level spoon of calcium chloride and one level spoon of baking soda into your group s bag. 2. Close the bag except for an opening just big enough to insert the syringe. Press all the air out of the bag. 3. Use the syringe to quickly add 50ml of water to the mixture in the bag. Immediately zip the bag closed. 4. All students observe as members of your group take turns holding and gently shaking the bag. 5. Record your observations on the next page. 26

27 Part 3: Reaction in a Zip Bag Observations: Calcium Chloride, Baking Soda and 50 ml of Water 27

28 Part 3: Reaction in a Zip Bag Zip Bag Procedure 1. Measure one level spoon of citric acid and one level spoon of baking soda into your group s bag. 2. Close the bag except for an opening just big enough to insert the syringe. Press all the air out of the bag. 3. Use the syringe to quickly add 50ml of water to the mixture in the bag. Immediately zip the bag closed. 4. All students observe as members of your group take turns holding and gently shaking the bag. 5. Record your observations on the next page. 28

29 Part 3: Reaction in a Zip Bag Observations: Citric Acid, Baking Soda and 50ml of Water 29

30 Part 3: Reaction in a Zip Bag DEMONSTRATION Three-Reactant Investigation Prediction: Observations: 30

31 Part 3: Reaction in a Zip Bag TEST CHALK WITH VINEGAR 31

32 Part 3: Reaction in a Zip Bag FOCUS QUESTION What might happen if you conduct a gas producing reaction in a closed bag? CLAIM EVIDENCE 32

33 Part 3: Reaction in a Zip Bag Word Bank reactant: 33

34 Part 3: Reaction in a Zip Bag Science Content/Inquiry 34

35 Part 4: Choosing Your Own Investigation 35

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39 Investigation 4: Fizz Quiz Directions: Answer the Big Question below. Use evidence from the investigations to support your answer. BIG QUESTION How can matter be changed? Explain. 39

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