Mystery Substance Laboratory Experiment
|
|
- Alannah Hall
- 5 years ago
- Views:
Transcription
1 Mystery Substance Laboratory Experiment Name: 5 th Grade PSI Science Score: / 5 Experiment Question: How effectively can you determine what a mystery substance is by testing its observable properties? Hypothesis Starters: 1. How are a penny and a sugar cube different based on their observable properties? Explain your thinking. 2. How could you tell the difference between powders of sugar and chalk without tasting them? Explain your thinking. 3. Which substance is the most different from the other two based on its observable properties: sand, salt, or sugar? Explain your thinking. Purpose: In this experiment, you will identify one or more mystery substances based on their observable properties. Substances are often similar, for example salt and sugar can both be white powders that dissolve in water. Often they have small differences that can be easily observed in the laboratory. Salt will conduct electricity when dissolved in water. Sugar will not. You will be testing the following properties for each substance: 1. Color What color is the substance?
2 2. Shininess Is it reflective or dull? 3. Electric Conductivity Solid Does the substance conduct electricity as a solid? 4. Hardness How easy is it to break into pieces? 5. Magnetism Does the substance react to a magnet? 6. Solubility in Water Does the substance dissolve in water? 7. Electric Conductivity Solution Does the substance conduct electricity when dissolved in water? Safety: Do not taste any of the substances in this experiment. Be careful to keep the conductivity tester dry. Materials The following materials are needed to complete the testing: Procedure - goggles - apron - hammer - magnet - beaker - stirring rod - conductivity tester - plastic bag - sample substances for testing - distilled water For each of the samples record the following data below on the data sheets. 1. Color What color is the substance? Record the color of the substance. Be descriptive. If it is more than one color, list all that you observe or the pattern. 2. Shininess Does it reflect light? Does the object look shiny like a mirror or dull like chalk dust? 3. Conductivity as a Solid Does it conduct electricity? Touch both ends of the conductivity tester to a single piece of the substance. Does the tester light up or not? 4. Hardness Does it break into pieces? Tap the object lightly with a hammer. a. If the object did not break, ask your teacher for permission to hit it with more force and record your results. 5. Magnetic Is the substance attracted to a magnet? a. Place a small amount of the sample in a beaker. (Use the broken bit from the hardness test). Hold the magnet under the beaker and move it around slowly. Do the pieces move with the magnet? 6. Solubility in Water Does the object dissolve? Add some water to the sample in the beaker you used during the magnetism test and stir.
3 7. Conductivity in Water Does it conduct electricity? Test your mixture from the solubility test with the conductivity tester. Does the tester light up or not? 8. Repeat steps 1-8 for each sample Laboratory Questions: On a sheet of paper or in your laboratory notebook, answer the following questions for each station you were able to test. 1. Compare your results to the substances listed on the Suspect List to figure out what your mystery substances are. 2. If any of your results could be more than one substance, explain which substance you think each is and why. 3. What other tests would have been helpful in determining the mystery substances? Explain your thinking. Conclusion: On a sheet of paper or in your laboratory notebook, write a paragraph that summarizes the experiment results and covers the following key points. 1. Explain how many of your mystery substances you were able to identify and what they were. 2. If you could not identify one or more of the substances, explain why you could not do so.
4 Data Sheet Name
5 Notes to the Teacher: This could be set up as a station experiment where the students perform each station or as a demonstration experiment where the teacher performs each for the class as a whole. It is recommended that the teacher guide the students through the proper way to test each of the properties. In a forty-minute class period, most students should be able to successfully test at least five or six different samples. Having more samples available is ideal because then students may continue to test until the time is up. Also, students do not all need to start with the same sample. If there are five groups and fifteen possible samples, consider having group one start with sample one, group two starting with sample four, group three starting with sample seven, and so on. If this is the case, save time so that the students may all contribute their results to the class set of data for comparison purposes. This progression is meant to help save as much time as possible by having each test help prepare the sample for following tests. By starting with the physical observations, testing conductivity, and then testing hardness, if the sample breaks into pieces, those pieces should respond more visibly to the magnet and should be easier to dissolve in water if they will dissolve. The solution can then be used to test for conductivity in water. It may be helpful to have electrical leads, commonly known as gator clips for the conductivity tests of the solid substances. The leads may make it easier to have a good contact for purposes of completing the circuit. Keep in mind that regular tap water often conducts electricity without adding anything to it. As a result, distilled or deionized water is recommended. One tip for handling the magnet is to have it inside a plastic bag or to have the sample in the beaker with the magnet underneath. By keeping something between the sample and the magnet, the sample particles do not get stuck to the magnet itself. If you ve ever tried to clean iron filings off from a magnet, you know how frustrating that can be. Please see the suspect results list for possible chemicals. If students are only given one unknown, it should most likely be one of the white powders since they require several tests to determine. If the students are given multiple unknowns, one of the metals, at least one of the white powders, and one of the colored powders are recommended. If students are being given a substance not on the suspect list, be sure to add the substance to the list before distributing it to students.
Describing Matter Laboratory
Describing Matter Laboratory Name: 5 th Grade PSI Science Score: / 5 Experiment Question: How is matter identified? What are the observable properties of matter? Hypothesis Starters: 1. Your eyes help
More informationThermal Energy and Temperature Lab. Experiment Question: How can the difference between thermal energy and temperature be experimentally observed?
Thermal Energy and Temperature Lab Name 7 th Grade PSI Grade / 20 Experiment Question: How can the difference between thermal energy and temperature be experimentally observed? Hypothesis Starters: 1.
More informationSubstances and Mixtures:Separating a Mixture into Its Components
MiraCosta College Introductory Chemistry Laboratory Substances and Mixtures:Separating a Mixture into Its Components EXPERIMENTAL TASK To separate a mixture of calcium carbonate, iron and sodium chloride
More informationConservation of Mass in Chemical Reactions Lab. Experiment Question: What happens to the total mass of substances when a chemical reaction occurs?
Conservation of Mass in Chemical Reactions Lab Name: 5 th Grade PSI Science Score: / 5 Experiment Question: What happens to the total mass of substances when a chemical reaction occurs? Hypothesis Starters:
More informationChapter 5, Lesson 5 Using Dissolving to Identify an Unknown
Chapter 5, Lesson 5 Using Dissolving to Identify an Unknown Key Concepts Different substances are made from different atoms, ions, or molecules, which interact with water in different ways. Since dissolving
More informationPhysical and ChemJcaJ Change
2 Textreference: Sections 1,3, 1.9 Physical and ChemJcaJ Change Background Have you ever thought of your eyes as powerful tools for studying chemistry? Many of the properties of matter and the changes
More informationVirtual Solution Lab::
Name A Solution is a type of homogeneous mixture formed when one substance dissolves in another. The particles of the mixing substances are evenly spread throughout. The substance that is dissolved is
More informationLesson 3 Mixtures and Solutions
Lesson 3 Mixtures and Solutions Who This lesson is designed for fifth graders ranging in age from nine to eleven. What This lesson is part of the Physical Science Unit of Instruction and based on California
More informationChemical Reactions: The Copper Cycle
1 Chemical Reactions: The Copper Cycle ORGANIZATION Mode: pairs assigned by instructor Grading: lab notes, lab performance and post-lab report Safety: Goggles, closed-toe shoes, lab coat, long pants/skirts
More informationFrom Which Planet is the Soil Sample From?
Teacher From Which Planet is the Soil Sample From? NGSSS: SC.912.P.8.2: Differentiate between physical and chemical properties and physical and chemical changes of matter. Purpose of Lab/Activity: To separate
More informationName Class Date DATASHEET FOR IN-TEXT LAB
Inquiry Mixture Separation DATASHEET FOR IN-TEXT LAB The ability to separate and recover pure substances from mixtures is extremely important in scientific research and industry. Chemists need to work
More information5.1. The Classification of Matter
5.1 The Classification of Matter Chemistry is the study of matter. Matter is anything that has mass and volume. Mass is the amount of matter that an object has. Volume is the amount of space that an object
More informationPhysical and Chemical Properties of Matter Lab
Physical and Chemical Properties of Matter Lab Purpose To introduce the student to physical and chemical properties of matter and their use for the identification and separation of compounds. Each student
More informationTitration with an Acid and a Base
Skills Practice Titration with an Acid and a Base Titration is a process in which you determine the concentration of a solution by measuring what volume of that solution is needed to react completely with
More informationIONIC VS. COVALENT COMPOUNDS LAB
IONIC VS. COVALENT COMPOUNDS LAB A compound is defined as a chemical combination of two or more elements. A chemical bond is the glue holding together atoms of different elements. Ionic bonds generally
More informationCHEMICAL REACTION IN A BAGGY (MODIFIED FOR ADEED)
CHEMICAL REACTION IN A BAGGY (MODIFIED FOR ADEED) Overview: Students investigate chemical reactions using given substances. Students identify chemical reactions in their daily lives. Objectives: The student
More informationSCI-5 Deane_Units1_2_SOL_Practice_Test Exam not valid for Paper Pencil Test Sessions
SCI-5 Deane_Units1_2_SOL_Practice_Test Exam not valid for Paper Pencil Test Sessions [Exam ID:1PEFE2 1 Directions: Type your answer in the box. Use a whole number. What is the mass of the rock shown? g
More informationCharacteristics of Chemical Change
Section 2 Characteristics of Chemical Change What Do You See? Learning Outcomes In this section you will Observe several typical examples of evidence that a chemical change is occurring. Make generalizations
More informationWhat Do You Think? Investigate GOALS
Activity 2 More Chemical Changes GOALS In this activity you will: Observe several typical examples of evidence that a chemical change is occurring. Make generalizations about the combinations of materials
More informationWhat is Oobleck? Can you use THE SCIENTIFIC METHOD AND your senses to solve the mystery of Oobleck? Problem
What is Oobleck? Can you use THE SCIENTIFIC METHOD AND your senses to solve the mystery of Oobleck? Problem Three liquids are mixed together in a plastic bag. Using your senses (except for taste) can you
More informationSolutions, Suspensions, and Colloids
Movie Special Effects Activity 3 Solutions, Suspensions, and Colloids GOALS In this activity you will: Explore different ways that materials can be mixed together to make new materials. Test some materials
More informationData Sheet for Task 1: Mixing It Up!
Data Sheet for Task 1: Mixing It Up! 1. Mix 25 ml water and 1 ml of Mystery Material A in a small container. Then mix 25 ml water and 1 ml of Mystery Material B in another container. Put the lids on and
More informationMore Chemical Changes
Activity 2 More Chemical Changes Activity 2 More Chemical Changes GOALS In this activity you will: Observe several typical examples of evidence that a chemical change is occurring. Make generalizations
More informationUse quantitative and qualitative analyses to identify the powder in Mr. Orlow s car.
Case File 7 Drug Tests: Identifying an unknown chemical Use quantitative and qualitative analyses to identify the powder in Mr. Orlow s car. Police Report Patrol officers pulled over Mr. Yuri Orlow for
More informationProperties of. Matter. PowerPoint, Student Notes, and Activity
Properties of Matter PowerPoint, Student Notes, and Activity Properties of Matter Recommendations pg. 3 Student Notes Pages pg. 4 Penny Activity Directions pg. 9 Penny Student Sheet pg. 11 Journal Entry
More informationChapter 6, Lesson 9: Neutralizing Acids and Bases
Chapter 6, Lesson 9: Neutralizing Acids and Bases Key Concepts ph is a measure of the concentration of H 3 O + ions in a solution. Adding an acid increases the concentration of H 3 O + ions in the solution.
More informationActivity 2 Elements and Their Properties
Activity 2 Elements and Their Properties Activity 2 Elements and Their Properties GOALS In this activity you will: Apply ancient definitions of elements to materials you believe are elements. Test some
More informationPhysical and Chemical Changes Or How Do You Know When You ve Made Something New?
Introduction Or How Do You Know When You ve Made Something New? Remember that all matter has characteristic physical and chemical properties. Matter can also undergo physical and chemical changes. How
More informationThanks. You Might Also Like. I look forward helping you focus your instruction and save time prepping.
Thanks Connect Thank you for downloading my product. I truly appreciate your support and look forward to hearing your feedback. You can connect with me and find many free activities and strategies over
More informationPhotosynthesis-Cellular Respiration Cycle
Photosynthesis-Cellular Respiration Cycle Lesson Concept Link Photosynthesis and cellular respiration are reverse processes. Plants use photosynthesis to make food and release oxygen and plants and animals
More informationNa Na + +e - Cl+e - Cl -
LAB-Ionic vs. Covalent Bonding Have you ever accidentally used salt instead of sugar? Drinking tea that has been sweetened with salt or eating vegetables that have been salted with sugar tastes awful!
More informationThe Eight Solution Problem Exploring Reactions of Aqueous Ionic Compounds
15 Exploring Reactions of Aqueous Ionic Compounds INTRODUCTION Your goal in this lab is to identify eight unknown solutions. You and your partner will first collect data by observing reactions between
More informationPercentage of Acetic Acid in Vinegar
Microscale Percentage of Acetic Acid in Vinegar When sweet apple cider is fermented in the absence of oxygen, the product is an acid, vinegar. Most commercial vinegars are made by fermentation, but some,
More informationMagnetism BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN
activity 5 Magnetism BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 1 Quarter 1 Activity 5 SC.A.1.1.1 The student knows that objects can be described, classified, and compared by their composition
More informationCastle Challenge Teacher Instructions (First Third Grade)
Castle Challenge Teacher Instructions (First Third Grade) The set of experiments explores the concept of surface tension. Students are asked to help Prince Charming save his princess from the castle by
More informationSc1 Collecting & using evidence, making observations, evaluating & presenting results, making fair tests and comparisons, identifying patterns
A collection of experiments in which pupils carefully study and analyse evidence to solve a crime. Could be used as an off-timetable activity for a Science Week etc. Curriculum Links: Sc1 Collecting &
More informationClasswork #1 What is Matter?
Classwork #1 What is Matter? Name: 1. For each item listed below, write either Yes if it is considered matter, or No if it is not matter. Explain your choice. a. School Bus b. Pencil c. Planet Earth d.
More informationVirtual Library Lesson: Oobleck, Gloop, and Glurch
Oobleck, Gloop, and Glurch Lesson Overview Throughout this lesson, students will use inquiry skills to identify states of matter, describe physical properties, and modify the recipe to change physical
More informationMixtures. Part 2 Add 50 ml of water (one full syringe) to each cup. Stir and observe. Write your observations on the opposite page.
Mixtures Part 1 Prepare three cups. Put 1 level spoon (5 ml) of each solid material in each cup. Observe the three solid materials. Fill in the property chart below. Color Texture Particle shape Particle
More informationMixtures, Solutions, and Suspensions
Purpose To explore how mixtures, solutions, and suspensions form by combining and then attempting to separate various materials. Process Skills Observe, measure, predict, collect data, interpret data,
More informationName Class Date. Use the terms from the following list to complete the sentences below. Each term may be used only once. Some terms may not be used.
Assessment Chapter Test B Elements, Compounds, and Mixtures USING KEY TERMS Use the terms from the following list to complete the sentences below. Each term may be used only once. Some terms may not be
More informationLAB TEST Physical and Chemical Changes
NAME: DATE: STATION: LAB TEST Physical and Chemical Changes PURPOSE: To observe physical and chemical changes in matter MATERIALS: 3 medium test tubes 1 small test tube test tube rack test tube holder
More informationWhat Do You Think? Investigate GOALS
Activity 1 Chemical and Physical Changes GOALS In this activity you will: Learn to differentiate between chemical and physical changes. Make observations and cite evidence to identify changes as chemical
More informationCLASSROOM KIT MAGNET EXPLORATION
CLASSROOM KIT MAGNET EXPLORATION Page 1 1 Activity: What Do We Already Know? Teacher A simple, yet effective learning strategy, a K-W-L chart, is used to help Background: students clarify their ideas.
More informationTexas Essential Knowledge and Skills - Grade Five
Texas Essential Knowledge Skills - Grade Five (6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (5) Matter (A) explore energy. the The uses
More informationEXTRA CREDIT PAGES K
Mixtures (13K) EXTRA CREDIT PAGES 13-14 K Elements and compounds are pure substances, but most of the materials you see every day are not. Instead, they are mixtures. A mixture is made of two or more substances
More informationWhat is Science? Science is both a collection of knowledge and the process for building that knowledge.
Introduction to Science Junior Science What is Science? Science is both a collection of knowledge and the process for building that knowledge. Science asks questions about the natural world and looks for
More informationLESSON 6: Dew Drops ESTIMATED TIME Setup: 5 10 minutes Procedure: minutes
LESSON 6: Dew Drops ESTIMATED TIME Setup: 5 10 minutes Procedure: 15 20 minutes DESCRIPTION Use jars of hot and cold water to demonstrate how water changes states. OBJECTIVE This lesson demonstrates the
More informationPeriodicity of Properties of Oxides
Microscale Periodicity of Properties of Oxides Some oxides produce acidic solutions when they dissolve in water. These oxides are classified as acidic oxides (acid anhydrides), and they are the primary
More information6.7 Design Your Own Experiment: Factors
6.7 Design Your Own Experiment: Factors That Affect the Rate of Dissolving Page 158 PRESCRIBED LEARNING OUTCOMES measure substances and solutions according to ph, solubility, and concentration conduct
More informationLesson 1 Substances and Mixtures
Lesson 1 Student Labs and Activities Page Launch Lab 8 Content Vocabulary 9 Lesson Outline 10 MiniLab 12 Content Practice A 13 Content Practice B 14 School to Home 15 Key Concept Builders 16 Enrichment
More informationStates of Matter: A Solid Lesson where Liquids Can be a Gas!
TEACHER GUIDE STATES OF MATTER 60 Minute Physical Science Lesson Science- to- Go! Program Grades: 1-3 States of Matter: A Solid Lesson where Liquids Can be a Gas! Description Your classroom will be converted
More informationWeathering and Erosion
Weathering and Erosion Grade Level: 6 th Jonathan Nycz 4 November 2010 Content Standards: Soils E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments.
More information5th Grade. Slide 1 / 67. Slide 2 / 67. Slide 3 / 67. Matter and Its Interactions. Table of Contents: Matter and Its Interactions
Slide 1 / 67 Slide 2 / 67 5th Grade Matter and Its Interactions 2015-11-02 www.njctl.org Table of Contents: Matter and Its Interactions Slide 3 / 67 Click on the topic to go to that section What Is Matter?
More informationMixtures and Solutions: The Sugar in the Tea by Emily Sohn and Joseph Brennan
Readers Mixtures and Solutions: The Sugar in the Tea by Emily Sohn and Joseph Brennan Science Objective This book introduces children to some basics of chemistry as they explore the atoms and molecules
More informationFoundations of Chemistry
Foundations of Chemistry Physical Properties Physical Properties As you read in Lesson 1, the arrangement of atoms determines whether matter is a substance or a mixture. The arrangement of atoms also determines
More informationEvaluation copy. Acids and Bases. computer OBJECTIVES MATERIALS
Acids and Bases Computer 2 Organisms are often very sensitive to the effect of s and s in their environment. They need to maintain a stable internal ph in order to survive even in the event of environmental
More informationChapter 4, Lesson 4: Energy Levels, Electrons, and Covalent Bonding
Chapter 4, Lesson 4: Energy Levels, Electrons, and Covalent Bonding Key Concepts The electrons on the outermost energy level of the atom are called valence electrons. The valence electrons are involved
More informationPrinciples of Thin Layer Chromatography
REVISED & UPDATED Edvo-Kit #113 Principles of Thin Layer Chromatography Experiment Objective: The objective of this experiment is to gain an understanding of the theory and methods of thin layer chromatography.
More informationExperiment 5E BOTTLES WITHOUT LABELS: STUDIES OF CHEMICAL REACTIONS
Experiment 5E BOTTLES WITHOUT LABELS: STUDIES OF CHEMICAL REACTIONS FV 1-21-16 MATERIALS: Eight 50 ml beakers, distilled water bottle, two 250 ml beakers, conductivity meter, ph paper (A/B/N), stirring
More informationForensics with TI-Nspire Technology
Forensics with TI-Nspire Technology 2013 Texas Instruments Incorporated 1 education.ti.com About the Lesson This lab uses the identification of an unknown drug to demonstrate the differences between chemical
More information1. 2. Differentiate states of matter. Arrangement of Particles
Lesson 2 Predict three facts that will be discussed in Lesson 2 after reading the headings. Record your predictions in your Science Journal. Definition: Define physical property, and give two examples.
More informationAcids and Bases. How does ph affect biological solutions? Introduction. Prelab Preparation Review Section 2.3 on acids and bases in your textbook.
Acids and Bases How does ph affect biological solutions? Learning Objectives To relate the ph scale to how acidic or basic a solution is. To explain how a buffer affects the ph of a solution. Process Objectives
More informationActivity Sheet Transferring thermal energy by dissolving salts
Student Name: Date: Activity Sheet Transferring thermal energy by dissolving salts 1) Define Thermal energy and temperature in the boxes below. Thermal Energy Temperature Practice Experiment: Aim: To practice
More informationObjective Students will gain an understanding of how the properties of a solid material can affect how it interacts with water.
OOBLECK! (1 Hour) Addresses NGSS Level of Difficulty: 4 Grade Range: K-2 OVERVIEW Students will examine the behavior of different types of solids when they are dissolved in water and explain those behaviors
More informationThe Hand Warmer Design Challenge: Where Does the Heat Come From?
The Hand Warmer Design Challenge: Where Does the Heat Come From? LSNED Learn Something New Every Day About Sharing and Contributions Interesting Facts Science In Your Mittens: The Chemistry Of Hand Warmers
More informationAP Chemistry: Designing an Effective Hand Warmer Student Guide INTRODUCTION
AP Chemistry: Designing an Effective Hand Warmer Student Guide INTRODUCTION AP and the Advanced Placement Program are registered trademarks of the College Entrance Examination Board. The activity and materials
More informationDATE PERFORMANCE TASK #1
NAME SECTION PERFORMANCE TASK #1 DATE Be sure to read this entire lab before you come to class to perform the activity. Part II requires outside work that must be completed before you can start the task.
More informationPhys 223A. Spring Lab 3 Magnetism Some Investigations. Objective: To investigate magnetic interactions and magnetic fields.
Phys 223A Spring 2013 Lab 3 Magnetism Some Investigations Objective: To investigate magnetic interactions and magnetic fields. Magnetic Interactions and Magnetic Materials Name 1. Investigate different
More informationStates of Matter: Solid, Liquid, and Gas
Movie Special Effects Activity 2 States of Matter: Solid, Liquid, and Gas GOALS In this activity you will: Create an animation to illustrate the behavior of particles in different phases of matter, and
More informationGeneral Chemistry I CHEM-1030 Laboratory Experiment No. 2 Physical Separation Techniques
General Chemistry I CHEM-1030 Laboratory Experiment No. 2 Physical Separation Techniques Introduction When two or more substances that do not react chemically are blended together, the components of the
More informationObjective: Determine the general properties of ionic compounds and compare those properties to the properties of a covalent compound.
LAB: PROPERTIES OF IONIC COMPOUNDS Name Introduction The goal of this lab is for you to discover some of the properties of ionic compounds. The physical properties of a substance such as flame color, crystal
More informationExploring Acids & Bases
Food Explorations Lab: Exploring Acids & Bases STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, you will use cabbage juice indicator to determine if two unknown samples are acids or
More informationThe complete lesson plan for this topic is included below.
Home Connection Parent Information: Magnets provide a simple way to explore force with children. The power of a magnet is somewhat like magic to them and requires exploration to understand. When forces
More informationWhat Do You Think? Investigate GOALS
Activity 3 Atoms and Their Masses GOALS In this activity you will: Explore the idea of atoms by trying to isolate a single atom. Measure how many times greater the mass of a copper atom is than a magnesium
More informationIts Properties. Its Changes
Chapter Introduction Lesson 1 Lesson 2 Chapter Wrap-Up Matter and Its Properties Matter and Its Changes What gives a substance its unique identity? What do you think? Before you begin, decide if you agree
More informationIdentifying Solids 1-2 KEY CONCEPTS AND PROCESS SKILLS KEY VOCABULARY ACTIVITY OVERVIEW L A B O R ATO R Y A-69
Identifying Solids 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 7 L A B O R ATO R Y Students conduct tests on the solids separated from the mixture to gain information about the physical and chemical
More informationMATTER. Physical Science 2nd Semester NAME: CLASS PERIOD: TEACHER: HW POINTS EARNED LAB POINTS EARNED. PAGE NUMBERS Learning Targets: Matter 1-2
MATTER Physical Science 2nd Semester ASSIGNMENT PAGE NUMBERS Learning Targets: Matter 1-2 NAME: CLASS PERIOD: TEACHER: DUE DATE HW POINTS EARNED LAB POINTS EARNED Density Lab 3-4 Density Calculations Worksheet
More information7-A. Inquiry INVESTIGATION. 322 MHR Unit 3 Quantities in Chemical Reactions. Skill Check. Safety Precautions
Inquiry INVESTIGATION 7-A Skill Check Initiating and Planning Performing and Recording Analyzing and Interpreting Communicating Safety Precautions Wear safety eyewear throughout this investigation. Wear
More informationIntroduction to Chemical Reactions
1 Introduction to Chemical Reactions ORGANIZATION Mode: inquiry, groups of 2, and individual work Grading: lab notes and post-lab report Safety: goggles, closed-toe shoes, long pants/skirt/sleeves required,
More informationRelative Solubility of Transition Elements
Microscale Relative Solubility of Transition Elements The transition elements are found in periods 4, 5, and 6 between groups 2 and 13 of the periodic table. As the atomic number increases across a row
More informationDiffusion through Membranes. Evaluation copy. dialysis tubing, 2.5 cm 12 cm
Diffusion through Membranes Computer 3 Diffusion is a process that allows ions or molecules to move from where they are more concentrated to where they are less concentrated. This process accounts for
More informationSeparating the Mixture
Separating the Mixture 40- to 1 50-minute session ACTIVITY OVERVIEW I N V E S T 5 I O N I G AT Students perform their procedures written in Activity 3, A Plan to Separate the Mixture, to physically separate
More informationChromatography: Candy Coating and Marker Colors Student Version
Chromatography: Candy Coating and Marker Colors Student Version In this lab you will separate a mixture of unknown composition using several common household items. You will then perform a more specific
More informationForces LAB. PART 1: Mapping the Magnetic Field-Invisible Forces. 1. BACKGROUND INFORMATION (what is a magnetic field?): 2. ASK A QUESTION (Aim):
DUE DATE: Name: Forces LAB PART 1: Mapping the Magnetic Field-Invisible Forces 1. BACKGROUND INFORMATION (what is a magnetic field?): 2. ASK A QUESTION (Aim): 3. HYPOTHESIS (Use if, then, and because statement):
More informationTopic Students devise an experiment to determine the types of bonds in three compounds.
Types of Bonds Topic Students devise an experiment to determine the types of bonds in three compounds. Introduction Molecules are made of atoms that are held together by either ionic or covalent bonds.
More informationSolutions: Chemical or Physical Change?
Section 1 Solutions: Chemical or Physical Change? What Do You See? Learning Outcomes In this section you will Learn to differentiate between chemical and physical changes. Make observations and cite evidence
More informationAcid Rain Eats Stone!
SIDE DISPLAY Acid Rain Eats Stone! Visitors drip sulfuric acid onto one piece of chalk and water onto another piece of chalk and observe the results. OBJECTIVES: Visitors learn the composition of acid
More informationChemical Bonds. MATERIALS 24-well microplate calcium chloride candle citric acid conductivity tester ethanol gloves iron ring lab apron
Microscale Chemical Bonds Chemical compounds are combinations of atoms held together by chemical bonds. These chemical bonds are of two basic types ionic and covalent. Ionic bonds result when one or more
More informationInstructions for completing the redo/make-up for the Trifold Display for the Science Fair Project.
Instructions for completing the redo/make-up for the Trifold Display for the Science Fair Project. On a piece of standard sized poster board (22 in x 28 in), you will copy the information from the back
More informationClassifying Matter. What is matter?
What do ice cream, root beer, and carbon dioxide gas have in common? Not only do these ingredients combine to make a good treat on a hot, summer day, but they are also made of matter. Matter can be found
More informationChemical Equilibrium: Finding a Constant, Kc
Chemical Equilibrium: Finding a Constant, Kc Experiment 20 The purpose of this lab is to experimentally determine the equilibrium constant, K c, for the following chemical reaction: Fe 3+ (aq) + SCN (aq)
More informationChemical Equilibrium: Finding a Constant, Kc
Chemical Equilibrium: Finding a Constant, Kc Computer 20 The purpose of this lab is to experimentally determine the equilibrium constant, K c, for the following chemical reaction: Fe 3+ (aq) + SCN (aq)
More informationPhysical Properties of Matter & What is in Mr. Skoldberg s Car?
Physical Properties of Matter & What is in Mr. Skoldberg s Car? Name: Date: Background: Matter is anything that has mass and takes up space. Physical properties can be measured or observed using your senses
More information2/22/2019 NEW UNIT! Chemical Interactions. Atomic Basics #19
NEW UNIT! Chemical Interactions Atomic Basics #19 1 Vocabulary: Matter: Anything that has mass and takes up space. Atom: the smallest particle of matter. Element: A pure substance made up of only one type
More informationChemical Energy Conversions. Vanderbilt Student Volunteers for Science VINSE/VSVS Rural
Chemical Energy Conversions Vanderbilt Student Volunteers for Science 2018-2019 VINSE/VSVS Rural Important!!! Please use this resource to reinforce your understanding of the lesson! Make sure you have
More information3. Separation of a Mixture into Pure Substances
3. Separation of a Mixture into Pure Substances Paper Chromatography of Metal Cations What you will accomplish in this experiment This third experiment provides opportunities for you to learn and practice:
More informationStates of Matter: Solid, Liquid, and Gas
Movie Special Effects Activity 2 States of Matter: Solid, Liquid, and Gas GOALS In this activity you will: Create an animation to illustrate the behavior of particles in different phases of matter, and
More informationELECTROMAGNETIC WAVES AND CLIMATE (MODIFIED FOR ADEED)
(MODIFIED FOR ADEED) Science Concept: Different frequencies of electromagnetic radiation behave differently in the atmosphere. Objectives: The student will: explain interactions between different frequencies
More informationBuffers for Biological Systems Laboratory Instructor s Manual
Buffers for Biological Systems Laboratory Instructor s Manual 1. Purpose and Concepts Covered...1 2. Effect of Temperature and Concentration on ph...1 A. Preparing Buffers...2 B. Analysis and Discussion...3
More information