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 size Gravel Powder Salt Part 2 Add 50 ml of water (one full syringe) to each cup. Stir and observe. Write your observations on the opposite page. Investigation 1: Separating Mixtures No. 1 Notebook Master
How can a mixture be separated? Separations Procedure Separate all three mixtures, using screens and filters. 1. Place a screen over an empty, labeled cup. 2. Stir the mixture thoroughly. 3. Pour the mixture through the screen. 4. Pour the mixture through the filter paper. Did you separate the mixtures? Record your results. Screen Filter paper Investigation 1: Separating Mixtures No. 2 Notebook Master
Melt and Freeze and Celsius and Fahrenheit Review Questions 1. What is freezing? 2. What is melting? 3. What causes matter to melt? 4. Do all materials melt at the same temperature? Use examples to explain your answer. 5. At what temperature does water freeze and ice melt? 6. At what temperature does water boil? Investigation 1: Separating Mixtures No. 3 Notebook Master
Making a Solution Water Gram pieces Procedure 1. Weigh 50 ml of water. Record its mass on line 2. 2. Add 1 level spoon of salt to make a solution. 3. Weigh the solution carefully. Record its mass on line 1. 1. Mass of salt solution g 2. Mass of 50 ml of water g 3. Mass of salt g Investigation 1: Separating Mixtures No. 4 Notebook Master
A friend made a solution. She used 100 ml of water and several spoons of salt. All the salt dissolved. After making this solution, she realized she needed to know how many grams of salt she had used so that she could make another solution just like the first one. a. How could she find out the mass (grams) of the salt she used to make the solution? b. Explain why your plan would work. Response Sheet Investigation 1 Investigation 1: Separating Mixtures No. 5 Notebook Master
1. What is one way to classify matter? Mixtures Review Questions 2. Name some solids. What properties do all solids share? 3. Name some liquids. What properties do all liquids share? 4. Name a gas. What properties do all gases share? 5. Look at the three photos on page 15. Describe each of the mixtures in terms of the states of matter in each. 6. Describe what a solution is and give some examples. 7. What is dissolving? Name some things that dissolve in water. Name some things that do not dissolve in water. Investigation 1: Separating Mixtures No. 6 Notebook Master
Taking Mixtures Apart Review Questions 1. What are some properties used to separate mixtures? 2. When might a magnet be a useful tool for sorting different materials? 3. Tell about evaporation. What happens to separate the parts of the solution? 4. How would you describe the crystals of salt (sodium chloride) that you observed after evaporating the salt solution? Did they look like the crystals pictured on page 21? Investigation 1: Separating Mixtures No. 7 Notebook Master
Soft-Drink Recipes Solution 1. 3 spoons of powder and 1000 ml of water Solution 2. 1 spoon of powder and 1000 ml of water Similarities Differences Solution 1 Solution 2 Solution A. 2 spoons of powder and 1000 ml of water Solution B. 2 spoons of powder and 500 ml of water Similarities Solution A Differences Solution B Investigation 2: Concentration No. 8 Notebook Master
Salt Solutions 1 and 2 Solution 1. 1 spoon of salt and 50 ml of water Solution 2. 3 spoons of salt and 50 ml of water Similarities Differences Solution 1 Solution 2 Mass and volume of Solutions 1 and 2 Solution Mass (g) Volume (ml) 1 2 Investigation 2: Concentration No. 9 Notebook Master
Comparing Salt Solutions Compare Equal Volumes If you compare the mass of 50 ml of Solution 1 with the mass of 50 ml of Solution 2, what will you observe? Prediction Measured mass: Solution 1 Solution 2 Salt Solution 3: 3 spoons of salt and 150 ml of water Is Solution 3 more concentrated, less concentrated, or the same concentration as Solution 2? Explain your answer. Focus Question How can you determine which salt solution is more concentrated? Investigation 2: Concentration No. 10 Notebook Master
Response Sheet Investigation 2 Solution 1 Solution 2 Solution 3 2 spoons of salt 50 ml of water 4 spoons of salt 100 ml of water 5 spoons of salt 150 ml of water A student wanted to compare these three salt solutions. a. How could she compare the solutions mathematically? b. How could she use a balance to determine which solution is the most concentrated? Investigation 2: Concentration No. 11 Notebook Master
Concentrated Solutions Review Questions 1. Look at Pots A and B in Step 4 on page 29. Pot A shows the solution of orange juice before evaporation, and Pot B shows the same solution after some of the water has evaporated. What s the same and what s different? 2. Which solution on page 30 is more concentrated, Solution X or Solution Y? 3. Describe how a balance or a scale can be used to determine the concentration of two different salt solutions. 4. Look at the four salt solutions on page 31 (A, B, C, and D). Put them in order from most concentrated to most dilute. Investigation 2: Concentration No. 12 Notebook Master
The Air Review Questions 1. Describe the components of the mixture we call air. 2. How is evaporation involved in the water cycle? 3. What gases make up the atmosphere around the International Space Station, about 340 km above the surface of Earth? Investigation 2: Concentration No. 13 Notebook Master
Liquid Layers Use the straws to record the colors of the salt solutions you tried to layer. When you succeed in layering all four solutions, put them in order in the table below, from most concentrated to least concentrated. Color Least concentrated Most concentrated Which solution is most dense? Which is least dense? Why do you think so? Investigation 2: Concentration No. 14 Notebook Master
Carbon Dioxide Concentration in the Air Review Questions 1. What kind of work did scientist Charles David Keeling do? What did he discover? 2. If humans started burning half as many fossil fuels as we did in 2004, what might the graph look like? 3. What might the graph look like if humans stopped burning fossil fuels altogether? Investigation 2: Concentration No. 15 Notebook Master
Saturating a Solution Determine the amount of solid material required to saturate 50 ml of water. Procedure 1. Put a filter paper in the funnel. Wet the paper to soak it. 2. Place a labeled cup under the funnel. 3. Pour the saturated solution from the bottle into the wet filter. 4. Place the saturated solution on one side of the balance. Put a cup with 50 ml of water on the other side. 5. Add gram pieces to the water until the system is balanced. Saturated solution 50 ml of water and gram pieces Investigation 3: Reaching Saturation No. 16 Notebook Master
A student wrote in his notebook: I made three solutions of water and sugar. I put the same amount of water in each bottle. I added sugar. Response Sheet Investigation 3 Bottle Spoons of Sugar 1 2 2 4 3 6 I shook each bottle for 1 minute. When I was done, I knew I had a saturated solution in Bottle 3. 1 2 3 The student s bottles are shown above. In Bottle 2, he drew the liquid level and his idea of where the sugar was in the solution. a. Draw the liquid level in Bottles 1 and 3. b. Draw Xs in Bottles 1 and 3 to show where the sugar is. c. The student knew he had a saturated solution in Bottle 3. How could he be sure the solution was saturated? d. If the student used Epsom salts instead of sugar, would you expect the same results? Why or why not? Investigation 3: Reaching Saturation No. 17 Notebook Master
Solubility Table Material Appearance Amount needed to saturate 50 ml of water (g) Barium bromide Small white grains 52 Citric acid Small white grains 67 Epsom salts Small white grains 40 Salt Small white grains 17 Sodium acetate Small white grains 26 Investigation 3: Reaching Saturation No. 18 Notebook Master
Mirror Challenges A Show the places where mirrors need to be positioned to solve each challenge. Add the lines that show how light will reflect off the mirrors. Example: Place mirrors to make light shine to the left. 1. Place mirrors to make light shine on one side of the flashlight. 2. Place mirrors to make light shine in two different directions. 3. Place mirrors to make light shine on an object behind the flashlight. Investigation 4: Light and Energy No. 19 Notebook Master
Mirror Challenges B 4. Place mirrors to shine light on the back of the first reflecting mirror. 5. Stand a book in front of the flashlight. Place mirrors to shine light through the book. 6. Make up your own challenge, and show how to solve it. Investigation 4: Light and Energy No. 20 Notebook Master
Light Interactions Review Questions 1. What must happen for you to see an object? 2. What happens when light reflects? 3. What kinds of surfaces reflect light? 4. What can you use a mirror for? 5. What happens when light refracts? Describe an example you have observed. Investigation 4: Light and Energy No. 21 Notebook Master
Response Sheet Investigation 4 Rita had been investigating light in her science class. She wrote some of her observations in her science notebook. I shined a flashlight on an apple. I think the apple looks red because the apple absorbs the color red. The other colors just bounce off the apple so I just see the red. Are Rita s observations of light correct? If not, describe how they are wrong and what you would tell Rita to correct her ideas. Investigation 4: Light and Energy No. 22 Notebook Master
Throw a Little Light on Sight! Review Questions 1. Why couldn t Sara see anything when she first went into the exhibit at the Lawrence Hall of Science? 2. Why did Sara s orange appear black in blue light? 3. Why did Sara s lime appear green in white light? 4. How will Sara s lime look in red light? Explain why. Investigation 4: Light and Energy No. 23 Notebook Master
More Light on the Subject Review Questions 1. Why does a green leaf appear green in sunlight? 2. How does vision work? 3. How do mirrors work, and what can they do? Investigation 4: Light and Energy No. 24 Notebook Master
Forms of Energy Station Observations Forms of energy Investigation 4: Light and Energy No. 25 Notebook Master
Circuits and Energy Review 1. Think about your explorations at the circuit stations. For the circuits to work, what was needed? 2. Which materials at the circuit stations were conductors? Which materials were insulators? 3. What is energy? 4. How do you know energy is being used? 5. Think about the different forms of energy, such as mechanical, light, thermal, electrical, and sound. Describe some ways that energy is used. 6. How does energy from the Sun help life activities? Investigation 4: Light and Energy No. 26 Notebook Master
Procedure for Constructing Pendulums Materials 1 String, 50 cm 1 Meter tape 1 Paper clip 1 Penny Masking tape Directions 1. Tie one end of the string securely to the paper clip. 2. Measure exactly 38 centimeters (cm) from the tip of the paper clip along the string. Fold the string back at exactly the 38 cm mark. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 2324 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 3. Put a tiny piece of masking tape around the string to make a loop. The loop should be large enough to hang over a pencil. Remeasure to make sure the pendulum is 38 cm from the tip of the paper clip to the top of the loop. 4. Clip a penny in the paper clip. You have made a pendulum. Investigation 5: Motion and Variables No. 27 Notebook Master
What Causes Change of Motion? Review Questions 1. How do you get an object to start moving? 2. How do you get a moving object to stop? 3. Starting and stopping are two changes of motion. What are some other changes of motion? Investigation 5: Motion and Variables No. 28 Notebook Master
Pendulums Data Table Variables Time Bob mass Release position Length Prediction Number of swings Experiments 1. Standard 2. Release position 3. Mass 4. Length Investigation 5: Motion and Variables No. 29 Notebook Master
Pendulums Picture Graph Number of swings in 15 seconds Length of pendulum (centimeters) 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Length Swings Investigation 5: Motion and Variables No. 30 Notebook Master
Response Sheet Investigation 5 A student wanted to know what would happen in the pendulum experiment if she changed the mass of the bob. When she set up her new pendulum, she used a quarter instead of a penny. She used a thinner thread instead of using string. She knotted the string instead of using tape. She made both pendulums 38 centimeters (cm) long from the top of the loop to the bottom of the paper clip. Just before the student started, her friend asked if she was sure she was controlling all the variables she needed to. 1. Did the student control all the variables she should have? Explain your answer. 38 cm string 38 cm thinner thread Standard pendulum New pendulum 2. Define a controlled experiment. Investigation 5: Motion and Variables No. 31 Notebook Master
Two-Coordinate Graph Investigation 5: Motion and Variables No. 32 Notebook Master
Procedure 1. Label the x- and y-axes. Graphing Conventions The independent variable (what you knew before you did the experiment) goes on the x-axis. The dependent variable (what you found out) goes on the y-axis. 2. The origin of the graph (0, 0) is usually placed at the lower left corner, on the first line of each axis. 3. Label each axis with numbers and units, making sure you use equal intervals. (For example: 0, 1, 2, 3, or 0, 5, 10, 15, ) 4. Plot the points according to the data you collected. 5. Draw a line to connect the points or a line of best fit. 6. Give your graph a title. Investigation 5: Motion and Variables No. 33 Notebook Master
Galileo and Pendulums Review Questions 1. How would you design a controlled experiment to test if a playground swing operates by the same rules as the smaller pendulum made of string, a paper clip, and a penny? 2. What would be the independent, dependent, and controlled variables in your experiment? Investigation 5: Motion and Variables No. 34 Notebook Master
Design an Experiment Flipper System Part 1 Write your question. Plan your experiment. What equipment and/or technology is needed? Describe the standard launch setup. What is being launched? Where is the object placed on the flip stick? How far out is the flip stick positioned? How far down is the flip stick pressed? Part 2 Draw a picture of your standard launch setup. Plan and describe what you will measure and record. Part 3 Set up your flipper experiment. Describe the independent and dependent variables. Make a prediction. (What is your hypothesis? What do you expect to happen and why?) Investigation 6: Flippers No. 35 Notebook Master
Design an Experiment Flipper System Data Table Variable tested: How the variable will change Trial number 1 2 3 4 Result Investigation 6: Flippers No. 36 Notebook Master
Response Sheet Investigation 6 Two students were designing parachutes made out of napkins for their toy action figures. They wanted to find out if changing the size of the napkin parachute would make the toy figures fall to the ground more slowly. 1. Write a step-by-step procedure that the students could follow to determine if changing the size of the parachute would make the toy figures fall to the ground more slowly. 2. What is the dependent variable they will measure to test the effect of parachute size? Investigation 6: Flippers No. 37 Notebook Master
Springs in Action Review Questions 1. How is a bow like a flipper system? 2. What happens to the particles (atoms) in a spring when the spring is compressed? 3. Springs can transfer mechanical energy. What can springs be used for? Investigation 6: Flippers No. 38 Notebook Master
Graphing Data Review Questions 1. What is the difference between the independent variable and the dependent variable in an experiment? 2. Which variable is placed on the x-axis? 3. Which variable is placed on the y-axis? 4. Which variables did Rosa control in her experiments? 5. Rosa drew card number 13 next. Where should she place the basket to catch the egg? 6. Rosa placed the basket at the 68 cm position and caught the egg. What number did she draw? 7. How might you improve Rosa s game design? Investigation 6: Flippers No. 39 Notebook Master