modeling matter - parkwood 5th grade...3. with that same food mixture, use the paper towel to do the...

Investigation Notebook

Modeling Matter:The Chemistry of Food

© 2018 by The Regents of the University of California. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

Teachers purchasing this Investigation Notebook as part of a kit may reproduce the book herein in sufficient quantities for classroom use only and not for resale.

These materials are based upon work partially supported by the National Science Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272, ESI-0822119. The Federal Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

These materials are based upon work partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of the University of California. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Developed by the Learning Design Group at the University of California, Berkeley’s Lawrence Hall of Science.

Amplify Science Elementary is based on the Seeds of Science/Roots of Reading® approach, which is a collaboration between a science team led by Jacqueline Barber and a literacy team led by P. David Pearson.

www.scienceandliteracy.org

Amplify. 55 Washington Street, Suite 800 Brooklyn, NY 11201 1-800-823-1969 www.amplify.com

Modeling Matter: The Chemistry of FoodISBN: 978-1-943228-78-2 AMP.NA18

Safety Guidelines for Science Investigations 1

What Is a Scientific Explanation? 2

Chapter 1

Investigating Properties 3

Daily Written Reflection 4

Getting Ready to Read: Made of Matter 5

Thinking at the Nanoscale 6

Reading Reflection: Made of Matter 7


Using Chromatography to Separate a Mixture 9

Writing About Molecules 10


Fan Model 12


Nanovision Model of Chromatography 14

Chapter 1: Check Your Understanding 15


Getting Ready to Read: Break It Down: How Scientists Separate Mixtures 17

Making Inferences in Break It Down: How Scientists Separate Mixtures 18

Reading Reflection: Break It Down: How Scientists Separate Mixtures 19


Color-Changing Model 22–23

Growing Model 24–25

Attraction Model 26–27

Evaluating Chromatography Models 28–29

Table of Contents


Word Relationships 31

Revised Nanovision Model of Chromatography 32


Scientific Explanation of Chromatography 34


Chapter 2


Flavor Ingredients Test 38


Exploring the Modeling Matter Simulation 40


Getting Ready to Read: Solving Dissolving 42

Observations and Inferences in Solving Dissolving 43

Reading Reflection: Solving Dissolving 44


Scientific Explanation of Dissolving 46



Making Mixtures in the Simulation 50–51

Explanations of Dissolving 52

Evaluating Explanations of Dissolving 53–54

Evaluating a Dissolving Model 56–57

Table of Contents (continued)

Chapter 3


Attraction Test 59


Getting Ready to Read: Science You Can't See 61

Evidence and Inferences in Science You Can't See 62–63

Reading Reflection: Science You Can't See 64


Liquid Mixtures 66

Investigating Molecular Interactions in the Simulation 68–69


Stability Test 72–73

Word Relationships 74



Nanovision Model of an Emulsifier 77

Emulsifier Missions in the Simulation 78–79


Before and After Adding Lecithin 81

Evidence About Salad-Dressing Ingredients 82


Glossary 84–85

Table of Contents (continued)

Safety Guidelines for Science Investigations

1. Follow instructions. Listen carefully to your teacher’s instructions. Ask questions if you don’t know what to do.

2. Don’t taste things. No tasting anything or putting it near your mouth unless your teacher says it is safe to do so.

3. Smell substances like a chemist. When you smell a substance, don’t put your nose near it. Instead, gently move the air from above the substance to your nose. This is how chemists smell substances.

4. Protect your eyes. Wear safety goggles if something wet could splash into your eyes, if powder or dust might get in your eyes, or if something sharp could fly into your eyes.

5. Protect your hands. Wear gloves if you are working with materials or chemicals that could irritate your skin.

6. Keep your hands away from your face. Do not touch your face, mouth, ears, eyes, or nose while working with chemicals, plants, or animals.

7. Tell your teacher if you have allergies. This will keep you safe and comfortable during science class.

8. Be calm and careful. Move carefully and slowly around the classroom. Save your outdoor behavior for recess.

9. Report all spills, accidents, and injuries to your teacher. Tell your teacher if something spills, if there is an accident, or if someone gets injured.

10. Avoid anything that could cause a burn. Allow your teacher to work with hot water or hot equipment.

11. Wash your hands after class. Make sure to wash your hands thoroughly with soap and water after handling plants, animals, or science materials.

1© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

What Is a Scientific Explanation?

1. It answers a question about how or why something happens.

2. It describes things that are not easy to observe.

3. It is based on the ideas you have learned from investigations and text.

4. It uses scientific language.

5. It is written for an audience.

2© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Modeling Matter—Lesson 1.2 3

Name: _______________________________________ Date: ________________

Investigating Properties

1. With your partner, choose one cup from the tray and observe the properties of that food mixture, but do not taste anything. Record your observations in the “Observations of properties” column of the table.

2. With that same food mixture, use the spoon to carefully do the Pour Test. Record your observations in the “Pour Test observations” column.

3. With that same food mixture, use the paper towel to do the Dip Test. Record your observations in the “Dip Test observations” column.

4. When your teacher signals, place the cup back on the tray and choose another cup. Repeat Steps 1–3 for the second and third cups.

Food mixture

Observations of properties

• color • smell• texture

Pour Test observations

• Does it stick to the spoon?

• How long does it take to pour?

• Is it runny or thick?

Dip Test observations

• Does it stick to the paper?

• Does it move up the paper?

Cup 1

Cup 2

Cup 3

The chemical used in this activity is vinegar.

WARNING—This activity requires chemicals that may be harmful if misused. Read caution on containers carefully. Not to be used by children except under direct adult supervision.

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

4

Name: _______________________________________ Date: ________________

Modeling Matter—Lesson 1.3 (optional)

Daily Written Reflection

How are different substances different? Think about the food-mixture investigations you did in the previous lesson. Write about two different substances you investigated.

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Make a drawing if it helps you explain your thinking. Label your drawing.


5

Name: _______________________________________ Date: ________________


Getting Ready to Read: Made of Matter

1. Before reading the book Made of Matter, read the sentences below.

2. If you agree with the sentence, write an “A” on the line before the sentence.

3. If you disagree with the sentence, write a “D” on the line before the sentence.

4. After you read the book, see if your ideas have changed. Be ready to explain your thinking.

________ Air is made of matter.

________ A group of molecules joined together is called an atom.

________ You can see a water molecule with your eyes.

________ People are made of molecules.

________ Everything is made of atoms.


6

Name: _______________________________________ Date: ________________

Modeling Matter—Lesson 1.3

Thinking at the Nanoscale

Reread pages 3–7 in Made of Matter. In the boxes below, put the items in order, from smallest to biggest. Use the text, photos, models, diagrams, and captions in the book to help you.

Items in Made of Matter

1 drop of water 1,000,000 water molecules 1 water molecule

1 atom 1 glass of water

smallest

biggest


7

Name: _______________________________________ Date: ________________


Reading Reflection: Made of Matter

What are some of the ways that different kinds of molecules are different from one another?

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Draw two or more examples of molecules from the book that show some of the ways molecules are different from one another. Label your drawing.


8

Name: _______________________________________ Date: ________________


What do you know about molecules?

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9

Name: _______________________________________ Date: ________________


Using Chromatography to Separate a Mixture

1. Draw a pencil line. On the paper strip, draw a pencil line along the top edge of the food coloring.

2. Attach the paper strip so it hangs in the water, but the food coloring is still above the water. Tape the top of the paper strip to a pencil. The bottom of the paper strip should just touch the water in the cup, and the food coloring should remain above the water.

3. Start the chromatography test by hanging the paper strip in the water. Place the pencil across the top of the cup.

chromatography paper

pencil line

food coloring

water


10

Name: _______________________________________ Date: ________________


How are different kinds of molecules different? How are they similar? Explain how you know. What is your evidence?

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Writing About Molecules


11

Name: _______________________________________ Date: ________________



What was surprising or interesting about your chromatography test?

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12

Name: _______________________________________ Date: ________________


Fan Model

Draw and label where the molecules of the test mixture ended up after the fan was turned off.

felt fan


13

Name: _______________________________________ Date: ________________



Why do scientists use models?

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14

Name: _______________________________________ Date: ________________


Nanovision Model of Chromatography

1. Draw what you think happened with the water molecules and the molecules in the food-coloring dyes during chromatography.

2. Include a key that will help another scientist understand your model.

3. Label the parts of your model.

4. Use arrows if needed.

pencil line


15

Name: _______________________________________ Date: ________________


Chapter 1: Check Your Understanding

This is a chance for you to reflect on your learning so far. This is not a test. Be open and truthful when you respond.

Scientists investigate in order to figure out how things work. Am I getting closer to figuring out what happens when mixtures are separated?

I understand what happens with the moleculeswhen substances are mixed together. _____ Yes _____ Not yet

I understand why the food-coloring mixtureseparated in chromatography. _____ Yes _____ Not yet

I understand that scientific explanations canchange based on new evidence. _____ Yes _____ Not yet

I think I understand or don’t yet understand these ideas because

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What are you still wondering about molecules or separating mixtures through chromatography?

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16

Name: _______________________________________ Date: ________________



Look around your classroom. What observations could someone make about this room? Based on these observations, what inferences could someone make about the learning and activities that happen in this classroom?

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17

Name: _______________________________________ Date: ________________


Getting Ready to Read: Break It Down: How Scientists Separate Mixtures

1. Before reading the book Break It Down, read the sentences below.




________ Most things are mixtures.

________ Chromatography is the only way to separate a mixture of different kinds of molecules.

________ One way that scientists separate some mixtures is to spin the mixtures very fast.

________ Air is a mixture.

________ Scientists use the properties of molecules to separate mixtures.


18

Name: _______________________________________ Date: ________________


Making Inferences in Break It Down: How Scientists Separate Mixtures

Record in the table below as you read Break It Down. Use the images, captions, and text in the book to help you make inferences

Section

in book

Make an inference to answer a question

What helped you make the inference?

• what you already know• which image, caption, or

text? (Include page.)

Break It Down to Solve Problems: pages 10–11

In ocean water, are water molecules attracted to the atoms that make up salt?

Yes No

Break It Down to Save Lives: pages 12–15

Are there different kinds of molecules in blood?

Yes No

Break It Down to Uncover the Past: pages 16–21

Are the different molecules in goat meat, lentils, honey, wine, and olive oil all the same size?

Yes No

Mixtures and Properties: pages 22–23

What properties of molecules might you be able to use to separate pollution from other substances?

Answer:


19

Name: _______________________________________ Date: ________________


Reading Reflection: Break It Down: How Scientists Separate Mixtures

If you were a scientist trying to separate pollution molecules from the air, how might you do it? (This question appears on page 23 of Break It Down.)

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Make a drawing to explain your ideas. Label your drawing.


20

Name: _______________________________________ Date: ________________



What are two reasons scientists separate mixtures?

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21

Name: _______________________________________ Date: ________________


You can use this page to record notes or create drawings.


22

Name: _______________________________________ Date: ________________


Color-Changing Model

1. Read the explanation for this model below and review the diagram of the model on the next page.

2. Turn to pages 28–29, Evaluating Chromatography Models, and discuss each question with your partner.

• On page 28, circle Yes or No for each question to indicate if it does or does not explain what you observed in chromatography and what you know about molecules.

What happened to the dye and water molecules during chromatography?

The water molecules were attracted to the paper molecules, so the water molecules climbed up the paper.

As they passed through the food-coloring mixture, the water molecules bumped into the dye molecules, and the water molecules changed to the same colors as the dye molecules. The colored water molecules kept traveling up the paper.

The blue water molecules are the lightest, so they went the farthest. The red water molecules are the heaviest, so they did not go as far.


23

Name: _______________________________________ Date: ________________


Color-Changing Model (continued)

pencil line

blue dye molecule red dye molecule

water molecule

Key

yellow dye molecule


24

Name: _______________________________________ Date: ________________


Growing Model






As the water molecules passed through the food coloring, they attached to the dye molecules and made the dye molecules grow, so the dye traveled up the paper.

The molecules of blue dye grew the most, so they went the highest. The molecules of red dye grew less, so they did not go as high.


25

Name: _______________________________________ Date: ________________


Growing Model (continued)


water molecule

Key

yellow dye molecule

pencil line


26

Name: _______________________________________ Date: ________________


Attraction Model






The dye molecules were also attracted to the water molecules. Since they were attracted to the water molecules, the dye molecules got carried up the paper. At some point, the dye molecules were more attracted to the paper molecules than to the water molecules, so they stopped moving up.


27

Name: _______________________________________ Date: ________________


Attraction Model (continued)


water molecule

Key

yellow dye molecule

pencil line


28

Name: _______________________________________ Date: ________________


Evaluating Chromatography Models

1. Evaluate the three models on pages 22–27.2. In the table for each model, circle Yes or No to indicate if the model

explains or does not explain what you observed in chromatography and what you know about molecules.

Everything we know about molecules:

Statement A: All molecules of one substance are exactly the same, and they are different from molecules of any other substance.

Statement B: The properties of the molecules of a substance do not change.

Color-Changing Model

1. Does the model explain how the water traveled up the paper?

Yes No

2. Does the model explain how the colors moved up the paper? Yes No

3. Does the model explain why some colors went higher? Yes No

4. Does the model fit with everything we know about molecules? If not, with which statement(s) does it conflict? Statement _____

Yes No


29

Name: _______________________________________ Date: ________________


Evaluating Chromatography Models (continued)

Growing Model


Yes No




Yes No

Attraction Model


Yes No




Yes No


30

Name: _______________________________________ Date: ________________



Choose something new you have learned about molecules and write about it.

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31

Name: _______________________________________ Date: ________________


Word Relationships

1. Work with your group to create sentences that use at least two of the word cards in each sentence.

2. Create some sentences that explain what you have been learning about molecules and separating mixtures.

3. Record a few of the sentences you created.

atom molecule property mixture

substance model attract inference

1. __________________________________________________________________

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2. __________________________________________________________________

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3. __________________________________________________________________

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4. __________________________________________________________________

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32

Name: _______________________________________ Date: ________________


Revised Nanovision Model of Chromatography

1. Draw shapes for each molecule in the Key.

2. Draw what you think happened with the water molecules and dye molecules during chromatography.

3. Add labels to explain your ideas.

pencil line

Key

Dye 1 molecule

Dye 2 molecule

Dye 3 molecule

water molecule


33

Name: _______________________________________ Date: ________________



Why is evidence important in a scientific explanation?

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34

Name: _______________________________________ Date: ________________


Scientific Explanation of Chromatography

1. Write a scientific explanation that answers the question below.

2. Your explanation should include:

• a topic sentence that answers the question.

• supporting sentences that tell what happens and why.

3. Your audience is the president of Good Food Production, Inc.

Question: Why did the food coloring separate into different dyes?

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35

Name: _______________________________________ Date: ________________




Scientists investigate in order to figure out how things work. Am I getting closer to figuring out what happens when mixtures are separated?

I understand what happens with the moleculeswhen substances are mixed together. _____ Yes _____ Not yet

I understand why the food-coloring mixtureseparated in chromatography. _____ Yes _____ Not yet

I understand that scientific explanations canchange based on new evidence. _____ Yes _____ Not yet


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What are you still wondering about molecules or separating mixtures through chromatography?

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36

Name: _______________________________________ Date: ________________




37

Name: _______________________________________ Date: ________________



What do you think happens when sugar is mixed into water?

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38

Name: _______________________________________ Date: ________________


Flavor Ingredients Test

1. Each group member chooses one of the labeled plastic cups on the tray. This is the flavor ingredient that you are responsible for testing.

2. Go to the Materials Station that has your flavor ingredient. Measure two level scoops of the ingredient and place it in your cup of water.

3. Return to your seat and stir until the sediments go away or until you are sure that the sediments will not go away. While you are stirring, predict to your group what you think will happen.

4. In the second column, record your observations. Pass your cup to another group member and observe another cup.

5. If an ingredient passed the Sediment Test (didn’t have sediments), pour a few drops of the mixture into one of your two personal paper cups and taste it.

6. In the last column, record your observations about the flavor of the mixture.

Ingredient Sediment observations Flavor observations

sugar

citric acid

cumin

pepper


39

Name: _______________________________________ Date: ________________



What do you think happens at the nanoscale when a solid dissolves in a liquid?

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40

Name: _______________________________________ Date: ________________


Exploring the Modeling Matter Simulation

Go to the Simulation and select the Solubility mode.

1. Things to try

• Try out different combinations of two molecules in the dish.

• Try stirring different amounts of molecules and at different speeds.

• Try pausing the Simulation to make observations and then pressing PLAY.

• Try placing just one molecule in the dish.

2. Partner discussion questions

• What do you observe happening to the molecules in the dish?

• How are different molecules different from one another?

• How are different combinations of molecules different from one another?

• Use the slider to replay the run after the time runs out. How is the mixture different at the beginning, in the middle, and at the end?

3. Challenge

What combination of molecules could be a model of a solid dissolving in a liquid?

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What combination of molecules could be a model of a solid NOT dissolving in a liquid?

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41

Name: _______________________________________ Date: ________________



Describe a time that you experimented in your kitchen. What did you make? What ingredients did you use? What happened?

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42

Name: _______________________________________ Date: ________________


Getting Ready to Read: Solving Dissolving

1. Before reading the book Solving Dissolving, read the sentences below.




________ When a solid “disappears” into a liquid, it has actually dissolved.

________ All solids will dissolve when mixed with a liquid.

________ Once a solid has dissolved into a liquid, the solid can’t ever be removed.

________ Models can help explain why some solids dissolve, and others don’t dissolve.

________ Stirring a mixture of a solid and a liquid helps the solid dissolve.


43

Name: _______________________________________ Date: ________________


Observations and Inferences in Solving Dissolving

1. In the book Solving Dissolving, Maya makes a lot of observations of the mixtures she and her brother Diego make. In the table below, record three observations that she makes. Be sure to record (in the first column) the page number for each observation from the book.

2. Record an inference you can make based on each observation. Remember to use what you know, along with the diagrams and text in the book, to help you make inferences. An example has been done for you.

Page Maya's observation My inference

5 The sugar disappeared when mixed with water.

The sugar molecules were attracted to the water molecules, so the sugar dissolved in the water.


44

Name: _______________________________________ Date: ________________


Reading Reflection: Solving Dissolving

In Solving Dissolving, Diego used models to explain dissolving to his sister. You've also investigated a lot of models in this unit. Choose one model listed on the Models chart posted in your classroom. What did it explain well? What didn't it explain or show?

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45

Name: _______________________________________ Date: ________________



Write about something you learned from reading Solving Dissolving.

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46

Name: _______________________________________ Date: ________________


Scientific Explanation of Dissolving

1. Write a scientific explanation that answers the question below.

2. Your explanation should include:

• a topic sentence that answers the question.

• supporting sentences that tell what happens and why.

3. Your audience is the president of Good Food Production, Inc.

Question: Which flavor ingredients will not leave sediments in the salad dressing? Why?

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47

Name: _______________________________________ Date: ________________




Scientists investigate in order to figure out how things work. Am I getting closer to figuring out why some salad-dressing ingredients mix, and others do not?

I understand what happens with the moleculeswhen a solid mixes into a liquid. _____ Yes _____ Not yet

I understand what happens with the molecules when two liquids mix or don't mix. _____ Yes _____ Not yet

I understand that scientific explanations can changebased on new evidence. _____ Yes _____ Not yet


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What are you still wondering about mixing and non-mixing substances or about molecules?

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48

Name: _______________________________________ Date: ________________




49

Name: _______________________________________ Date: ________________



How do models help explain solubility?

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50

Name: _______________________________________ Date: ________________


Making Mixtures in the Simulation

1. In the Solubility mode of the Simulation, create the combinations of molecules listed in the first column of the table on the next page.

• In the space between the two arrows, record the level of attraction between the two molecules.

2. In the second column, circle how mixed the two substances are.

3. In the third column, record your evidence. What did you observe that makes you think the substances will interact in that way?

4. Answer the question at the bottom of the next page.

Level of attraction between molecules of these two substances

How mixed are these two substances?

What is your evidence?

Example: completely mixed

mostly mixed

slightly mixed

not mixed

2 3


51

Name: _______________________________________ Date: ________________


Making Mixtures in the Simulation (continued)

Level of attraction between molecules of these two substances



completely mixed

mostly mixed

slightly mixed

not mixed

completely mixed

mostly mixed

slightly mixed

not mixed

completely mixed

mostly mixed

slightly mixed

not mixed

Based on what you've learned about mixing and dissolving, if a solid dissolves into a liquid, what does it mean about the properties of their molecules? Describe what it would look like on the nanoscale.

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2

1 5

4


52

Name: _______________________________________ Date: ________________


Explanations of Dissolving

Question: Why does sugar dissolve in water, but pepper does not?

Explanation A

Sugar is soluble in water. When I put sugar in water and stirred, the sugar seemed to disappear. However, because the water tasted sweet, I knew that the sugar was still there. Pepper, on the other hand, is not soluble in water. Even after stirring a long time, I could still see clumps of pepper in the water.

Explanation B

Sugar dissolves in water because it is soluble in water. Molecules that are attracted to one another spread apart and mix evenly in a mixture. This is what happened with the sugar and water. When I put sugar in water and stirred, the sugar seemed to disappear. However, because the water tasted sweet, I knew that the sugar was still there.

Pepper, on the other hand, is not soluble in water. Even after stirring a long time, I could still see clumps of pepper in the water. This must have happened because pepper molecules and water molecules have low attraction to one another. Sugar and pepper do not interact in the same way when you mix them with water because of the different properties of their molecules.


53

Name: _______________________________________ Date: ________________


Evaluating Explanations of Dissolving

1. Evaluate Explanation A by writing “yes” in the second column if it includes that feature of a scientific explanation. If that feature is not included in the explanation, write “no.”

2. Repeat for Explanation B, recording your answers in the third column.

3. On the next page, answer the two questions.

What is a scientific explanation? Explanation A Explanation B

It answers the question.

It describes things that are not easy to observe.

The ideas in the explanation are correct based on the scientific ideas we have learned.


54

Name: _______________________________________ Date: ________________


What advice would you give the writer of Explanation A to help improve it? Think about how accurate the science ideas in the explanation are, as well as about how well the explanation is written.

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What advice would you give the writer of Explanation B to help improve it? Think about how accurate the science ideas in the explanation are, as well as about how well the explanation is written.

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Evaluating Explanations of Dissolving (continued)


55

Name: _______________________________________ Date: ________________




56

Name: _______________________________________ Date: ________________


Evaluating a Dissolving Model

1. Review pages 12–13 and 16–17 in Solving Dissolving.

2. Evaluate the model below and then answer the questions on the next page.

Key

sugar molecule

water molecule

Sugar molecules spread apart and mix evenly with water molecules.


57

Name: _______________________________________ Date: ________________


Evaluating a Dissolving Model (continued)

1. What does this model show well about dissolving?

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2. What does this model not show well about dissolving?

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3. Describe what you would change about this model. Make a drawing (in the box below) if it helps you explain your thinking. Label your drawing.

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58

Name: _______________________________________ Date: ________________



We have tested and learned that some solids can be dissolved in a liquid. We know they have dissolved because there is no sediment in the mixture. How might you know that a liquid has dissolved in a liquid?

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59

Name: _______________________________________ Date: ________________


Attraction Test

1. Place your penny on the tray and record predictions in the second column.

2. Draw up some of the liquid into the dropper. Gently squeeze the dropper to let out one drop of liquid onto the penny. Don’t let the end of the dropper touch the liquid on the penny!

3. After 10 drops, stop. In the third column, draw your observations.

4. Continue adding one drop at a time until the liquid spills over the penny.

5. In the last column, record the total number of drops you added before the liquid spilled over the penny.

Liquid Predictions Observations after 10 drops

Total number of drops added

water How many drops before the water spills off the penny? ________

Draw what you think the penny will look like.

oil How many drops before the oil spills off the penny? ________

Draw what you think the penny will look like.

penny

penny

penny

penny


60

Name: _______________________________________ Date: ________________


Why do scientists evaluate models?

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61

Name: _______________________________________ Date: ________________


Getting Ready to Read: Science You Can't See

1. Before reading the book Science You Can't See, read the sentences below.




________ Scientists study fossils to learn about dinosaurs.

________ It is easy to observe all parts of the ocean.

________ The bottom of the ocean is flat.

________ Microscopes can make pictures of atoms.

________ Scientists did not know about atoms and molecules until they saw them.


62

Name: _______________________________________ Date: ________________


Evidence and Inferences in Science You Can't See

Karen Chin is investigating the question How and what did dinosaurs eat? What evidence did she use to help answer her question?

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What inferences did she make based on that evidence?

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Edward Saade is investigating the question How deep is the ocean floor in different places?What evidence did he use to help answer his question?

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What inferences did he make based on that evidence?

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63

Name: _______________________________________ Date: ________________


Evidence and Inferences in Science You Can't See (continued)

Farid El Gabaly is investigating the question What patterns do magnetic atoms form in very small pieces of metal?What evidence did he use to help answer his question?

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What inferences did he make based on that evidence?

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Choose one section to reread. Record an inference you made while reading.

What did you read in the text?On page ________, I read that

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What inference did you make based on what you read?

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64

Name: _______________________________________ Date: ________________


Reading Reflection: Science You Can't See

Think back to the Attraction Test you did in the previous lesson and answer the questions below. You may want to look back at page 59 in your notebook for evidence to support your inferences.

What inferences can you make about the molecules in water?

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What inferences can you make about the molecules in oil?

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65

Name: _______________________________________ Date: ________________



Why do scientists need to make inferences?

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66

Name: _______________________________________ Date: ________________


Liquid Mixtures

1. Write a proposed answer to the question below.

2. In your answer, include what is happening with the molecules.

Question: What happens to the molecules of two liquids when you mix them together?

Proposed answer:

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___________________________________________________________________

___________________________________________________________________

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67

Name: _______________________________________ Date: ________________




68

Name: _______________________________________ Date: ________________


Investigating Molecular Interactions in the Simulation

1. In the Solubility mode of the Simulation, choose two molecules to combine and record them in the first column of the table. Record the level of attraction between the molecules.

2. Look for the following results:

• a substance that is completely mixed

• a substance that is slightly mixed

• a substance that is not mixed

3. In the second column, circle how mixed the two substances are.

4. In the third column, record your evidence. What did you observe that makes you think the substances will interact in that way?

5. Answer the questions at the bottom of the next page.

Level of attraction between molecules



Example:

completely mixed

mostly mixed

slightly mixed

not mixed

completely mixed

mostly mixed

slightly mixed

not mixed

3

3 4

4


69

Name: _______________________________________ Date: ________________


Investigating Molecular Interactions in the Simulation (continued)

Level of attraction between molecules



completely mixed

mostly mixed

slightly mixed

not mixed

completely mixed

mostly mixed

slightly mixed

not mixed

What happens when molecules have a high level of attraction to themselves?

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When two substances are completely mixed, what level of attraction do their molecules have to one another and to themselves?

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70

Name: _______________________________________ Date: ________________



How is the Modeling Matter Simulation useful for understanding the properties of molecules?

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71

Name: _______________________________________ Date: ________________




72

Name: _______________________________________ Date: ________________


Stability Test

Procedure

1. Three group members go to one of the Materials Stations. Measure one level scoop of one of the texture ingredients into your vial of oil and water.

2. Snap on the cap tightly. Return to your seat.

3. Shake your vial for 30 seconds.

4. Wait for three minutes. Then, record your prediction below.

5. Shake your vial for one minute. While waiting, record your starting observations in the table on the next page.

• Be sure to draw any layers you see.

• Record notes about what the mixture looks like, the number of layers you see, if you see any sediments, and anything else you observe.

6. Take a break. While you are waiting, groups will work with the Word Relationships Cards.

7. Record your final observations.

• Be sure to draw any layers you see.

• Record notes about what the mixture looks like, the number of layers you see, if you see any sediments, and anything else you observe.

PredictionWhich ingredient (cornstarch, flour, or lecithin) do you think will create the most stable salad dressing? Why?

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73

Name: _______________________________________ Date: ________________


Stability Test (continued)

Texture ingredient Starting observations Final observations

cornstarch

flour

lecithin


74

Name: _______________________________________ Date: ________________


Word Relationships

1. Work with your group to create sentences that use at least two of the word cards in each sentence.

2. Create some sentences that explain what you have been learning about why some mixtures separate and others stay mixed.

3. Record a few of the sentences you created.

attract molecule substance liquid

solid dissolve emulsifier soluble

1. __________________________________________________________________

__________________________________________________________________

2. __________________________________________________________________

__________________________________________________________________

3. __________________________________________________________________

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4. __________________________________________________________________

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75

Name: _______________________________________ Date: ________________




Scientists investigate in order to figure out how things work. Am I getting closer to figuring out why some salad-dressing ingredients mix, and others do not?

I understand what happens with the moleculeswhen a solid mixes into a liquid. _____ Yes _____ Not yet

I understand what happens with the molecules when two liquids mix or don't mix. _____ Yes _____ Not yet

I understand that scientific explanations can changebased on new evidence. _____ Yes _____ Not yet


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What are you still wondering about mixing and non-mixing substances or about molecules?

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76

Name: _______________________________________ Date: ________________



What do you think causes two liquids to stay mixed?

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77

Name: _______________________________________ Date: ________________


Nanovision Model of an Emulsifier

1. In the Key, draw three shapes to represent oil, vinegar, and lecithin molecules.

2. In the box, draw a zoomed-in model of how lecithin molecules allow vinegar molecules and oil molecules to mix. Do not draw more than 10 of each molecule.

3. Label your drawing to explain what it shows.

Key

oil molecule

vinegar molecule

lecithin molecule


78

Name: _______________________________________ Date: ________________


Emulsifier Missions in the Simulation

1. Pair A sets up and runs Trial 1. Pair B sets up and runs Trial 2, using the same molecules in Trial 1, but with an emulsifier.

2. Record the molecule combinations used in Trial 1 and Trial 2. Observe the differences and answer the first question (on the next page).

3. Pair A sets up and runs Trial 3 while Pair B keeps Trial 2 on their screen.

4. Record the molecule combinations used in Trial 3. Observe the differences between Trial 2 and Trial 3 and answer the second question (on the next page).

Trial Level of attraction between molecules

Trial 1 (Pair A)

Find two substances that do not mix on their own.

Trial 2 (Pair B)

Use the two substances that Pair A found. Mix them with the help of an emulsifier.

Trial 3 (Pair A)

Find two substances that are mostly mixed or completely mixed without an emulsifier.

+ emulsifier


79

Name: _______________________________________ Date: ________________


Emulsifier Missions in the Simulation (continued)

Compare what you see at the nanoscale between substances that do not mix without an emulsifier (Trial 1) and substances that mix with the help of an emulsifier (Trial 2). What do you notice?

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Compare what you see at the nanoscale between substances that mix with the help of an emulsifier (Trial 2) and substances that mix without the help of an emulsifier (Trial 3). What do you notice?

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80

Name: _______________________________________ Date: ________________



What have you enjoyed doing and learning in your role as a food scientist?

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81

Name: _______________________________________ Date: ________________


1. Observe the Before Adding Lecithin Model below and then record your answer to the first question.

2. With your partner, use the Modeling Matter Diagramming Tool to create an Emulsifier Model.

3. Record your answer to the second question about the Emulsifier Model.

What does the Before Adding Lecithin Model show?

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What does your Emulsifier Model show?

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Before and After Adding Lecithin

Key

vinegar molecule

oil molecule

Before Adding Lecithin


82

Name: _______________________________________ Date: ________________


Evidence About Salad-Dressing Ingredients

1. Locate information about each salad-dressing ingredient in Food Scientist’s Handbook. In the second column, record evidence that will help you explain why the ingredients stay mixed.

2. Think about your investigations and models. In the third column, record evidence that will help you explain why the ingredients stay mixed.

IngredientEvidence from Food Scientist's Handbook (include page numbers)

Evidence from investigations and models

vinegar (or water)

oil

lecithin


83

Name: _______________________________________ Date: ________________



What is something surprising or interesting that you learned from reading Food Scientist’s Handbook?

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84 Modeling Matter

Glossary

atom: a tiny piece of matter that is too small to seeátomo: un pedacito de materia que es demasiado pequeño para ver

attract: to pull on an object, even without touching itatraer: jalar a un objeto, aun sin tocarlo

dissolve: to mix evenly into a liquid by breaking apart into pieces that are too small to seedisolver: mezclar uniformemente en un líquido al separarse en pedacitos que son demasiado pequeños para ver

evidence: information that supports an answer to a questionevidencia: información que respalda una respuesta a una pregunta

explain: to describe how something works or why something happensexplicar: describir cómo algo funciona o por qué al

modeling matter - parkwood 5th grade...3. with that same food mixture, use the paper towel to do the...

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