January/February 2018 – Vol. 31 No. 2

Liquids, Solids, and Water Lab

Posted: Saturday, January 1st, 2011

Name __________________

Date ___________________

Partners’ Names _________

by Jeff Bradbury and Patricia Buchanan

Question: Water is unique in that it is the only natural substance that is found in all three states: liquid, solid (ice), and gas (steam).  What are the molecular differences between each of the states?

Purpose:  To develop a theory that explains why liquids and solids behave the way they do.

Unique Properties of water:

Less dense as a solid
Liquid at room temperature
High surface tension
High heat capacity
Universal solvent

Other properties of liquids:

Cohesion
Diffusion
Adhesion
Viscosity

Procedure and Observations and Data:

1. In this lab you will work in groups of three.  Go to each station (not necessarily in order) and follow the directions in the procedure.  Make sure you go to all stations.

2. Record your observations and give a brief explanation for each of the stations.

3. Draw a diagram (model) for stations 2, 5, and 6 showing the molecular level of what the particles are doing.

Stations:

Station 1: Drops on a penny

Station 2: Boyle’s law apparatus noncompressibility of liquids

Station 3: Drops on a microslide

Station 4: Floating a paper clip on water

Station 5: Food coloring in hot and cold water

Station 6: Marbles in different liquids

Station 7: Dragging drops

Station 8: Observing crystals

*Make sure to return each station to its original condition when your group is finished.

Part 1 Stations:

Station 1: Drops on a penny

Materials:  Beaker of de-ionized water, a beaker of soapy water, place droppers in each, and two pennies.

Procedure:  Put as many drops of water and soapy water on two different pennies.

Observations:

How many drops of pure water fit onto the penny?________

How many drops of soapy water fit onto the penny?________

Explain the difference

What property(s) of liquids is demonstrated here?  How?

Station 2: Boyle’s law apparatus noncompressibility of liquids

Materials:  Two Boyle’s Law apparatus, (syringes) one with water and one with water and air.

Procedure:  Try pressing on the two blocks (don’t press too hard).

Observations:

What is the difference between the two?

What causes the difference between the two?

What property(s) of liquids is demonstrated here?  How?

Black box diagram of liquids in syringe

Station 3: Drops on a microslide

Materials:  Six microslides, two droppers, a beaker of water, and a beaker of soapy water.

Procedure:

Put two dry microslides together and then pull them apart.

Put a drop of water on two slides. Place them together and then pull them apart.

Put a drop of soapy water on two slides place them together and then pull them apart.

Observations:

What was it like pulling the three different pairs of microslides apart?

Explain the difference.

What property(s) of liquids is demonstrated here?  How?

Station 4: Floating a paper clip on water

Materials:  Two 600 ml beakers, one with de-ionized water and one with soapy water, four paper clips.

Procedure:  Using one of the bent paperclips try to make another paper clip float on the surface of the water in the beaker.

Observations:

Was it easier to float the paperclip in one of the beakers?  Explain why.

What property(s) of liquids is demonstrated here?  How?

Station 5: Food coloring in hot and cold water

Materials:  Hot plate, beaker tongs, two 1000ml beakers, ice, two 250 ml beakers, food coloring.

Procedure:  Using the beaker tongs, pour some hot water from the beaker on the hot plate into one of the empty beakers.  Pour some of the ice water (without pouring any ice) into the other empty beaker.  Add one drop of food coloring to each of the beakers you poured water into.

Record your observations.

What property(s) of liquids is demonstrated here?  How?

Black Box diagram:

Food coloring in hot water Food coloring in cold water

Station 6: Marbles in three different liquids

Materials: Three marbles each in a labeled and sealed jar/bottle of water, alcohol, and glycerin.

Procedure:  Invert the three flasks and watch the marbles go to the bottom of each bottle.

Observations:

Did the marbles fall through the liquids at the same rate?  Explain

Draw three black box diagrams that show at the molecular level why the marbles fall at different rates in the different liquids:

Alcohol

Water Glycerin

What property(s) of liquids is demonstrated here?  How?

Station 7: Dragging drops

Materials:  Two sheets of wax paper, two eyedroppers, beaker of de-ionized water and a beaker of soapy water.

Procedure:  Put drops of water from each beaker onto the separate pieces of wax paper.

(Do not contaminate the beakers by switching droppers.)

Try to drag the drops around with the dropper.

Observations:

How many drops of the soapy water could you drag?_________

How many drops of the de-ionized water could you drag?_______

What property(s) of liquids is demonstrated here?  How?

Station 8: Observing crystals

Materials:  Examples of several crystals, models of crystals

Make some observations about the crystals.

How are they different from each other?

What property(s) of liquids is demonstrated here?  How?

Look at the models of the crystals.  What do you observe?  What is the major difference between liquids and solids?

Draw a black box diagram that shows the difference between gases, solids, and liquids.

Gases Solids Liquids

Conclusions and Reflections:

What properties of liquids are different from gases?

What causes this difference?

What properties of solids are different from liquids?

What causes this difference?

Jeff Bradbury is a professor of chemistry at Cerritos College in Norwalk and is community college director for CSTA; Patricia Buchanan is the Cal Grip Grant Project Assistant at Cerritos College.  The original idea for this activity came from the Los Angeles County Office of Education 15 years ago, which the authors modified.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

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From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.