Investigation 4:

Fizz Quiz

Name: ___________________________

Science Notebook Mixtures and Solutions

Investigation 4

Big Question:

How can matter be changed?

Explain.

5th

1

Alignment with New York State Science Standards &

Performance Indicators

Standard 1: Mathematical Analysis

M1.1 Extend mathematical notation and symbolism to include variables and

algebraic expressions in order to describe and compare quantities

M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures

and arguments, recognizing patterns can assist in explaining and extending

math phenomena

M3.1 Apply math knowledge to solve real-world problems

2

Standard 1: Scientific Inquiry

S1.1 Formulate questions independently with the aid of references appropriate

for guiding the search for explanations of observations

S1.2 Construct explanations independently for natural phenomena

S1.3 Represent, present, and defend proposed explanations

S2.1 Use conventional techniques and those of their own design to make

further observations and refine explanations

S2.2 Develop, present, and defend formal research proposals

S2.3 Carry out research proposals, recording observations and measurements

S3.1 Design charts, tables, graphs and other visual representations of

observations in conventional and creative ways

S3.2 Interpret organized data to answer the research question and to gain

insight into the problem

S3.3 Modify their personal understanding of phenomena based on evaluation

of their hypothesis

Standard 1: Engineering Design

T1.2 Locate and utilize a range of printed, electronic, and human information

sources to obtain ideas

T1.3 Consider constraints and generate several ideas for alternative solutions,

using group and individual ideation techniques, defer judgment, evaluate ideas,

explain optimal choice

T1.4 Develop plans and construct a model of the solution

T1.5 In a group setting, test their solution against design specs, present and

evaluate results, describe how solution might be modified, and discuss

tradeoffs

Alignment with New York State Science Standards &

Performance Indicators

Standard 2: Information Systems

3: Information technology can have a positive and negative impact on society,

depending on its use

Standard 4 Physical Environment

3

3.1a Substances have characteristic properties.

3.1b Solubility can be affected by the nature of the solute and solvent,

temperature, and pressure.

3.1c The motion of particles helps to explain the phases of matter as

well as changes from one phase to another.

3.1d Gases have neither a determined shape nor a definite volume.

3.1e A liquid has a definite volume, but takes the shape of his

container.

3.1f A solid has a definite volume and shape.

3.1g Characteristic properties can be used to identify different

materials, and separate a mixture of substances into its components.

3.1h Density can be described as the amount of matter that is in a

given amount of space.

3.2a During a physical change a substance keeps it chemical composition

and properties.

3.2b Mixtures are physical combinations of materials and can be

separated by physical means.

3.2c During a chemical change, substances react in ways to form new

substances with different properties.

3.2d Substances are often placed in categories if they react in similar

ways; for example metals, nonmetals, noble gases

3.2e The Law of Conservation of Mass states that during an ordinary

chemical reaction, matter cannot be created or destroyed.

3.3a All matter is made up of atoms.

3.3b Atoms and molecules are perpetually in motion. The greater the

temperature, the greater the motion.

Alignment with New York State Science Standards &

Performance Indicators

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3.3c Atoms join together in well-defined molecules or may be arranged in

regular geometric patterns.

3.3d Interactions among atoms/molecules result in chemical reactions.

3.3e The atoms of any one element are different from atoms of other

elements.

3.3f There are more than 100 elements. Elements combine to produce

compounds.

3.3g The periodic table is one useful model for classifying elements. The

table can be used to predict properties.

4.2e Temperature affects solubility of some substances in water.

4.3a In chemical reactions, energy is transferred into or out of a

system.

4.5a Energy cannot be created or destroyed, but only changed from one

form into another.

4.5b Energy can change from one form to another, although in the

process some energy is always converted to heat.

Standard 6: Interconnectedness

1: Through systems thinking, they recognize commonalities that exist and

how parts of a system interrelate and combine to perform special

functions

2: Models are simplified representations

5: Identifying patterns for change is necessary for making predictions

about future behavior and conditions

6: In order to arrive at the best solution to meet criteria and

constraints, trade-offs are often necessary

Standard 7: Interdisciplinary Problem Solving

1: The knowledge and skills of mathematics, science, and technology are used

together to make informed decisions and solve problems

2: Solving interdisciplinary problems involves a variety of skills and strategies

such as effective work habits, gathering information, generating ideas, making

connections, and presenting ideas

Table of Contents

Title Page Part

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1 Chemical Reactions

2 Reactions Products

Investigation 4: Fizz Quiz

8

17

3 Reaction in a Zip Bag 26

4 Choosing You Own Investigation 36

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What do you know about citric acid, baking soda, and

calcium chloride?

I Think…

Now I Know…

Part 1: Chemical Reactions

7

FOCUS QUESTION

How do you know when a chemical reaction has

occurred?

Part 1: Chemical Reactions

8

Making Solutions

Do you think these 3 chemicals will make

solutions with 50ml of water?

1 Spoon of Citric Acid and 50ml of Water

1 Spoon of Baking Soda and 50ml of Water

1 Spoon of Calcium Chloride and 50ml of Water

9

10

Part 1: Chemical Reactions

11

Did a chemical reaction take place? How do

you?

Cup 1

Cup 2

Cup 3

How can a solution be separated

Part 1: Chemical Reactions

12

FOCUS QUESTION

CLAIM EVIDENCE

How do you know when a chemical reaction has

occurred?

13

Part 1: Chemical Reactions

Word Bank

change -

chemical reaction-

precipitate -

14

Part 1: Chemical Reactions

Word Bank

15

Part 1: Chemical Reactions

Science Content/Inquiry

Part 2: Reaction Products

16

FOCUS QUESTION

Can the products of a chemical reaction be

separated for further study?

Part 2: Reaction Products

17

Plan how to separate the contents of cup 1.

Plan how to find out if the liquid that came

through the filter is a solution.

Part 2: Reaction Products

18

Crystal Observation

Draw the crystals and write a complete list

of the chemicals that went into the

reaction and a second list of the chemicals

that came out of the reaction.

How can a solution be separated?

Part 2: Reaction Products

19

FOCUS QUESTION

CLAIM EVIDENCE

Can the products of a chemical reaction be

separated for further study?

20

Part 2: Reaction Products

Word Bank

21

Part 2: Reaction Products

Science Content/Inquiry

22

23

24

Part 3: Reaction in a Zip Bag

25

FOCUS QUESTION

What might happen if you conduct a gas producing

reaction in a closed bag?

Part 3: Reaction in a Zip Bag

26

Zip Bag Procedure

1. Measure one level spoon of calcium chloride

and one level spoon of baking soda into your

group’s bag.

2. Close the bag except for an opening just big

enough to insert the syringe. Press all the air

out of the bag.

3. Use the syringe to quickly add 50ml of water

to the mixture in the bag. Immediately zip

the bag closed.

4. All students observe as members of your group

take turns holding and gently shaking the bag.

5. Record your observations on the next page.

Part 3: Reaction in a Zip Bag

27

Observations:

Calcium Chloride, Baking Soda and 50 ml of Water

Part 3: Reaction in a Zip Bag

28

Zip Bag Procedure

1. Measure one level spoon of citric acid and one

level spoon of baking soda into your group’s

bag.

2. Close the bag except for an opening just big

enough to insert the syringe. Press all the air

out of the bag.

3. Use the syringe to quickly add 50ml of water

to the mixture in the bag. Immediately zip

the bag closed.

4. All students observe as members of your group

take turns holding and gently shaking the bag.

5. Record your observations on the next page.

Part 3: Reaction in a Zip Bag

29

Observations:

Citric Acid, Baking Soda and 50ml of Water

Part 3: Reaction in a Zip Bag

30

DEMONSTRATION

Three-Reactant Investigation

Prediction:

Observations:

31

Part 3: Reaction in a Zip Bag

TEST CHALK WITH VINEGAR

Part 3: Reaction in a Zip Bag

32

FOCUS QUESTION

What might happen if you conduct a gas producing

reaction in a closed bag?

CLAIM EVIDENCE

33

Part 3: Reaction in a Zip Bag

Word Bank

reactant:

34

Part 3: Reaction in a Zip Bag

Science Content/Inquiry

Part 4: Choosing Your Own Investigation

35

36

37

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Investigation 4: Fizz Quiz

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BIG QUESTION

Directions: Answer the Big Question below. Use evidence

from the investigations to support your answer.

How can matter be changed? Explain.

40