[FREE] Mystery Powders Lab Answers
You can also cut plastic drinking straws into lengths about 2 inches longer than the test tubes are long. Cut these in half lengthwise to make reusable stirrers. Bromothymol Blue Bromothymol blue can be purchased from places like Amazon. Divide...
Files related to Mystery Powders Lab Answers
Mystery Powders Lab
The rest are reclaimed. Vinegar Dropper bottles are a good choice for administering vinegar. Chemical Cards Giving teams cards, one for each of the known powders, is an easy way for students to keep track of which powders they have yet to test. Laminating cards with clear packing tape enables them to survive spills and extends useful life. Color coding the cards makes for easy sorting after the activity. Powder Samples The selected powders can all be easily and inexpensively obtained: Salt, baking soda, and corn starch can be found at any grocery store. Plaster of Paris can be purchased at any hardware or craft store. Talc is available in the health and beauty section of a drug or department store. Alternative Powders Polyethylene powder used for rotational molding is an interesting alternative. You might be able to find it as a high school industrial technology class, or a company that does rotational molding. The sand sinks; the polyethylene floats.
Student Exploration: Mystery Poweder Lab
Granulated sugar is another alternative. You would need to provide a hand lens for each pair of students, however, because granulated sugar and salt are really only distinguished by crystal shape you do not want the students to taste the powders. It would not be possible to distinguish salt from sugar in mixtures with the other powders. Confectioners powdered sugar resembles plaster of Paris, starch, and talc in appearance, but unlike these it will dissolve in water. Both types of sugar are readily available at any grocery store. Printables Download Printable Handouts Preparation For the sake of time and cleanliness, the samples should be prepared before the activity begins. Prepare one tube of each of the six known powders for each of the pairs of students. An amount of powder approximately half the size of a pea is adequate. At least three mystery mixtures per student pair should also be readied.
Observation & Inference
Pour 50 mL of this solution into a clear plastic cup for this demonstration. Set the other 50 mL aside for the student activity. Instructions for preparing the rest of the materials for the student activity are in the Explore section of this lesson. Do not tell students which powder is in each cup. Procedure Tell students that you have a different powder in each cup. Both are white and look alike, but they are chemically different.
mystery powder lab
Pour about 25 mL of the iodine solution in each cup and swirl. Expected Results The iodine solution stays light brown when added to the baking soda. The iodine solution and corn starch turns a very dark purple. Ask students: Both powders looked similar at first. How do you know that they are different? The iodine changed color in one powder, but not in the other. Which do you think is probably a chemical change? The iodine and the cornstarch are probably the chemical change because the dramatic color change seems like something new may have been produced. The iodine does not change color when it combines with the baking soda.
Science Olympiad
What other tests could you conduct with baking soda and cornstarch to compare their characteristic properties? Let students know that there can be no tasting or smelling of the powders. Students might suggest adding water to see if they dissolve differently or maybe adding another substance to see if a different chemical reaction takes place. Give Each Student an Activity Sheet. Students will record their observations and answer questions about the activity on the activity sheet. Look at the teacher version of the activity sheet to find the questions and answers. Give Each Group a Testing Chart. Make one copy of the testing chart, found at the end of the downloaded lesson, for each group. Either laminate this testing chart or have students lay a piece of wax paper over it. Explore Introduce the activity and ask students how they might test and compare the four different powders with four different test solutions. Tell students that in this activity they will test four different similar-looking powders with four different test solutions.
Mystery Powders Day 2
The four powders are baking soda, baking powder, cream of tartar, and cornstarch. The four test solutions are water, vinegar, iodine solution, and universal indicator. Explain that each powder will react in a certain way with each solution used to test it. Each powder and solution pair is one set of reactants. Let students know that in some cases, no chemical reaction will occur. Students will need to observe and record the reactions the liquids have with each powder. Have students look at the testing chart. Point out that the names of the four test solutions are on the left and the names of the different powders are on the top. There is also one column for an unknown powder. Explain that after testing all four known powders and recording their observations, you will give students an unknown powder to identify. Ask students questions like the following to help them plan how they will organize and conduct their tests: Do we need more than one pile of each powder placed on the chart?
Mystery Powder Investigation
Each powder will be tested with each of the four solutions so there needs to be four piles of each powder in the squares under its name. Should all the squares on the entire chart have samples of powder on them before you start testing? It is best if students place the four samples of one particular powder in its column on the testing sheet. Then students should test that powder with each of the four solutions. Students should test a single powder with each of the test liquids before moving on to the next powder. Do the piles have to be about the same size? The size of the piles is not particularly important as long as enough powder is used to see a reaction, if there is one.
Mystery Powder - Inquiry
When testing the unknown, try to make the piles of unknown about the same size as the piles of the other powders. Should the number of drops placed on each pile be the same? The precise number of drops is not particularly important, although enough liquid should be added to see if there is a reaction. When testing the unknown, be sure that the number of drops used on the unknown is the same as the number used on the other powders. How will you remember your observations for each reaction? Students should record their observations immediately after a single test solution is added to a powder. These will be recorded in a chart in the corresponding box on the activity sheet.
10 Reasons Why You Shouldn’t Use Whey Protein Supplements
As an example, guide the class as they test baking soda with water, vinegar, iodine solution, and universal indicator. Question to Investigate Can you use the characteristic ways substances react to tell similar-looking substances apart? Materials for Each Group.
Mystery Powders. 1 hour 15 minutes
Paper towels Procedure: Day 1: Physical Properties: Introduce Mystery Powders by telling students that over the course of the next two weeks they will become detectives. Explain they will be developing experiments in order to crack the case of the five mystery powders. Show students the unknown powders and let them speculate what they think they might be. Warn students of the dangers of tasting unknown substances. Today students will describe the powders' physical properties on the recording sheet by describing color, texture, and shape. Students will then develop a hypothesis of what they think each mystery powder is. Students will record their hypotheses in their Science notebooks.
Mystery Powders: An Introduction to Physical and Chemical Properties
Have students share their hypotheses and ask students what tests they could do to find out about each powder. Day 2: Mixing with Water: Students will mix each of the mystery powders with water to discover what happens. They will record their observations on the recording sheet. Encourage students to try different amounts of water to see the difference in results. Share results of water tests. Results should include: baking soda turns a milky color and gets sticky, sugar dissolves, cornstarch turns to a soft solid, salt dissolves, and plaster absorbs water and hardens. Day 3: Testing with Heat: Now that students have become familiar with the powders, they can try a few more tests. To complete the heat tests I would set-up one teacher station, and students will record the results they observe on their recording sheet. I will use a hot plate, candles, or cans of Sterno.
Mystery Powders
Put the powder in a little cup made from aluminum foil and hold it over the heat source with a wooden clothespin. Heat the powders for a few minutes, or until no more changes occur. If you like, you can demonstrate how caramel is made by melting sugar in a pan. When it turns brown pour it into cups to harden and the students can enjoy a candy treat! There will be no change for the baking soda and plaster of paris. The cornstarch will turn brown and smell like burnt toast. Sugar will melt, bubble, smoke, caramelize, turn black, and finally harden. The heat test is a good one to detect sugar. Day 4: Testing with Iodine: For the iodine tests, have students cover their desks with newspaper for easier clean-up. Have students put a little of each powder, some diluted iodine in a dropper bottle, and toothpicks for mixing.
Mystery Powder Analysis
Students in pairs will then drop iodine on each of the mystery powders. They will record their reactions on the recording sheet. The results for the iodine testing include plaster turning a mustard yellow color, baking soda turns brown, cornstarch starts out red, then ends black, sugar turns purple, and salt turns multi-colored. There may be some disagreement about which powders change since only a small amount of starch is necessary to give a black color, some contamination may occur from mixing up the mixing sticks. Day 5: Testing with Vinegar: Just like with the iodine tests, distribute little cups with each of the powders. Have students add a few drops of vinegar to each cup and record their observations on the recording sheet. The results include: cornstarch thickens like glue, then hardens, baking soda fizzes, foams, bubbles, and makes noise, sugar partially dissolves, plaster bubbles, melts, hardens, and salt shows no change.
Forensic Chemistry
Day 6 and 7: Before class, make up several mystery powder mixtures. Label them with the numbers of each of the powders included. Allow students to test mixtures using any of the tests from the previous week. One idea you could do the second day is have each partner group make up a mixture on their own, and exchange it with another group's to try to solve the mystery. One way students can test their results is by attempting to create a matching sample and conducting the same test on each until they find a match. Have students record their results on the Mystery Powders Mixtures sheet.
Mystery Powders Lab Report
To wrap-up the unit, have each group of detectives write their final conclusions in their science journals about each mystery powder what they think it is and what they know about it. This unit has been modified from Delta Education, Inc. It also might be helpful to review writing detailed observations for the recording sheet so they know what your expectations are. Another important thing to review with students for this Mystery Powders unit is safety. It is important since students are working with a variety of substances and mixing materials that they are always wearing their safety goggles. Assessment I will assess students on this lesson through my observations throughout the investigations along with collecting their recording sheets and checking their observation sentences, hypotheses, and conclusions.
Lab: Identify Powders by Observing
Your job is to figure out which one is which. You must make careful observations of each powder to try to determine its identity. You may observe them in any of the following ways: What do they look like? Try using a magnifying glass. What do they feel like? Pinch some between your fingers. What do they smell like? Be careful not to inhale them up your nose. Start: Students record observations of each powder according to the suggestions on their lab worksheet.
Mystery Powders - Kidizen Science
A magnifying glass is useful for doing a close observation of each powder. Ask students to turn and talk to their partner and discuss what they think each powder might be. Add 3 drops of water to each powder. Mix the liquid and the powder together and observe what happens. Write your observations in your table. Repeat steps 1—4 for vinegar and iodine. By mixing the powders with different liquids, students will be able to determine the identity of each powder by matching their observations with facts about the mixtures.
Mystery powders lab answers
Setting Up: Provide each group with three wax paper squares of each of the four powders 12 total. Again, it is important that powders are labeled and consistent with Part 1. Each group should also get a small amount of each of the liquids, which can be provided in cups at each table. The liquids must be labeled. Start: Students should follow the procedures from their lab worksheet.
Mystery Powders | Science project | medicoguia.com
They carefully record their observations in the chart. Tell them to be very specific and as accurate as possible with their descriptions. Most of their observations will be qualitative; however you can encourage quantitative observations such as the amount of time it takes for a reaction to occur. Use the sentence frames to make inferences. By carefully comparing the observation chart with the facts, students can make inferences about the identity of their powders. Students should use sentence frames at bottom of the page.
Using Chemical Change to Identify an Unknown | Chapter 6: Chemical Change | Middle School Chemistry
When finished, reveal the mystery powders to the class. Celebrate successful matches and reinforce the fact that careful quantitative and qualitative observations led to accurate inferences. Students will need to continue to make careful observations and accurately chart, graph, and record the data from these observations. Debrief the lab 30 minutes Pre-discussion Writing Prompts: List two examples of qualitative observations that you made. List an example of a quantitative observation that you made. What observation helped you figure out which powder was baking soda? Why did you have to do more than one kind of test to figure out which powder was which? Students should use their observation charts from the Identifying Powders Lab as they think about the questions.
Mystery Powder Lab
After students have written, ask them to share with a partner. Discuss the previous questions as a whole class. Some students may benefit from one or more of these sentence frames during the discussion. Partner Sharing Prompts: Share your ideas with someone next to you: Compare your answers. What is the same? Contrast your answers. What is different?
Student Exploration: Mystery Poweder Lab Example | Graduateway
Download Paper : 43 Views: What are some powders that you might find on the kitchen floor? Salt, sugar, flour, baking soda, or baking powder 2. How could you tell if the powder was salt, sugar, flour, or baking soda? Looking at texture, tasting it, or mixing powder with water 1. Ledger Appearance, click Test. Is baking soda a fine powder no visible grains , or is it coarse visible grains? No visible grains so fine texture 2. Litmus paper is an indicator of acids and bases. Under Litmus test, click Test. Which of the following results occurred? Circle the answer. Both strips blue base. Don't use plagiarized sources. Under Vinegar test, click Test. Does the vinegar bubble? Yes 4. The blue Beirut solution turns bright purple in the presence of proteins. Iodine solution turns dark purple in the presence of starch. Try each of these tests. Does baking soda contain protein? No Does baking soda contain starch? NO Question: What are the properties of baking powder, baking soda, corn starch, gelatin, and salt?
Follow the Author
Collect data: use the Gizmo to test the five known substances. Fill in the results below. Substance Appearance coarse or fine? Litmus Vinegar bubbles? Beirut protein? Iodine starch? Analyze: Look at the results of your tests. Which substance s are acids? Gelatin B. Which substance s are bases? Baking soda C. Which substance s react with vinegar? Baking powder and baking soda D. Which substance s contain protein? Gelatin E. Which substance s contain starch? Baking powder and cornstarch 3. Apply: Suppose you find a mystery powder. It is coarse in appearance, has a neutral pH, and does not react with vinegar, Beirut solution, or iodine. The five substances listed here, which is it most likely to be? Salt Of 4. Baking soda and starch Question: How can you identify unknown substances? Identify: Test tubes are all contain single substances. Run the five tests on these powders, and identify the substance in each tube. Identify: Test tubes all contain mixtures of two substances.
Mystery Powders Lab {Aligns with NGSS 5-PS1-3} {science}
Run the five tests on these powders, and identify the TWO substances in each tube. Analyze: Are there any situations where there is more than one correct answer? There is only one correct answer for each mixture. Mixtures that have two or more of the known substances, each have a unique combination of the test results.
Mystery Powder - Inquiry
Informally Assessing Students As students got to their stations, I asked several questions as they were observing their evaporation tests. Many touched the powders in the Day 2 Observations to find stickiness or hardness on their sample sheets. They noted their findings with precise words. I coached them to use precise words and compare the indicator test to every powder they use. When groups were finished noting their observations, they were ready to start the vinegar test. It was great when I heard the reactions to the Vinegar Test. Some did not have the fizzing when the vinegar mixed with the baking soda. The lab continued as they wrote down their observations about color and descriptions of the reactions. Students enjoyed this part of this lab because the vinegar also turned the cornstarch a color. It gave them opportunities to use different descriptive words. I could see students were finished, so I had them return their vinegar to the center counter and prepare for a little discussion.
No comments:
Post a Comment