Properties of Water Lab Activity
Introduction:
A considerable number of the major factors that allow life to exist on the planet are due to the presence of water.
A humble molecule, composed of only three atoms, water is so important to life as we know it that during space
exploration we look for evidence of water, past or present.
Purpose:
You are going to explore the unique properties of water and determine the significance of each as it pertains to
life on Earth. During these activities, you are going to gather both quantitative and qualitative data to determine
which property of water is being exhibited.
Water Activities:
1. Fill a beaker with 100 mL of distilled water. Add drops of red food coloring, stirring with the stirring rod,
until the water is a dark red color. Set this aside. Put some distilled water in a glass bowl. While holding
the bottom end of the celery stalk under water, cut off the bottom two centimeters of the celery stalk at a
45˚ angle. Quickly place the freshly cut celery stalk upright in the beaker of colored water. Record the
beginning time. Allow the celery to remain in the food coloring for 40 min. and remove from the beaker of
food coloring.
a. Measure the length the red color traveled up the celery stalk in centimeters.
b. Determine the rate at which the water traveled up the celery stalk:
length of celery stalk (cm)
Rate of Travel =
time for color to reach top of stalk (min)
2. Use the VisAVis pen to make a small dot 2.5 cm from the bottom end of the long filter paper strip. Place
the dot end of the paper in the empty graduated cylinder so that the dot hangs at the 5 mL mark. Fold
the top of the paper over the outside of the cylinder to hold it in place. Add 5 mL of water.
a. Observe for exactly 5 minutes. Empty the graduated cylinder. Note observations.
b. Measure how far water moved up the paper from the ink spot.
c. Measure how far ink moved up the paper. Record measurements.
d. Determine the rate of movement?
3. Observe the set of capillary tubes at the teacher station.
a. Record your observations.
4. Place 10 drops of water onto the wax paper. Place 10 drops of water directly on the lab table.
a. Draw (picture) and record a description (writing) of the shape of the water on each surface.
5.
Apply 3 drops of water to one of the small strips of paper. Immediately lay a second strip at right
angles over the water drop. Lift up the first piece of paper.
a. Record what happens.
6. Fill the beaker of water to 150 mL mark. Place the straw in the beaker of water. Cover the top of the
straw with your thumb. Use your thumb as a pump to see how high the water will move into the straw.
a. Record what happens.
7. Refill the beaker to the 200 mL mark. Place a cube of ice in the beaker.
a. Record the results.
8. Fill the petri dish with water. Place the needle on the small piece of tissue paper. Carefully place the
tissue and needle on top of the water. (Be careful with the needle!)
a. Record what happens.
9. Pour one packet of sugar into an empty beaker. Add 150 mL of water. Stir for one minute.
a. Describe the results.
10. Use the dropper to see how many drops of water will stay on the head side of the penny. Do this three
times. Redo this activity but use the tail side of the penny.
a. Describe the appearance of the water on the penny.
b. Record the results.
11. Place a drop of water on your arm and gently blow on it.
a. Describe the sensation.
b. Record the results.
12. Record the time and temperature results of the heated water and isopropyl alcohol demonstration.
Clean and dry your station. Return all equipment to the proper place.
Name ________________________
Date _________ Period_________
Properties of Water Questions
General Water Questions:
1. Draw a single molecule of water and illustrate the charges and label the covalent bond.
2. Draw three molecules of water linked by hydrogen bonds. Label a hydrogen bonds and covalent bond.
3. What percent of the surface of the earth is covered with water?
4. What percent of a living organism is composed of water?
5. What are the three different phases in which water can be found?
Water Questions from the Lab Activity:
6. How far did the colored water travel up the celery stalk?
a. What was the rate of movement?
b. What property of water was being exhibited?
c. Why did you need to make a fresh cut to the stalk under water? (Interesting question…)
7. How far did the colored water travel up the filter paper?
a. What was the rate of movement?
b. What property of water was being exhibited?
c. What happened to the ink? Why?
8. What was significant about your observation of the capillary tubes?
a. How would this relate to the transport of water in plants?
9. Why was there a difference in the shape of the water on the wax paper versus the lab table?
10. What happened when you lifted the first piece of paper after adding the second strip?
a. What property of water was being exhibited?
11. Why was the water able to move up the straw when you used your thumb as a pump?
a. What property of water was being exhibited?
12. What does ice do when you place it in water?
a. What property of water was being exhibited?
b. Explain how this property is different from other “frozen-solid” substances.
c. What is the significance of this property as it pertains to a pond which freezes from top to bottom.
13. Which property of water was observed when you placed the tissue paper and needle on top of the water?
14. Which property of water was observed when you added the water to the sugar and stirred?
15. What was the average number of water drops the head side of the penny will hold? Tail side?
a. Which property of water was observed?
b. Why did you do both sides of the penny?
c. Why did you do three trials for each side?
16. What was the significance of the sensation of blowing on the water drop on your arm?
a. Which property of water was being observed?
b. How would changing the humidity of the room change the results?
c. What is the “specific heat” of water?
d. What is the difference between specific heat and the property observed in this activity?
17. Compare the data from the two liquids as they were heated?
a. Why was there a difference in the heating curves of the two liquids?
b. What results would you expect if you had placed the liquids in the freezer and checked the temperature
at the same intervals?
18. When we talk about the shape of something, we often use the phrase, “it is shaped like a drop of water.” Why
would it be more correct (but definitely more nerdy) to say, “it is shaped like a drop of water on earth?”
Teacher Notes:
Materials List for Each Lab Station:
3” x 3” wax paper
1 dropper
2 strips of paper – 4” x 2”
Petri dish
2” x 2” tissue paper
Small needle
2” x 12” strip of filter paper
Ruler
Black VisAVis pen
1 packet of sugar
Large plastic graduated cylinder
2 - 250 mL beaker
Stir rod or spoon
Straw
Fresh, crisp celery
Red food coloring
Penny
As a demonstration: Record room temperature of 500 mL of water and isopropyl alcohol. Heat the liquids on hot
plates for 15 minutes while students are conducting lab. Measure temperature every 5 minutes (more frequently
if possible). Record on board for students. Shut down. Can use temperature probes and create heating curves!