Life Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Change Over Time
Grade Level Standard:
6-1 Examine changes over time.
Grade Level Benchmark:
1. Describe how scientific theory traces possible
evolutionary relationships among present and past life forms. (III.4.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do scientists trace the origin and development of
species?
1.
“Making a Time Line” 
2.
“Making Fossils” 
Teacher Created Materials,
Inc.
 Activity is attached
Process Skills: Internet, Data to understand importance of a time line, Communicating:
pictorial, graphic, or symbolic modes of presentation
New Vocabulary:
geologic time, fossil, bone, embryo, limb
1
How Old Is the Earth?
MAKING A TIME LINE
QUESTION
What is a time line?
SETTING THE STAGE
• Discuss with students the need to understand order and sequence. Ask students whether our
lives would be different if some events were reversed. Ask for specific examples.
• Ask students if events that come before sometimes cause events to follow. Ask for actual
examples in history, science, and real-life behavior. Use the board to list brainstormed
examples.
• Distribute a copy of data-capture sheets to each student several days prior to doing this
lesson. Be sure they have this form completed for the activity.
MATERIALS NEEDED FOR EACH INDIVIDUAL
• 1 yd (1 m) length of 2" (5 cm) wide adding machine tape
• metric or standard ruler
• data-capture sheets, completed
Note to the teacher: Students will make a time line of their lives to introduce them to this
technique of describing the sequence and length of historical events.
TEACHER PREPARATION FOR ACTIVITY
Cut two strips of adding machine tape, each 1 yd (1 m) long. Mark strips as shown:
1 yd (1 m) = 1 year:
1 yd (1 m) = 10 years:
1
2
3
4
1 year
5
6
7
8
9
10 years
PROCEDURE
1. Tape the time line strip for one year across the board.
2. Have one student read one year of his/her life from their data-capture sheets while you record
the events along the strip on the board in the order in which they happened.
3. Tape the time line strip for ten years across the board. Show how the one year of information
would fit on the ten year strip.
4. Distribute blank strips and rulers to students. Show them how to divide the strips into sections
that look like the strip on the board.
5. After students label years from one to ten along the division marks, have them record the
information from their data-capture sheets on the time line strip. (Students older than ten may
need to add paper.)
EXTENSION
Have students bring in photographs which will illustrate the events of their life and show how they
changed through the years. Display the students’ time lines on the bulletin board.
CLOSURE
Divide students into groups of three or four and have them share their times lines.
© 1994 Teacher Created Materials, Inc.
2
How Old Is the Earth?
MAKING A TIME LINE
Name: ______________________________________________ Birth date: ____/____/____
month day
year
Fill in the summary of your own life on the form below for our next science class. You will use
this information to create your own time line. Important events may include such things as
when you first had teeth, walked, spoke, took special trips, or had health problems such as
broken bones.
Age in
Years
Where You Lived
Important Events
(At least three per year if possible)
Date
0-1
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
1-2
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
2-3
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
3-4
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
4-5
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
© 1994 Teacher Created Materials, Inc.
3
How Old Is the Earth?
MAKING A TIME LINE (cont.)
Name: ______________________________________________ Birth date: ____/____/____
month day
Age in
Where You Lived
Years
Important Events
(At least three per year if possible)
year
Date
5-6
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
6-7
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
7-8
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
8-9
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
9-10
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
10-11
________________
__________________________
__________________________
__________________________
__________________________
___/____/____
___/____/____
___/____/____
___/____/____
© 1994 Teacher Created Materials, Inc.
4
MAKING FOSSILS
Make a fossil model in the following manner: Roll a piece of oil base clay so that it is flat and
smooth. Into the clay press a leaf, shell, bone, or similar object, in such a way that a definite
impression is left in the clay when the object is removed. Use additional day to construct
retaining walls of clay around the edge of the impression. Mix plaster of paris thick enough to
hold its shape when stirred. Pour it into the mold and allow to dry overnight. Peel the clay off
the plaster.
Separate Fossils from Limestone
Many fossils found in limestone deposits can be separated for further study by dissolving the
limestone in vinegar or dilute hydrochloric acid. Obtain a piece of limestone containing fossils.
In a glass container, cover it with vinegar or dilute hydrochloric acid. Allow the reaction to
continue until the limestone has been completely decomposed. Add more acid if necessary.
If dilute hydrochloric acid is used, take care not to splash it on anything. Rinse your hands
well with water after using it. After the limestone has dissolved, rinse the residue several times
with water. Retain as much of the muddy residue as possible, as it contains many small
fossils. Remove the fossils and study them under the hand lens or microscope. Make
drawings of the various fossils found and submit them with a report of what you did.
5
Assessment
Grade 6
CHANGE OVER TIME
Classroom Assessment Example SCI.III.4.MS.1
Students will research a pair of organisms (possible examples are listed below) to determine their
similarities and whether fossil evidence exists to support common ancestry. In small groups or
individually, students will compile their findings to write and illustrate a children’s story that
includes a hypothesis and possible evidence for connecting the two organisms. They will present
their stories to a group of elementary students.
Possible examples:





sandhill crane/Archaeopteryx
horse/Hyracotherium
rhinoceros/Triceratops
grizzly bear/Tyrannosaurus rex
elephant/Wooly Mammoth
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.4.MS.1
Content:
I.
Gives supporting evidence for possible ancestral connection between life forms.
1
2
3
4
5
Not Yet
On the Way
Excellent
II.
Designs illustrations that clearly show both life forms.
1
2
3
Not Yet
On the Way
4
5
Excellent
III. Includes comparisons and contrasts of two life forms.
1
2
3
Not Yet
On the Way
4
5
Excellent
IV. Summarizes research in a clear, concise manner.
1
2
3
Not Yet
On the Way
4
5
Excellent
Overall Presentation:
I.
Writing mechanics
1
Not Yet
2
3
On the Way
4
5
Excellent
Neatness
1
Not Yet
2
3
On the Way
4
5
Excellent
III. Visual appeal
1
Not Yet
2
3
On the Way
4
5
Excellent
II.
6
Life Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Change Over Time
Grade Level Standard:
6-1 Examine changes over time.
Grade Level Benchmark:
2. Explain how new traits might become established in a
population and how species become extinct. (III.4.MS.2)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do species change through time?
1.
“Earth’s Time Line” 
2.
“Natural Selection in Adaptation” 
Teacher Created Materials,
Inc.
 Activity is attached
Process Skills: Classify periods of time; Interpret data from information, Inferring
information from classification of time periods
New Vocabulary:
environmental change, variation in populations
7
How Old Is the Earth?
EARTH’S TIME LINE
QUESTION
What does a time line for the earth look like?
SETTING THE STAGE
 Remind students of how they made a time line for their lives.
 Provide them with the background information on the age of the earth shown in the
“Just the Facts” section (page 11).
 Ask students how long the time line would need to be for the 4.5 billion year old earth
if the scale is 1 yd (1 m) - 100,000,000 years. (The time line would need to be 45 yds
(45 m) long.)
 Explain to students that they will work together to make this time line, put it together,
and then take a “walk through time.”
 Project for students a transparency copy of Earth’s Time Line Information (pages 1718) and explain that this is what the groups will use to make their time lines.
 Tell students that all measurements should be carefully made. Describe for students a
system to be used for marking each section to show the division of eras, periods, and
millions of years.
 Show students how information from “Life Forms” column should be written on each
section.
MATERIALS NEEDED FOR EACH GROUP
 pencils
 felt markers
 3" (8 cm) adding machine tape
sections as shown
•
•
Earth’s Time Line Information (pages
17-18), one each per students
data-capture sheet (page 19), one
per student
Group
#
Number
of
Students
Section
Length of Tape or
Stick
Measuring
Device(s)
1
6
Cenozoic Era
1 yd (1 m)
metric or standard
tape measure
2
4
Mesozoic Era
2 yds (2 m)
metric or standard
tape measure
3
5
240-435 mya*
Paleozoic Era
2 yds (2 m)
metric or standard
tape measure
4
5
435-900 mya
Paleozoic Era
5 yds (5 m)
metric or standard
tape measure
5
3
900-4,000 mya
Paleozoic Era
31 yds (31 m)
meter or yard stick
6
3
4,000-4,500 mya
6 yds (6 m)
meter or yard stick
Paleozoic/ PreCambrian Eras
*mya - million(s) of years ago
Note to teacher: Students will make a time line of the earth’s 4.5 billion year history.
© 1994 Teacher Created Materials, Inc.
8
How Old Is the Earth?
EARTH’S TIME LINE (cont.)
PROCEDURE
1. Distribute to students a copy of the Earth’s Time Line Information which has
been marked to show the section each group will follow when making their time
lines.
2. Explain that students are to work together to measure their adding machine
tape according to the information listed in the “Length from last mark” column.
3. Monitor students as they work and offer assistance when necessary.
4. Have students complete their data capture sheets.
EXTENSIONS
• Tape the ends of each group’s time line to the next in the order of years. Then
stretch out the entire tape of your class “walk through time.” Begin the walk 4.5
billion years ago, letting a spokesperson from each group read the information
about their period during the walk.
• Have students research a specific period of time and then report to the class.
CLOSURE
In their geology journals, have students write a paragraph about living during the
early part of the earth’s history.
© 1994 Teacher Created Materials, Inc.
9
How Old Is the Earth?
EARTH’S TIME LINE (cont.)
Earth’s Time Line Information
Scale: 1 yd (1 m) = 100 million years (.4" (1 cm) = 1 million years)
Period
Millions of
Life Forms
Years Ago
C
E
N E
O R
Z A
O
I
C
Quaternary
M
E
S E
O R
Z A
O
I
C
Extinction at end of Cretaceous Period, possibly by meteorite impact, brings many marine
species and dinosaur era to end.
Tertiary
1-1.5
2
4
(Length from
last mark)
10
40
70
Homo Erectus.
Modern humans began to develop; mammoths
Australopithecus, closest primate ancestor to man
appears in Africa.
.4" (1 cm)
.4" (1 cm)
Ramapithecus, oldest known primate with humanlike traits, evolved in India and Africa.
Monkeys and apes evolve.
Prosimians, earliest primates develop.
2.4" (6 cm)
.8" (2 cm)
12" (30 cm)
12" (30 cm)
Cretaceous
138
Triceratops, Tyrannosaurus Rex, flowering plants
27" (69 cm)
Jurassic
205
Largest dinosaurs Stegosaurus, Apatosaurus, flying
reptiles, birds.
27" (69 cm)
Extinction at end of Triassic Period: up to 75% of marine invertebrates species and some land
dwellers vanish, perhaps in an impact-related catastrophe. Two recently evolved groups,
dinosaurs and mammals, survive.
P
A
L
E E
O R
Z A
O
I
C
Triassic
240
Dinosaurs first appeared, earliest mammals.
14" (35 cm)
Greatest mass extinction of all, nearly all Permian Period species perish.
Permian
290
Eryops, Dimetrodon, Thecodont, ancestor to
dinosaurs.
20" (50 cm)
Carboniferous
330
Amphibians, reptiles, land plants, trees, insects.
16" (40 cm)
Extinction of most of world’s fish, and perhaps 70% of its invertebrate species perish in late
Devonian Period.
Devonian
410
Small amphibians venture onto land, ocean plants.
38" (97 cm)
Silurian
435
Armored fish, first vertebrates.
10" (25 cm)
© 1994 Teacher Created Materials, Inc.
10
How Old Is the Earth?
EARTH’S TIME LINE (cont.)
Earth’s Time Line Information
Scale: 1 yd (1 m) = 100 million years (.4" (1 cm) = 1 million years)
Period
Millions of
Life Forms
Years Ago
P
A
L
E E
O R
Z A
O
I
C
(Length from
last mark)
Supercontinent Gondwanaland drifts over South Pole in Ordovician, triggering period of
prolonged glaciation. Early fish survive, but marine invertebrates and primitive reef builders
are hard hit.
Ordovician
500
Horseshoe crabs, sharks.
24" (60 cm)
Cambrian
570
Trilobites, shell bearing, multi-celled invertebrates.
28" (70 cm)
700
Worms and jelly fish.
1.3 yds (1.3
m)
900
First oxygen-breathing animals in ocean.
1.3 yds (1.3
m)
3,500
Life first appeared in ocean: single celled algae and
bacteria.
26 yds (26 m)
4,000
Formation of primordial sea, no life forms.
5 yds (5 m)
4,500
Earth formation from gaseous material spun off the
sun.
5 yds (5 m)
P
R
EC E
A R
M A
B
R
I
A
N
© 1994 Teacher Created Materials, Inc.
11
How Old Is the Earth?
EARTH’S TIME LINE (cont.)
Use Earth’s Time Line Information chart to fill in the information needed.
Dinosaurs became extinct about 65 million years ago, at the end of the Cretaceous Period. Complete
the chart by describing the extinctions which took place before the dinosaur extinction. That extinction
is shown as an example.
When Extinction Occurred
What Happened
End of Cretaceous Period
Dinosaur era ends and many marine species die, possible
due to meteorite hitting earth.
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
________________________
_______________________________________________
_______________________________________________
The scale used on the Earth’s Time Line is ________________________________________.
Use the Earth’s Time Line Information chart to complete the following:
Modern humans have lived on earth about _______________ years.
Dinosaurs lived on earth about _____________ years ago.
The earliest mammals first appeared on earth about ______________ years ago.
Time from beginning of earth until first life appeared was about _______________ years.
How long had mammals been on earth before modern humans developed?_______________
© 1994 Teacher Created Materials, Inc.
12
Name _______________________________________ Date__________________________
SKILL/Sequencing _______________________________________
The diagrams below represent rock layers in three nearby areas. The symbols inside the rock
layers represent fossils found in those layers.
1.
Compare the sequence of layers in the different areas and make a geologic column in
the diagram below. Draw the appropriate symbols in the layers to show the sequence of
the rock layers in order of age. The youngest and oldest have been completed for you.
13
NATURAL SELECTION IN ADAPTATION
OBJECTIVE
Students will gain an understanding of how characteristics are determined by
natural selection.
CONCEPTS
Diversity
SCIENCE SKILLS
Observing
TEACHER SUGGESTIONS
1. Students should be introduced to natural selection before the activity.
1. Explain the role of protective coloration in natural selection.
2. State how natural selection leads to adaptation of a species to a changing
environment.
DESCRIPTION
Students will first examine a peppered moth experiment done in England and then
experiment on their own.
GROUP SIZE
10 to 15
MATERIALS
Two different colored toothpicks (25 of each color)
PROCEDURES
1. Randomly sprinkle 25 toothpicks of one color onto a contracting color
background. Standing seven meters away, count the toothpicks.
2. Repeat, using second colored toothpicks against a contrasting background.
3. Sprinkle 25 toothpicks of one color and 25 toothpicks of second color against a
background that matches one of the two colors.
4. Now stand back seven meters and act as a theoretical predator. Would a
predator be likely to see each color equally?
14
PEPPERED MOTH: Environmental Adaptation
If a population of organisms are not distributed by mutations or environmental changes, the
organisms will not change genetically. The same number of dominant and recessive traits
will exist generation after generation.
THE PEPPERED MOTH
From a study of the peppered moth in England, it has been shown that a species can
evolve rapidly. In England there are two varieties of peppered moth, one light and the other
dark. Before the middle of the 19th century the trees had white bark. White moths were
abundant because they blended into the white background of the trees. Birds and other
predators could not see this variety. Black moth were few in numbers. At this time, all
moths except white were easily seen and eaten.
1.
Which trait, black (B) or white (b) was most frequent in the gene pool before the
1840's?
__________________________________________________________________
2.
Black is dominant to white. Why did black moths have such low populations?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Air pollution caused the trees to turn black from soot deposit. The dark moths increased
until they were the most common variety. This condition continued until the 1950's.
3.
In 1950 the most common trait for the color of moths was _____________________.
4.
What caused the trait frequency to change? Explain. ________________________
__________________________________________________________________
__________________________________________________________________
Since 1960 air pollution laws (stopping coal burning) have reversed the effects of pollution
on these moths.
15
STUDENT EXPERIMENT
1.
Randomly sprinkle 25 toothpicks of a particular color onto a contrasting color
background. Stand seven meters away, and count toothpicks. How many can you
count? _______________
2.
If these toothpicks were moths, would their numbers likely increase or decrease?
________________________________________________________________
3.
Repeat the procedure using a second colored toothpick against a contrasting
background. How many can you count? __________________
4.
Sprinkle 25 toothpicks of one color and 25 toothpicks of a second color against a
background that matches one of the two colors. If one color represents an
organism with traits (AA) and the other traits (aa) what is the gene frequency for
A? _________________. What is the gene frequency for a? ________________
5.
Now stand back seven meters and act as a predator? Would a predator be as
likely to see each color equally? _____________________________. Which
organism was best suited to its environment? ____________________________
How would the gene frequency for this population change? _________________
________________________________________________________________
QUESTIONS
1. When a mutation causes a new trait to appear in organisms, what determines
whether the trait will be good, neutral, or bad.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2.
How was “struggle for existence” shown in this activity?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3.
Define the term adaptation.
________________________________________________________________
________________________________________________________________
________________________________________________________________
16
ANSWERS TO WORKSHEET
“Peppered Moth”
1. White, they were easily seen on the white bark and eaten by predators.
2. Black, the bark of the trees became black with soot so all the moths except the
black moths were seen and eaten.
3. Black.
4. Since 1960 air pollution laws (stopping coal burning) have reversed the effects
of pollution on these moths.
“Student Experiment”
1. Numbers will vary
2. Decrease
3. Numbers will vary
4. Numbers will vary, depending on which letter represents the contrasting color.
5. No. The organism that matches its environmental color; If the environmental
color changes.
“Questions”
1. If the traits help survival, then it can be considered good.
2. The “struggle for existence” concerns the continuation of a species through
adaptation to its environment.
3. Adaptation–to change or adjust to new conditions.
EVALUATIONS
Students will correctly answer 75% of the questions.
TAKEN FROM
Science in a Sack
17
Assessment
Grade 6
CHANGE OVER TIME
Classroom Assessment Example SCI.III.4.MS.2
The teacher will give the students the following imaginary newspaper article:
Scientists Discover New Organisms Living in a Student’s Bedroom
Scientists believe the new organism was first introduced when the student was attending
elementary school. Over time, scientists noticed that newer generations of offspring appeared to
have developed/adapted several new traits*. It is felt that these traits developed as a result of the
changing bedroom environment.
Students should work in pairs and imagine that they are the student in the scenario. They should
select an organism they think might be found in one of their bedrooms after they graduate from
8th grade. They should construct a model of the organism and present it to the class. They should
explain which new traits were acquired and the reasons for these adaptations.
* Possible traits: heavier outer layer/coating, changes in coloring, loss of hearing, longer legs,
change in diet, change in sleeping pattern.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.4.MS.2
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness
of model
Develops a model
that lacks adaptive
traits.
Develops a model
that shows one
adaptive trait.
Develops an
accurate model
that clearly shows
one to three
logical adaptive
traits.
Develops an indepth model that
clearly shows
numerous logical
adaptive traits.
Completeness
of explanation
Proposes a
sketchy
explanation for
the acquisition of
new traits.
Proposes a brief
explanation for
the acquisition of
new traits.
Formulates a clear
explanation for
the acquisition of
new traits.
Formulates a
detailed
explanation for the
acquisition of new
traits.
Completeness
of presentation
Presents
information in an
incomplete,
difficult to
understand
manner.
Presents
information in a
fairly interesting,
easy to
understand,
creative manner.
Presents
information in an
interesting, easy to
understand,
creative manner.
Presents
information in an
interesting, easy to
understand,
creative manner
with additional
visuals.
18
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Matter and Energy
Grade Level Standard:
6-2 Compare how matter and energy relate.
Grade Level Benchmark:
1. Describe and compare objects in terms of mass,
volume, and density. (IV.1.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are physical properties used to describe and
compare matter?
1.
“Comparing Masses” 
2.
“Measuring Mass” 
 Activity is attached
Process Skills: Measure and record using objects and a balance
New Vocabulary:
units of energy, grams per cubic centimeter, grams per
millimeter
19
COMPARING MASSES
YOU WILL NEED
• a balance
• a 1-L container
• 250 ml each of some of the following materials: sand, soil, cereal, grain,
powdered detergent, and sawdust
WHAT TO DO
Activity 1
Comparing Volume and Masses
If you have equal volumes of two substances (say, 250 ml of each), do you have
equal masses as well? Test your prediction by placing equal volumes of some of
the materials listed above in a 1-L container, one at a time. Find the mass of each
with a balance. If the masses of the equal volumes are different, arrange them
from smallest to largest.
Activity 2
Comparing Masses
If you had to choose a standard for comparing masses—that is, a substance
whose mass you could use to compare all other masses—what would it be? The
metric unit of mass is defined in terms of water. In other words, water is the
standard for comparing masses. One milliliter (1 ml) of water has a mass of 1 g.
By this definition, what must be the mass of 1 L of water?
Now compare the mass of 1 L of water to the masses of 1 L of at least three other
materials. First, find the mass of your empty container. Then pour 250 ml of water
into the container and find the mass of the water and the container. (What must
you do with the mass of the container in order to find the mass of just the water?)
Pour out the water and, one at a time, add 250 ml of other materials to the
container. (First be sure to wipe it dry.) You might try the substances listed below,
other liquids, or anything else you wish. Determine the mass of each, and then
record your findings in a data table similar to this one.
Material
Volume of Material
(in ml)
Mass of Material
(in g)
Mass of 1 L of
Material
water
250 ml
250 g
1000 g
alcohol
250 ml
?
?
detergent
250 ml
?
?
20
Activity 3
Here’s some food for thought. Suppose you wish to compare your mass with that of
your classmates. You have a long board. How can you use it to compare your
masses? Explain how your method would work?
Activity 4
This is an activity to do at home. Examine the picture of the homemade balance. Your
challenge is to make your own homemade balance. Instead of using paint cans, you
can use pails or similar containers. Or perhaps you can think of another type of
homemade balance to make. When you are finished, have a balance display in your
classroom.
21
MEASURING MASS
IDEA
The general properties of matter can usually be observed and measured.
PROCESS SKILLS
Measure
Record
DURATION
30 Min.
STUDENT BACKGROUND
Some familiarity with balances is helpful, but not required.
ADVANCE PREPARATION
Assemble the objects. Objects like wooden blocks, dice, metal cubes, rocks,
marbles, corks, etc. may be used.
POINTS TO EMPHASIZE IN THE SUMMARY DISCUSSION
Mass is a measure of the inertia of an object; the reluctance of an object to
change its motion. Weight is a measure of the force of attraction between an
object and the earth, and should be distinguished from mass. Balances measure
mass, and spring scales measure weight. Mass is not a characteristic property of
a material, but is a preliminary to finding density, which is a characteristic property.
POSSIBLE EXTENSIONS:
1. Determine whether changing the shape of an object changes the amount of
water it displaces. For this investigation, use graduated cylinders half-full of
water, clay, and string. Lower a small ball of clay into the water and determine
its volume by displacement. Remove the ball of clay from the cylinder and
change its shape. Again, find its volume. Changing the shape of an object
does not change the amount of water it displaces (volume).
2. Does shape affect mass? Obtain about 30 grams of modeling clay. Make
about 10 different shapes from the clay. Determine the mass of the clay for
each shape. What do you conclude? Changing the shape has no effect on
mass.
22
MEASURING MASS
MATERIALS
balance (and masses, if needed)
assorted objects
PROCEDURE
1. Obtain a balance and “zero” it.
2. Choose an object from those available (or one of your own) and find its mass.
3. Practice measuring mass by finding the masses of several objects. RECORD
the masses below.
Object
Mass of Object
23
Assessment
Grade 6
MATTER AND ENERGY
Classroom Assessment Example SCI.IV.1.MS.1
The teacher will pass out the appropriate measuring tools and the following items to each group:
a piece of Styrofoam, oil, toothpick, water, molasses, and marble. Students will calculate the
density of these objects. Students will pour equal amounts of the liquids into a clear container in
order from most dense to least dense. Then they will drop in the solids from most dense to least
dense*.
Students should then draw and label a picture of these items when combined in one container and
justify their answers using density calculations.
Finally, students should hypothesize based on the following: If air is added to the bottom layer of
the container through a straw, what will happen to the air?
*Most dense to least dense is as follows: marble, molasses, water, oil, toothpick, styrofoam.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.1.MS.1
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
layers
Illustrates and
labels layers in no
correct order.
Illustrates and
labels some layers
in correct order.
Illustrates and
labels all layers in
correct order.
Illustrates and
labels all layers in
correct order with
neatness and
accuracy that
exceeds
expectations.
Correctness of
explanation
Utilizes density
calculations to
explain drawing
but fewer than two
calculations are
correct.
Utilizes density
calculations to
explain drawing
but only two to
three calculations
are correct.
Utilizes correct
density
calculations to
explain drawing.
Utilizes correct
density
calculations to
explain drawing
and shows all
work.
Correctness of
hypothesis
Writes an
incorrect
hypothesis
Writes a
hypothesis with
some
inconsistencies.
Writes a complete
and correct
hypothesis.
Writes a complete
and correct
hypothesis based
on past
experimentation.
24
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Matter and Energy
Grade Level Standard:
6-2 Compare how matter and energy relate.
Grade Level Benchmark:
2. Explain when length, mass, weight, density, area,
volume, or temperature are appropriate to describe the properties of an
object or substance. (IV.1.MS.2)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do we measure matter?
1.
“Measuring Volume” 
2.
“Volume Excursion” 
3.
“Body Volumes” 
 Activity is attached
Process Skills: Measure, Record
New Vocabulary:
appropriate metric units
25
MEASURING VOLUME
IDEA
The general properties of matter can usually be observed and measured.
PROCESS SKILLS
Measure
Record
DURATION
15 minutes
STUDENT BACKGROUND
Participants must be able to estimate length using the correct number of digits.
Units used for liquid volume (ml) and for regular solid volume (cm3) should be
reviewed.
ADVANCE PREPARATION
Collect objects which are easy to handle and measure. The same objects might
be used in the activity “Measuring Mass.” Suggested objects include: wooden
blocks, books, dice, metal cubes, rocks, and marbles. Objects measured by water
displacement should sink and should fit into the available cylinders.
POINTS TO EMPHASIZE IN THE SUMMARY DISCUSSION
Properties other than those revealed by the senses are necessary to fully describe
substances. Volume, a property that is MEASURED, not simply observed, is a
measure of the space an object occupies. While not a fundamental characteristic
of property of matter, its measurement is necessary to find DENSITY, which is a
fundamental characteristic property.
POSSIBLE EXTENSIONS
Find the volumes of more complicated shapes, along with the rectangular solids.
Cylinder or disk: Volume = base x height =  r2h
Sphere: Volume =
4r3
3
26
MEASURING VOLUME
MATERIALS
regularly shaped objects and assorted irregularly shaped objects
ruler
graduated cylinder
MEASURING VOLUME OF REGULARLY SHAPED OBJECTS
1.
Get an object and measure (in centimeters) its length, width, and thickness.
RECORD your measurements in the following table. Repeat with the rest of the
objects that are “regularly-shaped.”
2.
VOLUME = LENGTH x WIDTH x THICKNESS
Compute and RECORD the volume of each object that you have measured. The
units for volume are:
cm x cm x cm = cm3 (Centimeters cubed or cubic centimeters)
Object
Length
(cm)
Width
(cm)
Thickness
(cm)
Volume
(cm3)
27
MEASURING VOLUME OF OBJECTS BY WATER DISPLACEMENT
1. Get a graduated cylinder and one of the irregularly-shaped objects.
2. Put some water in the graduated cylinder and RECORD the level of the water.
(Read it at eye level).
3. Tip the graduated cylinder and slide the object into the cylinder. RECORD the
new water level. (Read it at eye level).
4. The volume of the object is the difference between the starting and final
volumes.
VOLUME = FINAL VOLUME – STARTING VOLUME
Find the volume by subtracting the starting volume from the final volume. The
units measured by a graduated cylinder are milliliters (ml). 1 ml is the same as
1 cm3. (ml = cm3).
Include proper units.
Object
Starting Volume
Final Volume
Object Volume
28
Reading a Graduated Cylinder
Name _________________________
Small quantities of a liquid can be measured using a graduated cylinder. You may
notice how the liquid curves up the side of the cylinder. To get an accurate reading,
read the measurement at the bottom of the curve or meniscus.
Read the following volumes.
© 1991 Instructional Fair, Inc.
29
ANSWER KEY
30
VOLUME EXCURSIONS
YOU WILL NEED
• a graduated cylinder
• a 2-L milk carton
• a pill bottle
• masking tape
• a marble or pebble
WHAT TO DO
Using a Graduated Cylinder
A graduated cylinder is used to measure the volume of a liquid. In this part of the
Exploration, you will practice using a graduated cylinder to measure the volume of
a liquid.
First, add water to your graduated cylinder until it reaches the 25 mL mark. Are
you certain you have exactly 25 mL? Here are a few rules to follow:
a) A piece of white paper held behind the graduated cylinder makes the liquid
level easier to see.
b) Always read the volume by examining the cylinder at eye level.
c) If the surface of a liquid is curved, use the bottom of the curvature for your
reading. This curvature is called the meniscus of the liquid.
What is the volume of the liquid in your graduated cylinder?
31
Making a Graduated Cylinder . . .
. . . from a Milk Carton
Use your graduated cylinder to add 1000 mL of
water to an empty milk carton. Now you have 1 L of
water. Mark this level on the carton. To complete
your homemade graduated cylinder, divide the
distance from this level to the bottom of the carton
into 10 equal divisions. Pour out the water, and
then ask someone to add more water to your
homemade graduated cylinder. Make a reading to
the nearest division marking. Have someone check
your results.
. . . from a Pill Bottle
Run a strip of masking tape along the length of a pill
bottle (or other small bottle). Add 5 mL of water to the
pill bottle and mark the level. Repeat this until the
bottle is full.
What volume of water will your new graduated cylinder
hold? How accurate is your pill bottle graduated
cylinder? Is it accurate to the nearest 5 mL, 2 mL, or
1 mL? How can you make it more accurate?
32
Proving That a Solid Occupies Space
Fill a graduated cylinder half-full with water. Read the
volume of water in the cylinder.
Place a marble, a pebble, or some other solid object in the
cylinder. Slide the object in, using the technique
illustrated here.
Now read
the volume of water again. What is the
volume of the solid object? What kind
of solid could not have its volume
determined by this method?
Proving That a Gas Occupies
Space
Push a piece of paper to the bottom of
your pill bottle graduated cylinder. Then
immerse the cylinder in a beaker of
water, open end first, as shown below.
Why didn’t the paper get wet? What
must you do in order to get water to
enter the cylinder?
33
BODY VOLUMES
The famous football player William “The Refrigerator” Perry, who weighted about 7.5 kg
when he was born, said “I was big when I was small!” Some people are large; some
people are small. Some have large hands; others have large feet. In this Exploration,
you will measure your total body volume and measure the volume of your hands, feet,
and lungs.
YOU WILL NEED
• a 2 L plastic container
• a crayon
• a 1000 mL beaker
• a graduated cylinder or measuring cup
• a bowl
• a large jar
• a large pan
• a piece of rubber tubing
WHAT TO DO
Activity 1
What Is Your Total Volume?
Here is a way to find out. Take an empty 2-L plastic container and a crayon with
you the next time you take a bath. Have enough water in the tub so that you can
submerge yourself up to your chin. Caution: Do not submerge your head. The
water level will rise according to your volume. Use the crayon to mark the level of
the water when you are completely submerged. Now get out of the tub. Of
course, the level will go down.
While you are out of the tub, bring the water level back up to its previous mark.
You can do this by filling the container with water and pouring it into the tub. Count
how many times you empty the container into the tub, and then multiply that
number by two. (Why?) This is your volume in liters.
Activity 2
How Big Is Your Hand?
You may have heard that most people have one foot that is larger
than the other. Is this true of hands as well? Here is a way
to find out.
You can use the same method as before. Instead of a
tub, however, use a container just large enough to submerge
one hand in.
34
Submerge the first hand to be measured to the first wrinkle on the wrist. Mark the
level reached by the water, and then remove your hand. Because the amount of
water involved is smaller, you won’t use a 2-L container to bring the water level up
to the mark. Instead, use a metric measuring cup or graduated cylinder. The
measuring cup may be marked in either cubic centimeters or millimeters. (Note
that 1 mL = 1 cm3. How many cubic centimeters are there in a liter?) Do the same
thing to find the volume of your other hand.
Another way to make the same
measurements is to fill the container to the
top so that it would spill if anything were
added. Have a bowl underneath to catch
water that spills over as you dip in each
hand. Pour this water into a measuring
cup or graduated cylinder to determine the
volume of each hand.
Both methods enable you to measure the
volume of your hands by finding out the
volume of the water each hand displaces.
For this reason, each is a type of
displacement method for finding volume.
Try both displacement methods to
measure the volume of other objects as
well.
EXAMINING YOUR DATA
If everyone in your class did the last two activities, you now have a large amount of
data about hand and body sizes. Using the data, calculate the class statistics
suggested below.
a) Average volume of female bodies; average volume of male bodies
b) Total volume of students in the class
c) Amount of classroom air displaced by class
d) Number of people with a bigger right hand than left hand
e) Average volume of the right hand; of the left hand
f) Average volume of the male hand; of the female hand
35
Assessment
Grade 6
MATTER AND ENERGY
Classroom Assessment Example SCI.IV.1.MS.2
The teacher will give students a variety of objects. Students will choose six objects each and
complete the given chart. Various measuring tools will be available for them to use. Before each
measurement is made, students should estimate the measurement and include the appropriate unit
of measurement. Objects could include different types of breakfast cereal of different shapes, dry
and wet, water and different types of soda in varying quantities, different kinds of candy,
powdered and liquid laundry detergent, classroom materials, and containers of different sorts.
Object
Physical property
Estimate
Actual measurement
Units
Tools
Length
Area
Volume
Mass
Density
Temperature
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.1.HS.2
Criteria
Apprentice
Basic
Meets
Exceeds
Correctness of
units
Contains two or
fewer correct
units.
Contains three to
four correct units.
Contains five or
six correct units.
Contains all
correct units with
additional objects
measured.
Appropriateness
of tool
Contains two or
fewer correct
choices of tools.
Contains three to
four correct
choices of tools.
Contains five or
six correct choices
of tools.
Contains all
correct choices of
tools with
additional objects
measured.
Correctness of
measurement
Contains two or
fewer correct
measurements.
Contains three to
four correct
measurements
(+/ 2 units).
Contains five or
six correct
measurements
(+/ 2 units).
All objects are
measured
correctly within
+/ 2 units.
36
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Matter and Energy
Grade Level Standard:
6-2 Compare how matter and energy relate.
Grade Level Benchmark:
3. Classify substances as elements, compounds, or
mixtures and justify classifications in terms of atoms and molecules. (IV.1.MS.3)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do we classify the things around us?
1.
“Modeling Matter: Elements, Compounds, and
Mixtures” 
2.
“The Nature of Chemicals—Elements and
Compounds” 
 Activity is attached
Process Skills: Observe, Compare, Explain, and Classify Elements, Models, and
Mixtures per experiments
New Vocabulary:
elements, compounds, mixtures, molecules, atoms, molecular
structure, (solid, liquids, gases)
37
MODELING MATTER:
ELEMENTS, COMPOUNDS, AND MIXTURES
IDEA
Elements and compounds are homogenous because they are each composed of
identical repeating units. Mixtures are heterogenous (some APPEAR homogenous)
because they contain different kinds of particles.
PROCESS SKILLS
Observe
Compare
Explain
Classify
DURATION
30 Minutes
ADVANCE PREPARATION
Be sure that model kits contain color keys and are in good order. If necessary,
substitute model kits with candy pieces connected with toothpicks. Have soda and
vinegar bottles available for inspection.
MANAGEMENT TIPS
1. Most elements can be correctly modeled using individual atoms. Carbon is an
ideal element to model. For hydrogen, oxygen, nitrogen, and chlorine, the
particles are diatomic molecules, two atoms joined by a bond. However, this is
not crucial because the main idea is to show that elements consist of the same
particles throughout.
2. Compounds should consist of molecules shown correctly bonded by connector
sticks, springs, or toothpicks.
RESPONSE TO SOME QUESTIONS
Part I:
3. Substances which appear homogenous are water, sodium chloride, sugar,
alcohol, aluminum, sulfur, carbon, copper, vinegar, and soda.
4. Substances which appear heterogeneous are sand and pennies.
5. Soda contains water and several other ingredients. Vinegar contains primarily
water and acetic acid.
38
6. a. Soda and vinegar appear homogeneous because they are SOLUTIONS.
Solutions contain dissolved substances; individual particles are invisible.
b. Sand can be separated mechanically, or with a magnet. The penny can be
separated into copper and zinc by submerging it in hydrochloric acid (3
Molar); the zinc will dissolve from the interior and the copper shell will remain.
The penny must be notched to expose the zinc interior.
7. Elements and compounds are homogenous substances. Mixtures are
heterogenous, even though some APPEAR homogenous.
Part II.
3. The cup representing an element and a compound contain the same kind of
particle throughout (even though the different atoms are visible in molecules of
the compound . . . the molecule is the repeating unit). The cup representing a
mixture contains different kinds of particles.
4. Answers may vary, depending on what element was chosen in Part I. For
example, a participant may now “see” the particles of a mixture as different from
one another, yet the appearance of a substance such as vinegar belies this fact.
For most, the particle model should agree with observations from Part I.
39
MODELING MATTER:
ELEMENTS, COMPOUNDS, AND MIXTURES
MATERIALS
beakers or clear plastic cups
compounds: water, sodium chloride, sugar, alcohol
mixtures: sand, vinegar, soda, pennies (post-1981)
elements: aluminum, sulfur, carbon, copper
magnifiers
metal file
scissors or metal snips
Part I
1. Choose an element, a compound, and a mixture from those provided. Place each in
a cup or beaker.
2. EXAMINE each using a magnifier, if you choose. RECORD the properties of each.
(Note: If your mixture sample is a penny, you must notch the penny with a metal file
to reveal its interior).
PROPERTIES OBSERVED:
Element: ____________________
___________________________________
Compound: __________________
___________________________________
Mixture: _____________________
___________________________________
3. Which of the substances is homogenous (same properties throughout?)
__________________________________________________________________
4. Which of the substances is heterogenous (different properties throughout?)
__________________________________________________________________
5. For any mixture whose container is available, read its label, and LIST the
substances that comprise it.
__________________________________________________________________
__________________________________________________________________
40
6. a. If your mixture appeared homogenous, EXPLAIN why it exhibited uniform
properties.
_______________________________________________________________
_______________________________________________________________
b. If your mixture appeared heterogenous, EXPLAIN how it could be separated.
_______________________________________________________________
_______________________________________________________________
7. COMPARE answers with other members of the group. SUMMARIZE what you have
learned about elements, compounds, and mixtures.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
41
Part II
MATERIALS
molecule model kits (with color key)
optional: gum drops, jelly beans, and toothpicks
clear plastic cups
1. Obtain a model kit for constructing molecules. The wood or plastic balls represent
individual atoms. Each type of atom has a distinct color. Use the color key to
determine the identity of your “atoms.”
2. Obtain three plastic cups. Using the balls from the kit (or candy pieces), fill each
cup to correctly represent an element, a compound, and a mixture.
Helpful Hints:
a. Have you used all the same kind of particles for elements? Most elements exist
as individual atoms; some exist as molecules, such as H2, C12, O2, N2, and S8.
b. Have you connected the atoms when forming molecules? Many compounds,
such as water, are made of molecules. Choose a simple compound to model,
such as water, carbon monoxide (CO), carbon dioxide (CO2), or ozone (O3).
c. The mixture can include any combination of atoms, molecules, or both.
3. EXAMINE the cups. Which contain the same particle repeated throughout it?
__________________________________________________________________
Which contain different particles?
__________________________________________________________________
4. Does the particle model agree with what you observe about the homogeneity of
elements, compounds, and mixtures in Part I? Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
42
ELEMENTS, COMPOUNDS, AND MIXTURES
(Overhead)
Category and
Definition
Particles
Examples
Element:
substance made of one
kind of atom or
molecule
atoms, molecules
all 109 on the
Periodic Table:
gold, silver, tin
molecules, ions
sulfur dioxide
ozone
water
calcium oxide
Compound:
substance made of two
or more elements
bonded to one another
in definite proportions
Mixture:
substance made of
elements, compounds,
or both physically
combined in no definite
proportions
any of the above
tonic water
sodas
rocks
minerals
air
sterling silver
43
44
THE NATURE OF CHEMICALS
Elements and Compounds
You have probably heard the legend of King Midas, who turned everything he
touched into gold. For centuries, people dreamed of finding ways to make this
legend a reality by turning common substances into gold. Alchemists—the earliest
chemists—believed that it was possible to turn lead and other “base metals” into
gold. In the course of their work, they discovered many chemical changes, but
never the one that they really wanted—a way to convert other metals into gold.
We now know that theirs was an impossible task. All chemicals can be classified
either as elements or as compounds. Gold and lead are both elements. So are
iron and aluminum. These are just a few of the over 100 basic materials out of
which more complex substances are formed. Elements can combine with other
elements in chemical reactions to form compounds. Compounds can be broken
apart by chemical changes into the elements that make them up. However, no
element can be changed into a different element by means of chemical changes.
By analyzing the light received from distant stars, scientists have determined that
the same elements found on earth are found throughout the rest of the universe.
Here are two tasks you can try. Each one makes use of your understanding of
elements and compounds.
TASK 1
In your Journal, fill in the blank with the word element or
compound.
Many of the
?
of copper are blue or blue-green.
Copper chloride is a green
?
. It contains two
?
, copper and chlorine. The Statue of Liberty, which
is made of copper, has a green coloring. This green coloring
is the
?
copper carbonate. Two
?
found in
the air, carbon dioxide and water, react with the
?
copper to form this green coating.
During chemical changes, elements react with other
elements to form
?
. As well,
?
can
decompose into
?
, or compounds can react with
compounds to form still other
?
. You have already
seen examples of all these types of chemical changes.
How did this lady get her color?
45
Assessment
Grade 6
MATTER AND ENERGY
Classroom Assessment Example SCI.IV.1.MS.3
Students will create a chart, arranging at least nine items into the appropriate classification as an
element, compound, or mixture. They should justify the classification in terms of atoms and
molecules.
Possible items to choose from: Kool-Aid, water, salt, aluminum foil, salad dressing, copper wire,
soil, chalk, air, salt water, milk, coal, graphite, helium, sulfur. The teacher will supply a list of
ingredients for each of the items.
Note: Check Benchmark Clarification for proper classification.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.1.MS.3
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness of
chart
Creates a chart
with few
headings and
some missing
information.
Creates a
complete chart
with correct
headings but some
missing
information.
Creates a
complete and
correct chart with
proper headings.
Creates a
complete and
correct chart with
proper headings
and detailed
explanations.
Correctness of
identification
Identifies three or
fewer items.
Identifies four to
six items.
Identifies seven to
eight items
correctly and
completely.
Identifies all nine
items correctly
and completely.
Correctness of
justification
Justifies three or
fewer items.
Justifies four to
six items.
Justifies seven to
eight items
correctly and
completely.
Justifies all nine
items correctly
and completely.
46
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Matter and Energy
Grade Level Standard:
6-2 Compare how matter and energy relate.
Grade Level Benchmark:
4. Describe the arrangement and motion of molecules in
solids, liquids, and gases. (IV.1.MS.4)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are molecules arranged in matter?
1.
“Are Water Molecules Stationary or In Motion” 
2.
“How Does Temperature Affect the Spread of
Molecules” 
3.
“Millions of Molecules” 
4.
“Colored Ice Cubes in Hot Water” 
 Activity is attached
Process Skills: Observations, Comparing and Contrasting, Generalizing and
Applying
New Vocabulary:
regular pattern, random
47
ARE WATER MOLECULES
STATIONARY OR IN MOTION?
(Demonstration/Discussion)
MATERIALS
(2) 1 quart jars
index card, or thin cardboard, posterboard
food coloring
hot and cold tap water
Note: You may want to practice the demonstration beforehand.
Carry out the demonstration as described. That is, with the hot water on top of the cold
water.
1. Fill one jar to the top with hot water. (It must be filled to the very top). Fill the
other jar with cold water and add several drops of food coloring to it.
2. Put the index card on top of the hot water jar, hold the card in place, and turn the
jar upside down, placing it on top of the cold water jar.
3. Slide the card out slowly and watch what happens. The colored water diffuses
because the faster-moving hot water molecules mix with the slower-moving cold
water molecules. Even though the water in the jars appeared to be still,
molecules are always in motion.
Motion will not be immediately apparent. It may take 15-20 minutes, depending on
the amount and initial temperature of the water. Eventually, both jars will contain
water of uniform color. Although molecular motion will continue, it will no longer be
apparent.
If the jars’ positions are reversed, the colored hot water will IMMEDIATELY rise into
the colorless, cold water due to convection currents. (For further reference, see
HEAT).
48
HOW DOES TEMPERATURE AFFECT
THE SPEED OF MOLECULES?
MATERIALS NEEDED
• Two tumblers
• Food coloring
• Paper and pencil
• Two eye droppers
• Hot and cold water
PROCEDURE
1. Put very cold water in one tumbler and hot water in the other. Fill each about
half full.
2. Draw four or five drops of food coloring into each of the two eye droppers. Put
as near the same amount in each as possible.
3. Hold a dropper over each tumbler and squeeze to empty the contents of both at
exactly the same time.
4. Compare the movement of the color in the two containers. In which tumbler did
the color spread more rapidly?
5. If you have time, try different colors and different water temperatures. Record
your observations.
TEACHER INFORMATION
As temperatures increase, molecules move faster. The food coloring should diffuse
noticeably more rapidly in the hot water than in the cold water. In this experiment,
water temperature is the variable. You might have students try the same
experiment with color as the variable. For instance, use two tumblers of cold water
and put red in one and green (or blue) in the other.
You might also consider having students use a stopwatch and a thermometer and
record the actual time required for maximum diffusion (equal color throughout, as
judged by the students).
49
DIFFUSION OF GASES
(Demonstration/Discussion)
This demonstration helps to explain molecular theory and transportation of gases or
diffusion. An evaporating dish or watch glass is filled with a liquid which evaporates
easily and has a distinct odor. With all doors and windows closed to prevent drafts, the
liquid is allowed to evaporate in the room.
Participants are instructed to signal when they detect an odor, and observe the pattern
of the hand raising throughout the room. The last person to raise his hand is asked to
define the odor.
The pattern of hand raising will be similar to waves in water. Those students who are
close to the source of odor will raise their hands first; those students farther away will
raise their hands later.
The pattern of hand raising will help to explain that the molecules of an evaporating
substance must be transported by the movement of air molecules, that is, by the
bouncing of air molecules against the molecules of the evaporating substance. The
odor is caused by the millions of molecules of the substance being carried out in almost
a wave motion to the olfactory nerves of the observers.
50
MOLECULES IN THREE STATES OF MATTER
(Overhead)
51
MOVEMENT OF MOLECULES
(Overhead)
In a solid state (ice), water molecules are arranged in a
definite and orderly pattern
In a liquid state, molecules of water are attracted to each
other, but still move about freely
52
Name _________________________________________________
Skill: Vocabulary
MILLIONS OF MOLECULES
You may have looked at a piece of cloth through a magnifying glass or microscope. If so, you
probably saw that the cloth was made up of threads, but you could not see that the threads
were made of very tiny parts called molecules. Molecules are too small to be seen, except with
a powerful microscope. If water molecules were lined up end to end, it would take about
340,000,000 (three hundred forty million) to go across this paper from the left side to the right.
No wonder we can’t see molecules!
Scientists tell us that almost all matter in the world is made of molecules—even you! Different
substances are made up of different kinds of molecules. Solids, liquids, and gases are all
made up of molecules, but their molecules are arranged in different ways. In solids the
molecules are joined by strong bonds, or forces, that hold the molecules together. The
molecules in liquids are fairly close together, but the bonds holding them are weak so to
molecules can move around more than the molecules in solids. In gases the molecules are far
apart and are so lightly held together by bonds that they move freely.
Match the words on the left to an explanation on the right.
_____ 1. gas
A. has molecules that are held together by strong forces
_____ 2. molecules
B. a force that holds some molecules together
_____ 3. bond
C. make up almost all matter
_____ 4. solid
D. has molecules that are far apart
_____ 5. liquid
E. has molecules that are held together by weak forces
Circle the false word in each sentence below. Write the correct word on the line.
6. Molecules are so active they can only be seen with a microscope. ___________
7. Almost all matter in the world is made up of liquids. ____________
8. Threads hold the molecules of solids, liquids, and gases together. ___________
Challenge! Why do you think solids keep their shape but liquids and gases don’t?
© Frank Schaffer Publications, Inc.
53
TOPIC
Molecular motion of liquids at different temperatures.
KEY QUESTION
What observation can be made when a colored ice cube is put in hot water?
FOCUS
Student will observe that the cold, colored ice water has a greater density than the
hot water.
GUIDING DOCUMENT
Project 2061 Benchmarks
 A model of something is different from the real thing but can be used to learn
something about the real thing.
 Raise questions about the world around them and be willing to seek answers to
some of them by making careful observations and trying things out.
 Describe and compare things in terms of number, shape, texture, size, weight,
color, and motion.
 When warmer things are put with cooler ones, the warm ones lose heat and the
cool ones gain it until they are all at the same temperature. A warmer object can
warm a cooler one by contact or at a distance.
 One way to describe something is to say how it is like something else.
SCIENCE
Physical Science
density
INTEGRATED PROCESSES
Observing
Comparing and contrasting
Generalizing
Applying
MATERIALS
Colored ice cubes
Hot plate
Pot or tea kettle
Glass container
54
BACKGROUND INFORMATION
This activity should follow Ice Cube in Water. The general information is basically
the same; however, it should be remembered that warm and hot water molecules
are moving faster and are farther apart than cool and cold water molecules.
Because of this, warm and hot water molecules are less dense than cool or cold
water molecules. When the colored ice cube is placed in the hot water, it will sink
lower into the water than when placed in a container of cool or cold water.
MANAGEMENT
1. A day or two before conducting the activity, add food coloring to some water
before pouring it into an ice cube tray.
2. A hot plate is not needed if hot water can be drawn from the tap.
3. An empty jar works well for a container for this activity.
PROCEDURE
1. Prior to conducting this activity, have the students discuss what they think the
results will be. Ask them to justify their predictions by telling why the results
might be as predicted.
2. Heat the water in a pot.
3. After letting the water cool for a while, pour it into a glass container. (If water is
too hot, it might break the glass.)
4. Put a colored ice cube in the container of water.
5. Observe.
DISCUSSION
1. How hot does water have to be before it boils? [At sea level (14.7 pounds per
square inch—PSI ) distilled (pure) water boils when its temperature reaches
212°F or 100°C. If the water has dissolved impurities in it, it requires a higher
temperature before it will boil. At altitudes above sea level, water will boil at
temperature less than 212°F (100°C).]
2. How cold must water be before it turns to ice? (Distilled water turns to ice when
its temperature reaches 32°F (0°C). Impure water requires a lower temperature
before it freezes.]
3. What happened when the ice cube was placed in the water? Why? [When the
ice cube was placed in water, it began to melt. The heat from the water caused
the solid (ice) to turn to a liquid (water). The liquid (cold water) was heavier than
the warm water around it so it sank to the bottom. The colored ice water could
be seen flowing down to the bottom.]
4. What does this activity demonstrate? [This activity demonstrates two things:
1. Ice is lighter than the same volume of water and it will float when placed in
water.
2. When the ice changes to water, the water is cooler (more dense) than the
warmer water around it. When warm and cool water mix, the cool water will
flow to the bottom.]
5. Apply what you have learned to water in oceans and lakes.
55
EXTENSIONS
1. Ask students to suggest ways that they might observe ice (or cold water) reacting
in the way observed in the activity. [Responses might include that ice forms and
floats on the surface of frozen lakes or streams.
2. Ice will float when placed in water or beverages. In a swimming pool, the cold
water is at the bottom and the warmer water is near the surface. This concept
can also be related to warm and cool air. The second floor of a two-story house
is warmer than the first because warm air rises.]
3. Ask what will happen to the container of water after the ice cube has melted.
[The current caused by the mixing of cold and warm water will result in an even
distribution after a period of time.]
4. Place a thermometer in the water. How does the temperature of the water
compare with the room temperature after one minute? ...one hour?...one
day?...three days?
5. Have students research to determine at what altitude water will boil when its
temperature is 32°F.
© 1995 AIMS Education Foundation
56
MATERIALS
Colored ice cube
Hot plate
Pot or tea kettle
Glass container
Thermometer, optional
PROCEDURE
(The day before this activity, put some colored water in an ice cube tray and place it
in the freezer.)
1. Boil water in a pot.
2. After letting the water cool for awhile, pour it into a glass container. (If the water
is too hot, it might break the glass.)
3. Put a colored ice cube in the container of water.
4. Observe.
QUESTIONS
1. How hot does water have to be before it boils?
_______________________________________________________________
2. How cold must water be before it turns to ice?
_______________________________________________________________
3. What happened when the ice cube was placed in the water? Why?
_______________________________________________________________
_______________________________________________________________
4. What does this activity demonstrate?
_______________________________________________________________
_______________________________________________________________
© 1995 AIMS Education Foundation
57
Assessment
Grade 6
MATTER AND ENERGY
Classroom Assessment Example SCI.IV.1.MS.4
Students will respond to the following prompt by writing a short story
It is a hot summer day; you are an ice cube left in a glass. Identify the phases that you experience.
Include your molecular motion and arrangement of molecules during each phase.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example IV.1.MS.4
Criteria
Apprentice
Basic
Meets
Exceeds
Correctness of
identification
Identifies few or
none of the states
of matter
correctly.
Identifies some of
the states of
matter correctly.
Identifies most of
the states of
matter correctly.
Identifies all of
the states of
matter correctly.
Accuracy of
description
Provides few or
no correct
descriptions of
molecular motion
and many
misunderstandin
gs of molecular
motion.
Provides some
correct
descriptions of
molecular motion
and a few
misunderstandin
gs of molecular
motion.
Provides many
correct
descriptions of
molecular motion
and shows no
misunderstandin
gs of molecular
motion.
Provides all
correct
descriptions of
molecular
motion, shows no
misunderstandin
gs, and includes
additional realworld examples.
Correctness of
arrangement
Describes few or
none of the
molecular
arrangements
correctly.
Describes some of
the molecular
arrangements
correctly.
Describes all of
the molecular
arrangements
correctly.
Describes all of
the molecular
arrangements
correctly, and
includes the
terms melting,
evaporating, and
condensing.
58
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Matter and Energy
Grade Level Standard:
6-2 Compare how matter and energy relate.
Grade Level Benchmark:
5. Construct simple circuits and explain how they work
in terms of the flow of current. (IV.1.MS.5)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How does current flow in simple circuit?
1.
“Sparky’s Light Kit” 
2.
“Investigation: Open and Closed Circuits” 
3.
“Glowing with the Flow” 
 Activity is attached
Process Skills: Observing, Drawing conclusions
New Vocabulary:
complete circuit, short circuit, conductors, non-conductors
59
SPARKY’S LIGHT KIT
INTRODUCTORY STATEMENT
Students will experiment with a bulb, a D cell, and a large paper clip (or wire) to
make a bulb light.
MATH SKILLS
Problem solving
SCIENCE PROCESSES
Observing
Drawing conclusions
MATERIALS
For each group, a plastic bag containing:
D cell
Flashlight bulb
Jumbo paper clip or wire (10-15 cm)
KEY QUESTION
How can you make a bulb light using a D cell, a bulb, and a jumbo paper clip or
wire?
BACKGROUND INFORMATION
If a flashlight bulb is placed correctly in a complete circuit so that
electricity passes through it, it will light. In order for current to
flow through the bulb it must be connected to the circuit at two
points, the tip contact (the metal button at the bottom of the bulb)
and the base contact (the metal side of the bulb’s base). To
make the bulb light with the materials above, either the base
contact or the tip contact of the bulb must touch one terminal of
the D cell. The paper clip or wire must connect the cell’s other
terminal to the remaining contact. One way to do this is shown in
the illustration below.
MANAGEMENT
1. Students should be in groups of two.
2. Test bulbs and cells beforehand to be sure they are working.
3. The batteries, bulbs, and paper clips should be put into bags ahead of time.
Each group receives one bag.
60
PROCEDURE
1. Pass out a plastic bag and activity sheets to each group.
2. Challenge the students to make the bulb light using only the materials in the bag.
3. After students have made the bulb light, challenge them to find another way to
light the bulb using the same materials.
4. Have students draw pictures showing two ways they lit their bulbs.
5. Discuss the results.
DISCUSSION
1. How many ways can we light the bulb with these materials?
2. What other materials could we use instead of the paper clip (wire)?
3. Will the bulb light with a different size cell?
61
62
INVESTIGATION: OPEN AND CLOSED CIRCUITS
GOAL
Students will demonstrate the difference between an open and a closed circuit.
BACKGROUND
A circuit allows the current to make a complete path from its source to its ending
point. When the wires touched the bulb in the previous investigation, the bulb
glowed - the circuit was complete, or closed. If one wire is removed, the circuit is
incomplete, or open and the bulb stops glowing.
SIMPLE RULES TO REMEMBER
A. An open circuit stops the current from completing its path.
B. A closed circuit allows the current to complete its path.
C. A switch is a simple way to control the circuit.
SUPPLIES
Battery 1.5V (1)
Bulb 1.3V (1)
Socket (1)
Switch (1)
Wire 20 cm (2)
Wire 10 cm (1)
Wire stripper (1)
GENERAL ASSEMBLY INSTRUCTIONS:
1. Strip 2 cm of insulation from the ends of all the wires.
2. Remove terminal caps. Once wires are attached to battery, reattach terminal
caps.
3. Insert bulb into socket.
4. Connect equipment according to schematic shown.
63
INVESTIGATION: OPEN AND CLOSED CIRCUITS
(cont)
ACTIVITY 1:
A closed circuit allows the current to complete its path.
Step 1: The schematic diagram from this activity shows you where the parts of the
circuit are placed. Connect one 20 cm wire to the positive terminal and
connect the other 20 cm wire to the negative terminal. Do NOT let the bare
ends of the wires touch each other!
Step 2: Connect the other end of the positive wire to the socket.
Step 3: Connect the other end of the negative wire to the switch. Keep the switch in an
open position.
Step 4: Use the 10 cm wire to connect to the socket to the switch.
Note:
Refer to general illustration page at front of manual if you need help in attaching the
wires to the socket or to the switch.
Step 5: Close switch. If your connections are properly attached, the bulb will light.
Step 6: Open switch. When the path of the circuit is broken, the current cannot flow
through the bulb, and the bulb will not light.
MAKE A SIMPLE SKETCH OF THE CLOSED SWITCH. USE A RED DOTTED LINE TO
SHOW THE PATH OF THE CURRENT THROUGH THE SWITCH.
MAKE A SIMPLE SKETCH OF THE OPEN SWITCH. USE A RED DOTTED LINE TO SHOW
THE PATH OF THE CURRENT AND WHERE THE CURRENT STOPS.
ON YOUR OWN
Morse code is series of short and long clicks called dots and dashes that represent letters of
the alphabet. Find a copy of the Morse code in an encyclopedia. Using the switch and light
bulb, send a message in Morse code to a friend.
64
GOING WITH THE FLOW
QUESTION
What materials will allow electricity to flow through them?
SETTING THE STAGE
Discuss with students the concept of a closed circuit. For an electric current to flow, the
circuit needs to be complete (or closed). If there is a switch in the circuit or material that
does not permit the flow of electricity, the circuit is broken and the flow of electrons is
stopped.
MATERIALS NEEDED FOR EACH GROUP
• a small light bulb and holder
• three leads (with alligator clips or insulated wire with stripped ends)
• a variety of different materials (paper clips, pencil, wood ruler, pin, spoon, eraser,
etc.)
• data-capture sheet, one per student
PROCEDURE (Student Instructions)
1. Hook the alligator clips or wire leads to each end of the battery, one lead per end.
2. Hook one wire to one pole of the light bulb holder.
3. Join the third wire to the other pole of the bulb holder.
4. Touch the two unattached ends together. The bulb should light up. Disconnect
these two ends. They will be used for testing the materials.
5. Test different materials by connecting them to the two loose terminals.
6. Draw a picture of your circuit, complete the chart, and answer the questions on your
data-capture sheet.
EXTENSION
• Using a 9 volt battery have students repeat the experience. Be prepared to replace
the bulb.
• Have students study the safety precautions one should take when using electricity.
• Have the class make a safety poster.
CLOSURE
Have students add their completed data-capture sheets to their magnetism and
electricity journals.
THE BIG WHY
Some objects allow the flow of electrons because their atomic design does not hold on
to electrons very firmly. This permits them the freedom to travel through the material.
These materials are called conductors. The atomic bond of other materials is so strong
that there are no free electrons; thus, they do not allow the flow of electricity. These
materials are called resistors.
65
GOING WITH THE FLOW (cont.)
In the space below, draw a picture of the circuit that you used in the experience.
Record the results of your experience.
Material Tested
Conducted Electricity
Resisted the Flow of
Electricity
1.
2.
3.
4.
5.
6.
7.
8.
Why does a circuit need to be complete (closed)?___________________________
_____________________________________________________________________
What were the materials made of that conducted electricity?__________________
_____________________________________________________________________
What were the materials made of that resisted electricity?____________________
_____________________________________________________________________
Make a general statement about resistors and conductors and the flow of electricity.
_____________________________________________________________________
#646 Magnetism and Electricity — Intermediate
© 1994 Teacher Created Materials, Inc.
66
Assessment
Grade 6
MATTER AND ENERGY
Classroom Assessment Example SCI.IV.1.MS.5
After several completed activities on circuits, students will use the following materials to create
at least four complete circuits that light a bulb and/or activate a buzzer: batteries, wires, light
bulbs, switches, buzzers, and various conducting and non-conducting materials (e.g., paperclips,
paper fasteners, tin foil, straws, etc.).
Scoring of Classroom Assessment Example SCI.IV.1.MS.5
Criteria
Apprentice
Basic
Meets
Exceeds
Correctness of
circuits
Constructs fewer
than two correct
simple circuits.
Constructs two to
three correct
simple circuits.
Constructs and
completes four
correct simple
circuits.
Constructs and
explains four
correct simple
circuits.
Completeness
of diagram
Completes fewer
than two correct
diagrams.
Completes two to
three correct
diagrams.
Completes four
correct diagrams.
Completes four
correct diagrams,
gives correct
explanations of
electron flow, and
may give
explanations and
diagrams of
failed attempts.
67
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Matter and Energy
Grade Level Standard:
6-2 Compare how matter and energy relate.
Grade Level Benchmark:
6. Investigate electrical devices and explain how
they work, using instructions and appropriate safety precautions. (IV.1.MS.6)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do humans use electricity safely?
1.
Students will work in small groups and compare
characteristics of several working appliances.
Characteristics include on/off switches, wires, complete
circuits, etc. Have students take apart flashlights,
reassemble them to work, and diagram the internal
mechanism showing the current flow. Students may
bring in small broken appliances from home. In small
groups, students will take appliances apart and
hypothesize why they are not working.
2.
“How to Make an Electric Motor” 
 Activity is attached
Process Skills: Observing, Controlling variables, Generalizing and applying
New Vocabulary:
information transfer, grounding
68
HOW TO MAKE AN ELECTRIC MOTOR
INTRODUCTORY STATEMENT
Students will build a simple electric motor.
MATH SKILLS
Measuring
SCIENCE PROCESSES
Observing
Controlling variables
Generalizing and applying
MATERIALS
Two D Cells
Two Jumbo (5 cm long) metal paper clips
Modeling clay
Three ring magnets
Two 20-30 cm wire with ends stripped
55 cm piece of 18 - 22 gauge magnet wire (copper wire coated with enamel)
35 mm film canister
Masking tape
Ruler
Scissors
KEY QUESTIONS
How can we build an electric motor?
BACKGROUND INFORMATION
An electric motor is a machine that changes electrical energy into mechanical
energy.
A simple, direct-current electric motor consists of a freely rotating shaft with a coil of
wire wrapped around it. The coil becomes an electromagnet when current goes
through the wire. This coil and shaft assembly, called the armature, is positioned
between two stationary permanent magnets with the north pole of one magnet and
the south pole of the other magnet facing the armature. As current passes through
the armature, it creates a magnetic field. When the armature’s north pole is near
the north pole of the stationary magnet, the armature is repelled and makes a half
turn, approaching the south pole of the other permanent magnet to which it is
attracted.
69
Just as the armature reaches the south pole, the current pulls to the armature’s
north pole to become a south pole. Once again, two like poles are next to each
other and the armature is repelled, making another half rotation. This process
continues as long as current is present in the armature.
The motor built in this activity is not as complex as the one described above. It has
no communicator to reverse the direction of the current and will not usually start
unless its armature (coil) is given a spin. Also, there is only one magnetic pole
facing the armature instead of two, so the coil has current going through it half the
time.
Here is how this motor works. As mentioned, the coil is given a spin to start it. As
the bottom half of the coil approaches the permanent magnet, the un-insulated part
of its arm makes electrical contact with the paper clips. This allows a current to flow
through the coil making it an electromagnet. At this time the two magnets
(electromagnet and permanent) will have the same or opposite polarity. If they have
opposite polarity, they will be attracted to one another and the coil will move down
toward the magnet with increased speed. If they have the same polarity, the coil
and magnet will repeal one another. If the coil is moving slowly, it may reverse its
course, (in the same direction) to start its next cycle. When the coil swings around,
the current is interrupted, stopping the magnetic field for half a turn. When the
current flows through the coil again, the two magnetic poles either repel or attract
each other once more. After the coil starts spinning, momentum carries it through
the part of the cycle when there is no current.
MANAGEMENT
1. Building an electric motor that works can be a frustrating experience. It make
take much patience and repeated tinkering. It is highly advisable that the
teacher build a working motor before doing this activity with students. This will
provide an appreciation for the task and working model for students to examine.
2. Students should work in groups of two to four.
3. This is an open eyed activity which allows many opportunities for discovery.
4. Be sure to use the type specified in the materials list. Enameled wire is
commonly called magnet wire, and it is available from electronics stores and
shops that repair electric motors.
5. Empty 35 mm film canisters can be obtained free from one-hour photodeveloping businesses.
PROCEDURE
1. Discuss the Key Question: “How can we build an electric motor?”
2. Distribute activity sheets and materials.
3. Make the coil by wrapping the enameled wire around the film canister five times,
leaving 4 cm free at each end. Remove canister and twist the ends around the
coil twice to hold it together. End the ends so that they are at right angles to the
coil, directly opposite each other (see illustrations on student sheet). Scrape the
insulation from the bottom half of these two arms (see illustration). Make the coil
70
as symmetrical and well-balanced as possible.
4. Set up the motor according to the diagram on the first activity sheet. Start the
motor by giving the coil a spin. If the coil doesn’t continue spinning, have
students check the list on the second activity sheet.
5. Challenge students to find a way to reverse the direction the coil spins or get the
coil to spin faster.
DISCUSSION
1. Why does the coil spring? (Its magnetic field is repelled or attracted by the
magnetic field of the ring magnets.)
2. Why must the coil be properly balanced? (An unbalanced coil does not spin as
easily as a balanced one and will not keep spinning.)
3. How could you increase the speed of the motor? (Increase the number of cells
used and/or increase the length of the wire and number of turns in your coil.)
4. Where are electric motors used?
EXTENSIONS
1. Take apart an old electric motor and see if you can identify its parts.
2. Have students find electric motors in the classroom or in their homes.
CURRICULUM CORRELATIONS
Social Studies
Research the history of the electric motor.
71
MATERIALS: 2 D cells
3 ring magnets
masking tape
2 jumbo paper clips
55 cm magnet wire
35 mm film canister
clay
2 short wires
ruler and scissors
1. Make your coil by wrapping the magnet wire tightly around the film canister. Leave
4 cm of wire free at each end. Twist these two ends around the coil twice to hold
the coil together. Band the ends away from the coil directly opposite each other as
shown below.
2. Use the scissors to scrape the enamel from the bottom half of each arm as shown
above.
3. Bend the paper clips as shown below.
4. Set up the circuit as pictured and give the coil a spin. If it keeps going, you’ve built a
working electric motor!
ELECTRICAL CONNECTIONS
© 1991 AIMS Education Foundation
72
If your motor does not work, check the following:
1. Your motor should be set up on a level surface.
2. Make sure your coil is as well balanced as possible. It should spin without wobbling.
3. Try spinning your coil in both directions, it may work in one direction and not the
other.
4. Make sure that the wires are making good electrical contact with the battery
terminals and the paper clips.
5. Try flipping the magnets over so that the opposite pole is facing the coil.
6. Make sure that enamel is completely scrapped off the bottom half of each arm. The
coil needs to make good electrical contact for half of each rotation.
7. Check the clearance between the bottom of the coil and the magnets. It should be
about 1 cm.
8. Make sure that the two loops in the paper clips are the same height. The arms of
the coil need to be level to allow the coil to spin freely. Adjust with clay.
When your motor is working, here are some challenges.
1. Make your coil spin in both directions.
2. Try to make your coil spin faster.
3. Put a switch in your circuit, it is a real challenge to get your motor to start by simply
closing the switch.
ELECTRICAL CONNECTIONS
© 1991 AIMS Education Foundation
73
Assessment
Grade 6
MATTER AND ENERGY
Classroom Assessment Example SCI.IV.1.MS.6
The teacher will give each student a small, broken electrical device (e.g., flashlight,
battery-operated toy). The students will list at least four reasons why the device might not be
working. The students will list at least two safety precautions that should be taken while fixing
the appliance.
Extension: Have students take their writing home and explain to their parents why the electrical
device does not work.
Scoring of Classroom Assessment Example SCI.IV.1.MS.6
Criteria
Apprentice
Accuracy of
explanation
Explains fewer
than two valid
reasons why
appliance does
not work.
Appropriateness
of safety
precautions
Describes no
safety
precautions.
Basic
Meets
Exceeds
Explains two to
three valid
reasons why
appliance does
not work.
Explains four
valid reasons why
appliance does
not work.
Discusses five or
more valid
reasons why
appliance does
not work.
Describes one
safety precaution.
Describes two
safety
precautions.
Describes three or
more safety
precautions.
74
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Changes in Matter
Grade Level Standard:
6-3 Analyze changes in matter.
Grade Level Benchmark:
1. Describe common physical changes in matter:
evaporation, condensation, sublimation, thermal expansion, and
contraction. (IV.2.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How does matter undergo physical change?
1.
“Changes of State” 
2.
“Changing Paraffin” 
 Activity is attached
Process Skills: Observe, Compare, Describe, Infer
New Vocabulary:
solid, liquid, gas, heating, cooling, boiling, evaporating,
condensation, melting, expansion
75
CHANGES OF STATE
In the fairy tale “Cinderella,” a pumpkin and some mice were changed into a carriage
and horses by means of a magic wand. In the classroom, you can bring about great
changes without magic. For example, paraffin wax, a rigid, white solid, can easily be
changed into a clear, runny liquid. This transformation is called a change in state. Later
you will be devising experiments to find out more about changes of state—but first it will
be useful to investigate the language you need to describe such changes.
The Language of Changes of State
1. How many words are used to describe changes of state? As you can see from
Column 1, there is a surprising number! For each change of state in Column 1, try to
find a matching description in Column 2. You may need to look up some of the
terms. Record the results in your Journal.
Column 1
Column 2
A. melting
a. Over time, mothballs disappear into the air as
gas.
B. condensation
b. After a summer rain, puddles gradually
disappear.
C. freezing
c. If air is cooled to a low enough temperature, the
oxygen in the air will become a liquid.
D. evaporation
d. A meteorite hitting the ocean could produce
enough heat to rapidly turn large amounts of
water into water vapor.
E. solidification
e. Solder is a useful alloy because it changes into
a liquid at lower temperatures than most metals
do.
F. vaporization
f.
G. liquefaction
g. Last night, water vapor in the air changed into
dew on the grass.
H. sublimation
h. As lava cools, it hardens into rock.
I.
i.
boiling
In making homemade ice cream, coarse rock
salt and ice are mixed in a churn to create low
enough temperatures to harden the cream.
As the candy mixture was heated it suddenly
bubbled over.
76
2. Many of the terms that describe changes of state are opposites. Pair up as many
opposites as you can.
3. Can a gas change directly into a solid? The answer is yes. The next time you see
frost forming on a window, you are observing this process. What would be an
appropriate term to describe this process?
4. Complete the table. Note that some of the terms have similar or identical meanings.
Use the descriptions in Column 2, from question 1, to determine the type of
temperature change (up or down) that causes each change of state. Assume that
the substance is water.
Change of State
Terms
Change in Temperature
solid to liquid
liquid to liquid
liquid to gas
gas to liquid
solid to gas
solid to gas
gas to solid
5. Vaporization occurs when matter changes directly into a gas from another state. For
example, the change from liquid to gas that occurs when a puddle disappears is
called evaporation. What are other examples of vaporization?
6. Teachers are forever making up quizzes and worksheets for their
students. With a partner, make up a quiz or a worksheet of your own
that involves the vocabulary of changes of state.
•
•
•
•
•
a fill-in-the-blank test
a word search
a crossword puzzle
a game
your choice
77
CHANGING PARAFFIN
In this activity, paraffin wax will be melted and then solidified. Work in groups.
YOU WILL NEED
• water
• a small tin can, such as a 100 ml soup can
• paraffin wax
• a laboratory thermometer that goes to at least 100°C
• an electric kettle (No burners are used here because of the danger of fire.
Paraffin burns easily.)
• an oven mitt
WHAT TO DO
1. Boil water in the kettle.
2. Fill the can about one-quarter full of hot water.
3. Put 5 g of paraffin pieces into the can with the water.
4. Put the thermometer in the can. Thermometers are easily broken, so handle
them carefully.
5. Observe the paraffin as it melts.
6. As the water and paraffin cool, take the temperature of the water and record it
once every minute. Note the temperature at which the paraffin appears to
solidify.
QUESTIONS
1. (a) Describe the appearance, feel, and smell of the solid paraffin.
(b) Describe the appearance and smell of the melted paraffin.
2. At what temperature did the paraffin solidify? Compare the temperature at which
your sample solidified with those obtained by other groups.
78
Assessment
Grade 6
CHANGES IN MATTER
Classroom Assessment Example SCI.IV.2.MS.1
The teacher will present the following scenario:
Angelo wanted to make some spaghetti. He put a pot of water to heat on the stove and left the
kitchen for several minutes. When he returned he observed the following: The water was
bubbling, the water gave off heat, steam was rising from the pot, water droplets were on the hood
above the stove, and the water level was lower in the pan. He was puzzled about the source of the
water droplets on the hood above the stove.
Each student will write a letter to Angelo and explain where the water on the hood came from.
Each letter should include a diagram with labels.
Note: The teacher may want to demonstrate this activity before students write.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.2.MS.1
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
explanation evaporation
Explains the
process of
evaporation with
many
misconceptions/
contradictions.
Explains the
process of
evaporation with
a few
misconceptions/
contradictions.
Explains the
process of
evaporation with
one
misconception/
contradiction.
Explains the
process of
evaporation with
no
misconceptions/
contradictions
and provides a
labeled diagram.
Accuracy of
explanation condensation
Explains the
process of
condensation
with may
misconceptions/
contradictions.
Explains the
process of
condensation
with a few
misconceptions/
contradictions.
Explains the
process of
condensation
with one
misconception/
contradiction.
Explains the
process of
condensation
with no
misconceptions/
contradictions
and provides a
labeled diagram.
79
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Changes in Matter
Grade Level Standard:
6-3 Analyze changes in matter.
Grade Level Benchmark:
2. Describe common chemical changes in terms of
properties of reactants and products. (IV.2.MS.2)
Learning Activity(s)/Facts/Information
Resources
Central Question:
What happens to matter when it undergoes a chemical
change?
1.
How Can You Show that Oxidation is a Chemical
Reaction that Uses Oxygen? 
2.
“What is Rust?” 
3.
“Burning Wood” 
4.
“What is Iron Rust?” 
 Activity is attached
Process Skills: Observe, Compare iron and steel
New Vocabulary:
burning, rusting iron, formation of sugar during
photosynthesis, acid rain reacting with metal and other substances
80
Name _______________________________________
Date_______________
HOW CAN YOU SHOW THAT OXIDATION IS A
CHEMICAL REACTION THAT USES OXYGEN?
“ . . . and now, the 10 o’clock news. A fire on Main Street today was blamed on oily rags
kept in a closet. Firefighters said that slow oxidation of the oil caused heat to build up in
the rags. Because of poor ventilation, the heat could not escape. Suddenly slow
oxidation became rapid oxidation.”
MATERIALS
G grease pencil
G metric ruler
G 2 test tubes
G steel wool
G water
G 250-ml beaker
G graph paper
PROCEDURE
A. With a grease pencil, make a mark every 0.5 cm along
the length of each test tube.
B. Put some steel wool in one test tube. Use a piece large
enough so that it will not fall out. Push the steel wool all the way to the bottom
with the pencil.
1.
Describe the steel wool.
____________________________________________________________
____________________________________________________________
____________________________________________________________
C. Pour about 100 ml of water into a beaker. Also, half-fill the test tubes with water;
then empty them.
D. Stand the test tubes upside down in the beaker of water. Record the water level
in each tube.
E. Observe the test tubes for a week. Record the water level in the tubes each day.
81
2. In what direction do the water levels move?
________________________________________________________________
3. Make a bar graph to show what happens to the water level in each tube.
WRITING AND SHARING RESULTS AND CONCLUSIONS
1. How did the steel wool change?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Why did the steel wool change?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Why did the water level in the one test tube change?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. How do these results show that oxidation uses oxygen?
________________________________________________________________
________________________________________________________________
________________________________________________________________
© Silver, Burdett & Ginn Inc.
82
WHAT IS RUST?
Activity
MATERIALS NEEDED
• Two small identical jars
• Two small identical dishes
• Paper and pencil
• Steel wool
• Water
PROCEDURE
1. Put a small wad of steel wool into one of the jars. Push it clear to the bottom.
Pack it just tightly enough that it will stay at the bottom of the jar when the jar is
turned upside down.
2. Put about 2 cm. (3/4 in) of water in each of the two dishes. Be sure you put the
same amount in each one.
3. Turn the two jars upside down and stand one in each of the dishes. One jar
should have steel wool in the bottom and one should be empty.
4. Examine each day for one week and record your observation, noting such things
as water level and appearance of the steel wool.
5. At the end of one week, study the recorded day-by-day observations and explain
the noted changes.
TEACHER INFORMATION
As steel wool is exposed to moist air over a period of time, the moisture serves as a
medium to bring oxygen molecules in the air in close contact with molecules of iron in
the steel wool. Oxygen molecules and iron molecules combine to make iron oxide.
This process uses up some of the oxygen in the air inside the jar, reducing the
amount of gas (air) in the jar. This, in turn, reduces the air pressure inside the jar,
thus the atmospheric pressure outside the jar is greater than the pressure inside the
jar, and water is forced into the jar. Student observations should include the rising
water level inside the jar containing steel wool as well as the rust color forming on the
steel wool itself.
83
BURNING WOOD
Cluster Questions
Author(s): Dave Karns
In the space below create a real world scenario upon which you will build your cluster
questions. Please indicate the MEGOSE area(s) (Life, Earth, or Physical Science) that
your cluster will address.
John has a wood burning stove in his home. In late December, John decided to lite a
fire in his stove. After placing the wood in the stove, he lit a match and watched the
wood very carefully. He noticed the wood turning black and was breaking down into
separate parts.
84
BURNING WOOD
Cluster Constructed Response Question
In the space below write a question, based on the scenario, that will address the
following MEGOSE objective(s): (Place MEGOSE number in the proper space.)
C-7
R-7
PCM-5
(Using)
Describe the reactants and products involved in the chemical change of burning wood.
Create a Rubric for your question
in the space below
Formulate the scale for your Rubric in the
space below.
Reactants
Products
1. wood
1. heat
2. fire
2. smoke
3. oxygen
3. light
4. match
4. ashes
5. any other (acceptable)
5. any other (acceptable)
3. 3 reactants and 3 products and
complete sentences
2. 2 reactants and 2 products
1. 1 reactant and 1 product
0. No answer, no elements, can’t read
85
BURNING WOOD
Multiple Choice Questions
C-7
R-8
1. Choose the best scientific term for burning.
a.
corrosion
b.
combustion
c.
solidification
d.
liquefaction
2. What would happen if there was no oxygen for John’s fire?
a.
There would be no smoke releases.
b.
The flame would be a white color.
c.
There would be no fire.
d.
The heat would be more intense.
____ 3. Which of the following is the best way to start a fire?
(Using)
a. Stack wood one on top of another.
b.
Set wood up in a tee-pee shape.
c.
Use wood that is soaked in water.
d.
Any way, it doesn’t matter.
86
WHAT IS IRON RUST?
Activity
PROBLEM
What is iron rust?
MATERIALS
1. Clorox
2. Very fine steel wool
3. Vinegar
4. Two glass tumblers
5. One teaspoon of water
PROCEDURE
1. Explain the different between iron and steel.
2. Describe what happens in “rusting.”
3. Put a piece of steel wool (about one and half
inches in diameter) into each of the two glass
tumblers. Fill each of the tumblers half full of
water.
4. Put one of the tumblers containing steel wool
and water aside.
5. Add three teaspoonfuls of Clorox and one
teaspoonful of vinegar to the second tumbler
containing water and steel wool.
6. Set this aside also.
RESULT
The tumbler containing the steel wool in water
alone will rust but it will take considerable time to
do so. In the tumbler which has the Clorox and vinegar added, the chemical change
takes place almost immediately. The iron rust forms in a few minutes.
SUPPLEMENTAL INFORMATION
The Clorox and vinegar act as cleaning agents and remove any oxide from the steel
wool. This allows oxygen to combine readily with the uncoated steel therefore, the
oxidation takes place rapidly and is visible to the naked eye in a few minutes. Iron
rust is a chemical compound of iron and oxygen.
THOUGHT QUESTION
1. Can you name any other oxidizing agents?
2. Will iron rust when no moisture is present?
3. Name other substances that rust.
4. Does a half-eaten apple “rust?”
87
Assessment
Grade 6
CHANGES IN MATTER
Classroom Assessment Example SCI.IV.2.MS.2
After students have experienced and discussed burning in terms of products and reactants (see
Instructional Strategy), they will be ready to assess the burning of a candle. Working within a
small group, students will observe a burning candle. Students will list and categorize the reactants
(wax, O2, wick) and products (smoke, CO2, and H2O vapor) of the burning process.
The process of photosynthesis is related to a burning candle because they both involve an energy
transfer utilizing reactants and producing products. Students will list the reactants and products of
photosynthesis (link to Glossary and SCI.III.2.MS.3).
(Give students rubric before activity.)
Scoring of Classroom Assessment Example IV.2.MS.2
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
identification reactants
Identifies none of
the reactants.
Identifies one of
the reactants.
Identifies two
reactants.
Identifies three
reactants.
Accuracy of
identification products
Identifies none of
the products.
Identifies one of
the products.
Identifies two of
the products.
Identifies three of
the products.
88
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Changes in Matter
Grade Level Standard:
6-3 Analyze changes in matter.
Grade Level Benchmark:
3. Explain physical changes in terms of the
arrangement and motion of atoms and molecules. (IV.2.MS.3)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How does heat energy change the physical arrangement
and motion of atoms and molecules?
1.
“Are Molecules of Solids At Rest? (Vibration)” 
2.
“What Happens to the Molecules as Additional Energy is
Supplied to a Solid?” 
3.
“What Happens to the Molecules as Additional Energy is
Supplied to the Melting Phase?” 
4.
“Moving Water” 
5.
“Making Dew” 
AIMS - Water, Precious Water
Book A
 Activity is attached
Process Skills: Observing, Generalizing, Inferring
New Vocabulary:
melting, freezing, evaporation, condensation, vibrate,
rotate, unrestricted motion
89
ARE MOLECULES OF SOLIDS AT REST?
(Demonstration/Discussion)
All matter is composed of tiny particles, either atoms or molecules. These particles are
in constant motion. Since the particles are so small and not ordinarily revealed to us
except by scanning tunneling microscopes (STMs), it is necessary to model their
behavior to better understand the changes which occur in matter.
Arrange the participants as in the drawing: right hand on your sideman’s shoulder, and
left hand on your foreman’s shoulder. (Front has left hands free, and right wing has right
hands free).
Like this, the particles are arranged in a solid. Remember, the particles are not at rest
they vibrate. (The whole class must shiver.) The vibrations get more violent when the
temperature rises.
90
WHAT HAPPENS TO THE MOLECULES AS
ADDITIONAL ENERGY IS SUPPLIED TO A SOLID?
(Demonstration/Discussion)
1. Arrange the participants as they were in the solid phase.
2. Encourage considerable vibration on their part (temperature increases).
3. Have only those participants whose last name begins with the letter “S” drop their
arms. Their bonds have been broken. They have melted.
4. The space occupied by the participants should remain constant.
5. Maintain the same vibrations while more participants “melt” from the solid.
(Temperature remains constant during melting. All energy is used to break the
bonds, NOT to increase the molecular motion).
91
WHAT HAPPENS TO THE MOLECULES AS
ADDITIONAL ENERGY IS SUPPLIED
TO THE MELTING PHASE?
(Demonstration/Discussion)
1. Start with the participants arranged in the “solid” configuration. Imagine that heat is
applied to the solid.
2. Some of the bonds are broken so that participants are in groups of approximately
six.
3. These groups can wander around moving relative to each other; the “liquid” can
change shape.
4. Participants continue to vibrate more violently than a solid because of the higher
temperature achieved as heat is applied.
5. Try this in slow motion; it is a difficult procedure and participants will need
encouragement and instruction.
6. The groupings change. Bonds are broken and new bonds are made. The groups
get smaller as temperature rises, which makes the liquid more free-flowing.
7. All of this takes place within the same space as you started in the “solid”
configuration.
92
MOVING WATER
TOPIC AREA
Water cycle: evaporation and condensation
INTRODUCTORY STATEMENT
This lesson will use a demonstration to introduce the concept of water changing
forms through the process of evaporation and condensation.
SCIENCE PROCESSES
Observing
Generalizing
MATERIALS
For class demonstration:
1 hot plate
1 teakettle
2 large metal (aluminum) baking pans
1 tray ice cubes
Per student:
activity sheet
scissors and crayons
KEY QUESTION
What different forms will water take when it is heated or cooled?
BACKGROUND INFORMATION
This demonstration will bridge the gap between the concrete, real-life experience of
boiling water in the kitchen to the more abstract concept of the “water cycle”.
The “water cycle” can briefly be described as the continuous movement of the earth’s
water from the oceans, to the air and back to the ocean and land again.
The heat from the sun evaporates the water from the land and the ocean. The cool
air condenses the water vapor into water droplets or ice crystals. They fall to the
ground and the oceans in a process called precipitation.
In this demonstration, the water is heated by the hot plate instead of the sun. The
water vapor is invisible and may be found in the neck of the teakettle and just above
the spout. The steam represents the condensed water vapor in the air as it cools. It
is more visible as a liquid when it collects on the bottom of the metal baking pan as
water droplets. As the droplets fall to the ground, you can compare that to
precipitation or “rain.”
Around 75% of the precipitation falls back directly on the oceans. The rest
evaporates immediately from the ground or different surfaces or may soak into the
earth and become part of the ground water supply. Eventually, much of the surface
93
and ground water returns to the oceans, beginning the entire process over again.
Thus, the name “water cycle.”
MANAGEMENT SUGGESTIONS
1. Gather a teakettle, hotplate, 2 large aluminum baking pans and a tray of ice
cubes for the water cycle demonstration.
2. Run off a “Moving Water” activity sheet for each student.
PROCEDURE
1. Have students observe a steaming teakettle and describe what they see
happening?
2. Ask: “What is the steam made of?” “Where did it come from?”
3. Ask: “Is there some way we can get the steam or water vapor to return to a liquid
state?” hint. . . “How did they get the liquid to go to vapor?” “How can we get it to
go from a vapor to a liquid?” “ Can you think of something we use to cool down a
substance quickly?”
4. Fill a large aluminum pan with ice and place over a steaming kettle. Observe and
discuss.
5. When enough water droplets appear—shake pan downward slightly and ask
“What form of water does this remind you of?”
6. Ask: “Can you figure out a way to collect water drops and return them to the
teakettle?”
7. Discuss how scientists have assigned names to the different changes water
undergoes in the demonstration they have just seen. Discuss and define each.
1. From liquid to vapor—Evaporation
2. From vapor back to liquid—Condensation
8. Stress that the water is undergoing a change in form but the water molecule
always remains the same. The energy level of the water molecule affects
whether it is a solid, liquid, or gas.
WHAT THE STUDENTS WILL DO
1. Pass out copies of the activity sheet (or have students draw their own—labeling
the changes water undergoes during the demonstration, mainly—evaporation and
condensation).
2. Students should cut out “drops” and “water vapor” strips.
3. Cut slits on dotted lines and insert paper strips.
4. Students should explain the changes the liquid water undergoes in the
demonstration on the lines below the picture.
5. Cut out the cloud and the mountain lake scene. Ask students what objects in the
demonstration picture perform the same function in nature. Cut out the clouds
and fit them over the pan of ice cubes and put the mountain lake scene over the
cookie sheet and teakettle.
WATER PRECIOUS WATER, BOOK A
© 1988 AIMS Education Foundation
94
WATER PRECIOUS WATER, BOOK A
© 1988 AIMS Education Foundation
95
MAKING DEW
Activity
Can you get a liquid out of air? If air is cooled to a low enough temperature, or
subjected to a high enough pressure, the gases in it will condense into liquids. Here are
a few gases and the temperature at which they condense.
oxygen -183°C
nitrogen -196°C
helium
-269°C
But there is yet another liquid that you can get out of air. This one can be made to
condense in your classroom. Here is how.
YOU WILL NEED
• a tin can
• ice cubes
• a thermometer
WHAT TO DO
1. Fill the can half-full with water. Add two or three ice cubes and stir continuously
with your thermometer. Be careful not to break the thermometer.
2. Observe (by both looking and feeling) the sides of the can. At what temperature
do you first observe moisture forming on the can?
QUESTIONS
1. The temperature at which moisture
first forms on the can is called the
dew point. Why do you think it has
this name?
2. Scott was mowing the lawn one
evening. Suddenly he thought, “The
temperature must be at the dew
point.” How did he know?
3. List at least three places around your
home where you have noticed water
condensing. For each one, give the
reason why condensation occurred.
4. You have seen water come out of the
air, but how does it get into the air to
begin with? What is this process
called?
96
STILL MORE EXPERIMENTS!
One class made a list of hypotheses about change of state. Each student then
chose one hypothesis to investigate at home. Each student made a poster of his or
her findings. The teacher encouraged everyone . . .
• to make the poster neat and interesting
• to include his or her
S hypothesis
S plan
S results
S conclusion
• to make both qualitative and quantitative observations
• to use graphs and data tables when possible
Test one of the following hypotheses yourself, and report to the class in a similar
way. Remember, you may find that a hypothesis is not supported by your findings.
Sometimes an experiment will prove a hypothesis to be incorrect.
FIFTEEN HYPOTHESES
1. Hot water will cool at a faster rate than cool water.
2. Hot water freezes in a shorter time than cold water.
3. Different amounts of water freeze at the same temperature.
4. The mass of an ice cube is the same as the mass of an equal volume of water.
5. Water boils at the same temperature every day.
6. The more salt that is added to water, the cooler the salt water can be made with
ice cubes.
7. The lowest temperature that liquid water can be is 0°C.
8. Water with sugar dissolved in it evaporates slower.
9. Water always evaporates at the same rate.
10. The larger the quantity of water, the higher the temperature at which the water
will boil.
11. The dew point changes from day to day.
12. The longer the air conditioner is on, the lower the dew point will be in your
home.
13. The rate of evaporation of water depends on the amount of surface exposed to
the air.
14. The melting point of ice is the same as the freezing point of water.
15. You can make matter change state by adding heat to it.
97
Assessment
Grade 6
CHANGES IN MATTER
Classroom Assessment Example SCI.IV.2.MS.3
Using a Chinese checkerboard set in an open box, students should manipulate the set to
demonstrate the phase changes from solid to liquid to gas. Students should explain how heat
energy causes this process to occur. Ask them how they can tell heat energy is present.
Working in small groups, students will demonstrate the arrangement and motion of water
molecules. During class discussion, students should describe each change of phase:



In a solid, marbles should be next to each other, remaining in their holes, in a regular
pattern and slightly vibrating.
In a liquid, marbles should be rotating and vibrating throughout the checkerboard.
In a gas, marbles should be far apart with some marbles bouncing in the box, in constant
movement.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.2.MS.3
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
demonstration
Demonstrates
movement
without
connection to
phase changes.
Demonstrates one
phase change for
two states of
matter with
appropriate
amounts of
shaking.
Demonstrates two
phase changes for
three states of
matter through
appropriate
amounts of
shaking.
Demonstrates a
complete
understanding of
the phase changes
of the three states
of matter through
the heating and
cooling process.
Accuracy of
explanation
Explains the role
of heat energy
with significant
errors.
Explains the role
of heat energy in
causing phase
changes in two
states of matter.
Explains the role
of heat energy in
causing phase
changes in the
three states of
matter.
Explains the role
of heat energy in
causing phase
changes in the
three states of
matter and
through the
heating and
cooling process.
98
Physical Science
Worksheet
GRADE LEVEL:
Sixth
Topic:
Changes in Matter
Grade Level Standard:
6-3 Analyze changes in matter.
Grade Level Benchmark:
4. Describe common energy transformations in
everyday situations. (IV.2.MS.4)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are common energy transformations used in
everyday situations?
1.
“Electricity at Work” 
2.
“Hot” 
3.
“Making and Testing for Electricity” 
4.
“Magnetic Field of Earth” 
5.
“Energy Conversion” 
6.
“Energy From Thin Air” 

Activity is attached
Process Skills: Observing, Inferring, Formulating models, Communicating, and
Interpreting data
New Vocabulary:
mechanical energy, heat energy, sound energy, light
energy, electrical energy, magnetic energy, chemical food energy
99
ELECTRICITY AT WORK
You have probably seen warnings like this one below on appliances or power tools. As
helpful as it is, electricity in large amounts is deadly, and must be carefully controlled.
The familiar situations that you have been analyzing in the
Case Studies involve complex electrical parts and
arrangements. Large quantities of electricity are used in
Case Studies A and B. This is true for the operation of
most appliances in homes, stores, or industry. A
moderate amount is used in Case Study D. Care must be
exercised in using these amounts of electricity.
The device used in Case Study C requires only a small
amount of electricity—like most of the Explorations in this
unit. They are quite safe to do. Here are four experiments in which a small amount of
electricity works for you. You will notice that it does this by producing other forms of
energy. Watch for these energy forms.
In these experiments the electricity is supplied by dry-cell batteries such as those used
in flashlights.
ACTIVITY 1
Shedding a Little Light
Have you ever looked
closely at a flashlight
bulb?
YOU WILL NEED
 a length of thin copper wire
 a flashlight bulb
 a D-cell
What to Do
1. Using only these three items, find as many
different arrangements that will light the bulb.
2. Sketch each arrangement.
3. What form or forms of energy does the
electricity produce?
4. What are other examples of electricity used in
this way?
5. You have constructed an electric circuit?
Check the dictionary to find out the origin of
the word circuit. How is this significant? What would you say an electric circuit is?
100
ACTIVITY
1 & 2. Allow students, through trial and error, to find the arrangements that light the
bulb. Their sketches should be similar to the following:
3. Electricity from the battery produces light energy in the bulb and some heat
energy in the bulb and wire.
4. Other examples of electricity used in this way include signs, glowing heat
elements, street lights, automobile lights, flashlights, stadium lights, etc.
5. •
The electrical circuit is made up of a D-cell, a wire, and a flashlight bulb. You
may wish to point out that if any one of these elements is removed, the circuit
is broken and the bulb does not light.
•
The term circuit comes from a Latin word means “to go around.” It is an
appropriate term because electricity follows, or goes around, a circuit.
•
Have students write their own definitions of an electrical circuit in their
Journals. Refrain from giving them an exact definition at this time. You might
expect students to write such phrases as, “the path through which electricity
flows” or “a call and a wire to carry electricity.” Each is acceptable at this point
in the unit.
101
HOT
Electric Current
PURPOSE
To discover that the flow of electrons generates heat.
MATERIALS
1 AA battery
aluminum foil
scissors
ruler
PROCEDURE
# Cut a strip from the aluminum foil, 6
in. X 1 in. (15 cm X 2.5 cm).
# Fold the strip of foil in half lengthwise
twice to form a thin 6-in. (15-cm)
strip that will be used as a wire.
# Using one hand, hold one end of the
aluminum wire against each battery
pole.
# After 10 seconds, touch the
aluminum wire while you continue to hold the wire against the battery ends.
Caution: Do not hold the wire against the battery ends longer than 20 seconds.
The wire will continue to get hot and the battery is being discharged (losing its
power).
RESULTS
The aluminum wire gets hot.
WHY?
Touching the wire to the ends of the battery produces a path through which electrons
travel (an electric circuit). The electrons move out of the negative end of the battery
through the wire and back into the positive end of the battery. The movement of the
electrons causes the wire to get hot.
When a light bulb is placed in the electrical circuit, the electrons move through the
bulb. The movement of the electrons heat up the wire filament inside the bulb. The
hot wire filament becomes incandescent, that is, it gets so hot that it gives off light.
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MAKING AND TESTING FOR ELECTRICITY
There are many ways of producing electricity. In the following Exploration, you will try
three methods. For each method, test whether you were successful by using a flashlight
bulb or a homemade galvanometer. The galvanometer is much more sensitive and can
measure very small currents.
ACTIVITY 1
Making Electricity Testers
In this activity you will make two simple electricity testers. After making your testers,
check their operation with a dry cell.
A. A Flashlight Bulb Tester
YOU WILL NEED
• a flashlight
• 2 pieces of fine insulated wire, 1-m long, with 2 alligator clips attached
• a D-cell battery
• Masking tape
WHAT TO DO
Use the masking tape to attach the ends of the wires to the light bulb (as shown
below). Touch a clip to each pole of a dry cell to see if the tester detects
electricity.
B. A Homemade Galvanometer
YOU WILL NEED
• a 1-m length of fine insulated wire with 2 alligator clips attached
• a compass
• a D-cell battery
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WHAT TO DO
Wind about 20 turns of fine insulated wire right over the
north-south axis of a compass. Line up your needle in a
north-south direction, then touch the clips to the dry cell to
test your galvanometer. The needle will move if a current
flows—the larger the current, the larger the movement.
ACTIVITY 2
Making Electricity
A. A Liquid Cell
YOU WILL NEED
• a jar or beaker
• a strip of copper metal
• a strip of zinc metal
• dilute sulfuric acid
• your electricity testers
WHAT TO DO
Set up the cell as in the diagram. Do not allow the metal
strips to touch. Connect the light bulb tester as shown.
Does the bulb light up? How long did it stay lit? Did you
see anything happening to the copper or the zinc? Where
do you think the electricity is coming from? Do you think it
will go on forever? Rinse off the metal strips with water.
Then place them back in the acid. Attach the galvanometer
to the zinc and copper strips. What happens?
B. A Solar Cell
Solar cells are usually made from thin layers of very pure silicon. They are used to
provide electricity for a variety of things, from calculators to satellites. Do you know
of any other uses of solar cells?
YOU WILL NEED
• a solar cell
• a light source
• your homemade galvanometer
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WHAT TO DO
Attach your galvanometer to the solar cell. Line
up the needle with the north-south axis of the
compass. Put the solar cell under the light.
Does the needle move? Move the light closer,
then farther away. Did you see anything
happen? Move the light over the cell, from side
to side. Test your apparatus in sunlight. Where
do you think the electricity is coming from?
C. A Simple Generator
A generator is a device used for making electricity.
You will learn more about generators in the next lesson.
YOU WILL NEED
• a 2-m length of fine insulated wire
• a cardboard bathroom-tissue tube
• a strong magnet
• your electricity testers
WHAT TO DO
Wind about 50 turns of insulated wire around the outside of a cardboard bathroomtissue tube. Scrape the insulation from the ends of the wire, and connect them to
your light bulb tester. Quickly thrust one end of a strong magnet into the coil. Did the
bulb light up?
Now test the apparatus with your galvanometer. (Keep the compass needle away
from the magnet! ) Did the needle move? How could you make the galvanometer
move even farther?
Where do you think the electricity is coming from? What do you think you would find
inside a factory-made generator?
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MAGNETIC FIELD OF EARTH
TOPIC
Magnetism and Electricity
OBJECTIVE
The student will identify properties of magnetic fields, poles, and strengths.
CONCEPTS
Limitation
Diversity
SKILLS
Observing
Inferring
Formulating models
TEACHER SUGGESTIONS
The student should understand that the earth has a magnetic field before engaging
in this activity. As an alternate to sewing needle and corks, pins and small pieces of
styrofoam may be used.
DESCRIPTION
Constructing a magnetic compass to show how the earth behaves like a magnet.
GROUP SIZE
Individual or pairs
EQUIPMENT AND MATERIALS
Sewing needle
Bowl of water
Thumbtack
Cork
Magnet
PROCEDURES
The following may be used as an individual student worksheet.
1. Rub a sewing needle several times against a magnet.
2. Rub the needle in the same direction each time.
3. Put a thumbtack in the bottom of a cork.
4. Put the cork into a bowl of water with the tack down.
5. Lay the needle down on top of the cork.
6. When the needle stops turning, it will be pointed north and south. Give the
needle a little push to start it turning again.
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EVALUATION
Did the student explain how the earth is like a magnet? (The earth has two magnetic
poles, just like any magnet.) Note: The earth’s magnetic field affects the needle
which acts like a compass. Even though the concept that earth is a magnet is
incorrect, the comparison to a bar magnet is useful.
ADDITIONAL ACTIVITY
Place ½ of a file folder over a 6" bar magnet and sprinkle iron filings over the folder
paper. The filings will align themselves like the earth’s magnet field. (Note – the
needle is equivalent to one of the iron filings.)
TAKEN FROM
Science in a Sack
107
ENERGY CONVERSION
GROUP SIZE
Teacher demonstration for entire class
Small groups (2-4)
TIME
50-60 minutes
OVERVIEW
There are several forms of energy, all of which can be changed (converted) from one
to another. This activity illustrates that the stored (potential) chemical energy in
natural gas, alcohol, or the energy of electricity, can be converted into heat; and the
heat, in turn, can be converted into mechanical energy. Also, students can show that
energy of motion (mechanical) can do work.
OBJECTIVES
After completing this activity, students should be able to:
1. Name several different forms of energy.
2. Trace the energy changes in a simple model “steam turbine.”
3. Demonstrate the use of energy to do work.
4. Give examples of energy conversion in everyday devices.
MOTIVATOR
Review the meanings of the terms kinetic energy and potential energy, as well as the
various forms of energy.
Ask students to think about how they traveled to school this morning. Some may
have walked or ridden their bikes; some may have ridden on a bus; others in car.
Have them trace the energy changes that may have taken place during their trips to
school. Also have them identify the various forms of energy involved.
MATERIALS (for Teacher Demonstration)
Medicine dropper
Pencil with eraser
Ruler
Needle
Scissors
Manila folder
Compass (geometry)
Thimble
Test tube attached to supporting rod
Bunsen burner (or hot plate, propane torch, or alcohol lamp)
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MATERIALS (for Extension)
Push pins
Tape
Cottage cheese cartons
String
Paper clips
Stones
Round pencils with erasers
PROCEDURE
1. Use the compass to draw a circle five inches in diameter on the manila folder.
Use the same center for the compass, and draw a 1 inch diameter circle inside
the larger circle; and in the center, draw a third circle around the thimble.
2. Use the ruler to draw lines to the inner circle as shown in the diagram below, so
that the large circle is divided into eight equal parts.
3. Cut along the lines to the second circle. Next, bend half of each cut section back
along the dotted lines in the diagram (see below). The paper halves should be at
right angles.
4. Insert the straight pin into the rubber eraser of a pencil. Place the paper turbine
wheel over the end of the thimble and set it inside of the thimble on top of the
straight pin.
5. Put about 1 inch of water in a test tube and assemble the equipment shown in the
diagram below. (NOTE: This should be done as a teacher demonstration only.)
109
6. Insert the rubber bulb from the medicine dropper. Moisten the outside of the
medicine dropper and insert it carefully through the one-hole stopper. Insert the
stopper into the open end of the test tube, but don’t push it too tightly. Light the
Bunsen burner or other heat source and gently heat the water in the test tube. It
should be heated enough to boil (produce a jet of steam), but not enough to force
out the stopper. Ask the students to describe their observations and to trace the
energy changes that have taken place thus far.
7. Now hold the pencil with the thimble top of the turbine attached in such a way that
it turns freely, and direct the path of the steam against the paper blades of the
turbine. (NOTE: The jet will at first be invisible steam and then will be a jet of
condensed water droplets.)
Ask: What is happening to the blades? Why is this happening? Is work being done?
How do you know?
EXTENSION/FOLLOW-UP ACTIVITIES
To allow students to become involved, do this:
1. Divide the class into small groups. Have each group make a “paper turbine,” as
described in steps 1-4 of Procedure. However, this time omit the center circle
drawn around the thimble. (NOTE: To save time, you may wish to reproduce
patterns for the paper turbine.)
2. Instruct each group to insert a pushpin into the center of the turbine and then into
the end of a pencil eraser, as shown:
3. Tie a paper clip to the end of about 45 cm of string. Tape the other end of the
string to the “writing end” of the pencil.
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4. Cut 2 grooves in a clean, empty cottage cheese carton. Rest the pencil across
the grooves. (Weight down the carton with some stones.)
5. Instruct one student to blow on the blades of the “turbine” (or pour a steam of
water on the blades. Ask: Does the turbine turn? What happens to the string?
To the paper clip? Have you done work? How do you know? Trace the energy
that helped you do this work.
APPLICATION
Have interested students prepare reports on one of the following:
Wind (solar) energy conversion.
Energy conversion from falling water (waterfalls and dams).
Energy conversion from natural steam geysers (as the installation of Pacific Gas
and Electric Company at Geyserville, CA).
TEACHING STRATEGIES
Discussion
Demonstration
Simulation
Problem Solving
CONCEPT
Stored, or potential energy is easily changed into some form of kinetic energy that
can do work. Usually work is done with mechanical energy, one form of kinetic
energy. Ultimately, all potential energy that is changed to kinetic will become heat.
PROCESSES
Observing
Communicating
Interpreting Data
Formulating Models
111
RESOURCES
Teacher demonstration adapted from Interdisciplinary Student/Teacher Materials in
Energy, the Environment, and Economy. Prepared by NSTA, 1979. Copies available
from: U.S. Dept. of Energy Technical Information Center, P.O. Box 62, Oak Ridge,
TN 37830.
Energy, Engines, and the Industrial Revolution. (EDM-1032)
Agriculture, Energy, and Society. (EDM-1034)
ISCS, Probing the Natural World/1. Morristown, NJ: Silver Burdett, 1970.
Energy in Physics, 20 min. Color film, Walt Disney Educational Media, 500 S. Buena
Vista St., Burbank, CA 91521, 1984.
TAKEN FROM
State of Michigan Science Curriculum Support Guide Draft
K-3
Michigan Department of Education
Lansing, Michigan
112
ENERGY FROM THIN AIR
Melanie and Theresa were interested in generating electricity from wind. They decided
they wanted to design the most efficient windmill possible and make it their Science Fair
project. After reading about their project, put yourself in Melanie’s and Theresa’s shoes
as they face the judges at the Science Fair!
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IN THE HOT SEAT!
Here are some of the questions that the judges asked Melanie and Teresa at the
Science Fair. How would you have answered them?
(a) Why did you specify the distance between the windmill and the fan, as well as
the fan setting?
(b) How could you have measured wind speed?
(c) What made you conclude that 45° is the best angle for the blades?
(d) Why did you use a 100 g mass in the second experiment but not in the first?
(e) As you increase the length of the blade, doesn’t the mass of the blade increase,
offsetting any gain in performance?
(f) Why did you take the average of three readings—why not one reading, or ten?
(g) What other experiments could you have done to learn more about windmill
design?
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Assessment
Grade 6
CHANGES IN MATTER
Classroom Assessment Example SCI.IV.2.MS.4
After students have investigated various energy transformations, the following assessment can be
used:
Pairs of students will observe the energy transformation that occurs when 250 ml (one-half cup) of
cold water is combined with fifteen grams (one teaspoon) of calcium chloride in a locking
sandwich bag. Each student will write a description of the energy transformation that is occurring
and a description of a real-world application.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.2.MS.4
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
description energy
transformation
Describes an
observation that
does not include
an energy
transformation.
Describes the
energy
transformation
with no details.
Describes the
energy
transformation
with some details.
Describes the
energy
transformation
with many
details.
Accuracy of
description real-world
application
Does not
describe a realworld
application.
Describes a realworld application
with no details.
Describes a realworld application
with some details.
Describes a realworld application
with many
details.
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