Mixtures
Part 1
Prepare three cups. Put 1 level spoon (5 mL) of each solid material in each
cup. Observe the three solid materials. Fill in the property chart below.
Color
Texture
Particle
shape
Particle
size
Gravel
Powder
Salt
Part 2
Add 50 mL of water (one full syringe) to each cup. Stir and observe. Write
your observations on the opposite page.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 1—Notebook Master
Separations
How can a mixture be separated?
Procedure
Separate all three mixtures, using screens and filters.
1. Place a screen over an empty, labeled cup.
2. Stir the mixture thoroughly.
3. Pour the mixture through the screen.
4. Pour the mixture through the filter paper.
Did you separate the mixtures? Record your results.
Screen
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Filter paper
Investigation 1: Separating Mixtures
No. 2—Notebook Master
“Melt and Freeze” and
“Celsius and Fahrenheit” Review Questions
1. What is freezing?
2. What is melting?
3. What causes matter to melt?
4. Do all materials melt at the same temperature? Use examples to explain
your answer.
5. At what temperature does water freeze and ice melt?
6. At what temperature does water boil?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 3—Notebook Master
Making a Solution
Water
Gram pieces
Procedure
1. Weigh 50 mL of water. Record its mass on line 2.
2. Add 1 level spoon of salt to make a solution. 3. Weigh the solution carefully. Record its mass on line 1.
1. Mass of salt solution
g
2. Mass of 50 mL of water
g
3. Mass of salt
g
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 4—Notebook Master
Response Sheet­—Investigation 1
A friend made a solution. She used 100 mL of water and several spoons
of salt. All the salt dissolved. After making this solution, she realized she
needed to know how many grams of salt she had used so that she could
make another solution just like the first one.
a. How could she find out the mass (grams) of the salt she used to make the solution?
b. Explain why your plan would work.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 5—Notebook Master
“Mixtures” Review Questions
1. What is one way to classify matter?
2. Name some solids. What properties do all solids share?
3. Name some liquids. What properties do all liquids share?
4. Name a gas. What properties do all gases share?
5. Look at the three photos on page 15. Describe each of the mixtures in
terms of the states of matter in each.
6. Describe what a solution is and give some examples.
7. What is dissolving? Name some things that dissolve in water. Name
some things that do not dissolve in water.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 6—Notebook Master
“Taking Mixtures Apart” Review Questions
1. What are some properties used to separate mixtures?
2. When might a magnet be a useful tool for sorting different materials?
3. Tell about evaporation. What happens to separate the parts of the
solution?
4. How would you describe the crystals of salt (sodium chloride) that you
observed after evaporating the salt solution? Did they look like the
crystals pictured on page 21?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Separating Mixtures
No. 7—Notebook Master
Soft-Drink Recipes
Solution 1. 3 spoons of powder and 1000 mL of water
Solution 2. 1 spoon of powder and 1000 mL of water
Similarities
Differences
Solution 1
Solution 2
Solution A. 2 spoons of powder and 1000 mL of water
Solution B. 2 spoons of powder and 500 mL of water
Similarities
Differences
Solution A Solution B
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 8—Notebook Master
Salt Solutions 1 and 2
Solution 1. 1 spoon of salt and 50 mL of water
Solution 2. 3 spoons of salt and 50 mL of water
Similarities
Differences
Solution 1
Solution 2
Mass and volume of Solutions 1 and 2
Solution 1
2
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Mass (g)
Volume (mL)
Investigation 2: Concentration
No. 9—Notebook Master
Comparing Salt Solutions
Compare Equal Volumes
If you compare the mass of 50 mL of Solution 1 with the mass of 50 mL of
Solution 2, what will you observe?
Prediction
Measured mass:
Solution 1 ________ Solution 2 ________
Salt Solution 3: 3 spoons of salt and 150 mL of water
Is Solution 3 more concentrated, less concentrated, or the same
concentration as Solution 2? Explain your answer.
Focus Question
How can you determine which salt solution is more concentrated?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 10—Notebook Master
Response Sheet—Investigation 2
Solution 1
2 spoons of salt
50 mL of water
Solution 2
4 spoons of salt
100 mL of water
Solution 3
5 spoons of salt
150 mL of water
A student wanted to compare these three salt solutions.
a. How could she compare the solutions mathematically?
b. How could she use a balance to determine which solution is the most
concentrated?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 11—Notebook Master
“Concentrated Solutions” Review Questions
1. Look at Pots A and B in Step 4 on page 29. Pot A shows the solution of
orange juice before evaporation, and Pot B shows the same solution
after some of the water has evaporated. What’s the same and what’s
different?
2. Which solution on page 30 is more concentrated, Solution X or
Solution Y?
3. Describe how a balance or a scale can be used to determine the
concentration of two different salt solutions.
4. Look at the four salt solutions on page 31 (A, B, C, and D). Put them in
order from most concentrated to most dilute.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 12—Notebook Master
“The Air” Review Questions
1. Describe the components of the mixture we call air.
2. How is evaporation involved in the water cycle?
3. What gases make up the atmosphere around the International Space
Station, about 340 km above the surface of Earth?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 13—Notebook Master
Liquid Layers
Use the straws to record the colors of the salt solutions you tried to layer.
When you succeed in layering all four solutions, put them in order in the
table below, from most concentrated to least concentrated.
Color
Least concentrated
Most concentrated
Which solution is most dense? Which is least dense?
Why do you think so?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 14—Notebook Master
“Carbon Dioxide Concentration in the Air” Review Questions
1. What kind of work did scientist Charles David Keeling do? What did he
discover?
2. If humans started burning half as many fossil fuels as we did in 2004,
what might the graph look like?
3. What might the graph look like if humans stopped burning fossil fuels
altogether?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Concentration
No. 15—Notebook Master
Saturating a Solution
Determine the amount of solid material required to saturate
50 mL of water.
Procedure
1. Put a filter paper in the funnel. Wet the
paper to soak it.
2. Place a labeled cup under the funnel.
3. Pour the saturated solution from the bottle
into the wet filter.
4. Place the saturated solution on one side of
the balance. Put a cup with 50 mL of water
on the other side.
5. Add gram pieces to the water until the
system is balanced.
Saturated
solution
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
50 mL of water
and gram pieces
Investigation 3: Reaching Saturation
No. 16—Notebook Master
Response Sheet—Investigation 3
A student wrote in his
notebook:
I made three solutions of
water and sugar. I put
the same amount of water in
each bottle. I added sugar.
Bottle
Spoons of Sugar
1
2
2
4
3
6
I shook each bottle for 1 minute. When I was done,
I knew I had a saturated solution in Bottle 3.
1
2
3
The student’s bottles are shown above. In Bottle 2, he drew the liquid
level and his idea of where the sugar was in the solution.
a. Draw the liquid level in Bottles 1 and 3.
b.Draw Xs in Bottles 1 and 3 to show where the sugar is.
c. The student knew he had a saturated solution in
Bottle 3. How could he be sure the solution was saturated?
d. If the student used Epsom salts instead of sugar, would you expect the
same results? Why or why not?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Reaching Saturation
No. 17—Notebook Master
Solubility Table
Material
Appearance
Amount needed to saturate 50
mL of water (g)
Barium bromide
Small white grains
52
Citric acid
Small white grains
67
Epsom salts
Small white grains
40
Salt
Small white grains
17
Sodium acetate
Small white grains
26
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Reaching Saturation
No. 18—Notebook Master
Mirror Challenges A
Show the places where mirrors need to be positioned to
solve each challenge. Add the lines that show how light
will reflect off the mirrors.
Example: Place mirrors to make light shine to the left.
1. Place mirrors to make light shine on one side of the
flashlight.
2. Place mirrors to make light shine in two different
directions.
3. Place mirrors to make light shine on an object behind
the flashlight.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 19—Notebook Master
Mirror Challenges B
4. Place mirrors to shine light on the back of the first reflecting mirror.
5. Stand a book in front of the flashlight. Place mirrors
to shine light “through” the book.
6. Make up your own challenge, and show how to solve it.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 20—Notebook Master
“Light Interactions” Review Questions
1. What must happen for you to see an object?
2. What happens when light reflects?
3. What kinds of surfaces reflect light?
4. What can you use a mirror for?
5. What happens when light refracts? Describe an
example you have observed.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 21—Notebook Master
Response Sheet—Investigation 4
Rita had been investigating light in her science class.
She wrote some of her observations in her science
notebook.
I shined a flashlight on an apple. I think the apple
looks red because the apple absorbs the color red. The
other colors just bounce off the apple so I just see the
red.
Are Rita’s observations of light correct? If not, describe
how they are wrong and what you would tell Rita to
correct her ideas.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 22—Notebook Master
“Throw a Little Light on Sight!”
Review Questions
1. Why couldn’t Sara see anything when she first went
into the exhibit at the Lawrence Hall of Science?
2. Why did Sara’s orange appear black in blue light?
3. Why did Sara’s lime appear green in white light?
4. How will Sara’s lime look in red light? Explain why.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 23—Notebook Master
“More Light on the Subject”
Review Questions
1. Why does a green leaf appear green in sunlight?
2. How does vision work?
3. How do mirrors work, and what can they do?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 24—Notebook Master
Forms of Energy
Station
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Observations
Forms of
energy
Investigation 4: Light and Energy
No. 25—Notebook Master
Circuits and Energy Review
1. Think about your explorations at the circuit stations.
For the circuits to work, what was needed?
2. Which materials at the circuit stations were
conductors? Which materials were insulators?
3. What is energy?
4. How do you know energy is being used?
5. Think about the different forms of energy, such as
mechanical, light, thermal, electrical, and sound.
Describe some ways that energy is used.
6. How does energy from the Sun help life activities?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Light and Energy
No. 26—Notebook Master
Procedure for Constructing Pendulums
Materials
1
String, 50 cm
1 Meter tape
1
Paper clip
1 Penny
•
Masking tape
Directions
1. Tie one end of the string securely to the paper clip.
2. Measure exactly 38 centimeters (cm) from the tip of the
paper clip along the string. Fold the string back at exactly
the 38 cm mark.
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
3. Put a tiny piece of masking tape around the string to make a
loop. The loop should be large enough to hang over a pencil.
Remeasure to make sure the pendulum is 38 cm from the tip
of the paper clip to the top of the loop.
4. Clip a penny in the paper clip. You have made a pendulum.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 27—Notebook Master
“What Causes Change of Motion?”
Review Questions
1. How do you get an object to start moving?
2. How do you get a moving object to stop?
3. Starting and stopping are two changes of motion.
What are some other changes of motion?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 28—Notebook Master
Pendulums Data Table
Variables
Experiments
Time
Bob
mass
Release
position
Length
Prediction
Number of
swings
1. Standard
2. Release
position
3. Mass
4. Length
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 29—Notebook Master
Pendulums Picture Graph
Number of swings in 15 seconds
0
5 6 7 8 9 10111213141516171819202122232425
10
Length of pendulum (centimeters)
20
30
40
50
60
70
80
90
100
Length
Swings
110
120
130
140
150
160
170
180
190
200
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 30—Notebook Master
Response Sheet—Investigation 5
A student wanted to know what would
happen in the pendulum experiment if
she changed the mass of the bob. When
she set up her new pendulum, she used
a quarter instead of a penny. She used
a thinner thread instead of using string.
She knotted the string instead of using
tape. She made both pendulums
38 centimeters (cm) long from the top of
the loop to the bottom of the paper clip.
Just before the student started, her friend
asked if she was sure she was controlling
all the variables she needed to.
38 cm
thinner
thread
38 cm
string
1. Did the student control all the
variables she should have? Explain
your answer.
Standard
New
pendulum
pendulum
2. Define a controlled experiment.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 31—Notebook Master
Two-Coordinate Graph
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 32—Notebook Master
Graphing Conventions
Procedure
1. Label the x- and y-axes.
• The independent variable (what you knew before
you did the experiment) goes on the x-axis.
• The dependent variable (what you found out)
goes on the y-axis.
2. The origin of the graph (0, 0) is usually placed at the
lower left corner, on the first line of each axis.
3. Label each axis with numbers and units, making
sure you use equal intervals. (For example: 0, 1, 2, 3,
… or 0, 5, 10, 15, …)
4. Plot the points according to the data you collected.
5. Draw a line to connect the points or a line of best fit.
6. Give your graph a title.
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 33—Notebook Master
“Galileo and Pendulums”
Review Questions
1. How would you design a controlled experiment to
test if a playground swing operates by the same rules
as the smaller pendulum made of string, a paper clip,
and a penny?
2. What would be the independent, dependent, and
controlled variables in your experiment?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 5: Motion and Variables
No. 34—Notebook Master
Design an Experiment—Flipper System
Part 1
Write your question.
Plan your experiment. What equipment and/or
technology is needed?
Describe the standard launch setup.
• What is being launched?
• Where is the object placed on the flip stick?
• How far out is the flip stick positioned?
• How far down is the flip stick pressed?
Part 2
Draw a picture of your standard launch setup.
Plan and describe what you will measure and record.
Part 3
Set up your flipper experiment.
• Describe the independent and dependent variables.
• Make a prediction. (What is your hypothesis? What
do you expect to happen and why?)
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 6: Flippers
No. 35—Notebook Master
Design an Experiment—Flipper System Data Table
Variable tested: _____________________________
How the variable will
change
1
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Trial number
2
3
4
Result
Investigation 6: Flippers
No. 36—Notebook Master
Response Sheet—Investigation 6
Two students were designing parachutes made out of napkins
for their toy action figures. They wanted to find out if changing
the size of the napkin parachute would make the toy figures fall
to the ground more slowly.
1. Write a step-by-step procedure that the students could
follow to determine if changing the size of the parachute
would make the toy figures fall to the ground more slowly.
2. What is the dependent variable they will measure to test
the effect of parachute size?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 6: Flippers
No. 37—Notebook Master
“Springs in Action” Review Questions
1. How is a bow like a flipper system?
2. What happens to the particles (atoms) in a spring
when the spring is compressed?
3. Springs can transfer mechanical energy. What can
springs be used for?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 6: Flippers
No. 38—Notebook Master
“Graphing Data” Review Questions
1. What is the difference between the independent
variable and the dependent variable in an
experiment?
2. Which variable is placed on the x-axis?
3. Which variable is placed on the y-axis?
4. Which variables did Rosa control in her experiments?
5. Rosa drew card number 13 next. Where should she
place the basket to catch the egg?
6. Rosa placed the basket at the 68 cm position and
caught the egg. What number did she draw?
7. How might you improve Rosa’s game design?
FOSS Mixtures, Force, and Energy Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 6: Flippers
No. 39—Notebook Master