8. what is solubility and filtration?Week of 11/04/13
This week we continued to test our five unknown solids by completing a solubility test and a filtration test. Each group dissolved 3 teaspoons of solvent into 10 ml of water and stirred vigorously for roughly 30 seconds. They then recorded their observations. They were looking to identify if the material dissolved completely or remained at the bottom of the cup.
Students began noticing that some of the material completely dissolved whereas others solids would not mix with water at all. The transparency of the water even changed! After mixing the solution students used filter paper to see if they could separate the solvent from the solution. The consistency of each material tested was very different and they were surprised to find that not all of the solids would filter out. Take a look! 7. Looking at mixtures and solutionsWeek of 10/27/13
This week the students took their test one step further by adding water to each of the five unknown solids. In their notebooks they recorded if the solids, collected together, began to effervesce (bubble up), produced an odor, became sticky or remained clear. They were astounded to find that each solid had it's own reaction to water. Essentially what each group began to create was a mixture. Recording these findings is putting them one step closer to identifying their mystery solids! 6. Collecting data and recording observations!Week of 10/24/13
Last week while we began looking at samples we also started collecting data to help us identify our five white unknown solids. Students discussed textures, the sound it made when you rubbed it against a piece of paper, how it smelled, if it left a mark on your hand, did it smudge or leave finger prints and finally was it more like a power or a crystal. Here are some of their findings:
5. Identifying 5 unknown solidsWeek of 10/21/13
Over the course of the next five weeks, the fifth grade scientists will be testing and working with 5 unknown solids. They will write down their physical properties and any physical or chemical changes that take place as we test their reactions to mixtures with other solids and liquids. Students will be testing pH to determine if the solutions are acidic or basic.
4. Vocabulary unit # 1Week of 10/07/13
Here is some of the vocabulary we have looked at since staring the unit. I will put up more vocabulary maps as we complete them. 3. All about me!Week of 09/09/13
Students brainstormed a list of characteristics that they have that help them become a successful scientist. Here are some of the characteristics that they came up with:
2. Developing an accurate diagram!Week of 09/16/13
Scientist use diagrams to help teach people about the parts of objects. In a diagram we discussed the importance of the following criteria:
1. working in teams!Week of 09/02/13
This year in science we will spend a lot of time working in teams. To help create a sense of "team" and camaraderie I posed the marshmallow challenge to the kids. In eighteen minutes the students had to work together to build the tallest free-standing structure that would hold the weight of a marshmallow. The materials the received were 20 pieces of spaghetti, one yard of tape, one yard of string and one marshmallow. They did a wonderful job rising to the challenge!
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Ms. Lohitsa
Teaching is a passion not a profession! Useful links Getting to know the Periodic Table Reversible & Irreversible changes A closer look at matter Salts and Solubility Vocabulary 1. Solid 2. Liquid 3. Gas 4. Mass 5. Matter 6. Volume 7. Atoms 8. Chemical 9. Physical properties 10. Chemical properties 11. Solubility 12. Filtration 13. Evaporation 14. Crystallization 15. Acids 16. Bases 17. Neutral 18. Texture 19. Mixtures 20. Solutions 21. Suspensions 22. pH |