Science - Unit D Day 4

Science - Unit D Day 4

SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.​

​TODAY’S TARGET: Recognize that solids, liquids, and gasses can be described by color. Recognize that the texture of an object is observed by touch. Recognize that temperature is the amount of heat in an object, is measured with a thermometer, and is recorded as degree Celsius (C).

Multiple Choice

A student is investigating a sample of matter. Her observations show that the sample has a mass of 65g, a volume of 65ml, and a temperature of 30°C. The sample is clear and smooth. The volume does not change when the sample is moved from one container to another, and the shape does not change. The sample is MOST LIKELY:

• water

• ice

• water vapor

• There is not enough data to determine what the sample might be

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Multiple Choice

Which of the following means "light passes through, but we cannot see clearly through."

• opaque

• translucent

• transparent

Multiple Choice

When observing objects and materials, we can use _______________ to provide descriptions

• digital scales

• our senses

• paper

• liquid

​TEXTURE

​One of the basic properties of matter that is confusing to describe is texture. Texture is how an object’s surface feels on the skin. For example, the texture of a desk top is smooth on the skin. Sandpaper would feel rough, or coarse, on the skin.

​Texture is confusing because it is one of those areas in elementary science where we really are expressing an opinion. The same piece of sand paper may feel coarse to one person, but smooth to another. For elementary science, this is ok. There are actually texture scales: for example, number 60 sandpaper is very coarse, and number 400 is not as coarse. We don’t need to know that, it just helps us understand why texture can be confusing to describe.

Multiple Choice

Texture is confusing because it is one of those areas in elementary science where we really are expressing a/an _____________.

• fact

• opinion

• piece of data

• answer

​Generally, we can all agree that sandpaper is rougher than a desk top. This is usually how we look at texture in elementary science: comparing two surfaces’ textures. Which do you think would be smoother, the surface of the whiteboard, or the surface of the carpet?

​Texture is also confusing because we might feel the surface of the whiteboard and think it is hard, while the surface of the carpet is soft. Texture has more to do with how the surface feels when you rub your hand across it.

Multiple Choice

Texture has more to do with how an object feels when ____________________.

• you touch it.

• rub your hands across it

• you eat it

• when you hold it

Texture becomes important to understand when we begin to look at objects moving. For example, do you think dragging a book over the desk top would be easier than dragging then same book across number 60 sand paper? It probably would. This is an effect of friction: contact between two surfaces that opposes motion. The rougher a surface, the more friction it will produce. Surface with more friction (rougher) are harder to move objects across.

​Sometimes that friction is a good thing: that’s why there is a mat or a carpet inside the front door of the school. That surface of the mat produces friction to prevent you from slipping on the floor when you come in from a rainy day.

Multiple Choice

The rougher a surface, the more/less friction it will produce.

• MORE

• LESS

Multiple Choice

contact between two surfaces that opposes motion.

• weight

• mass

• friction

• texture

​Even though texture can be confusing because it is based a little bit on an opinion, texture is important to understand. Texture can be used to compare and contrast two objects that are otherwise very similar in color and shape for example.

Multiple Choice

A group of students have a sample of gas contained in a jar with the lid closed. When the lid is opened, the students conclude the gas has expanded to fill the jar, and when the lid is removed, expanded to fill the room the jar is in. The BEST evidence for this conclusion is:

• when the jar was opened, many students observed a new smell spreading through the room

• there was nothing in the jar to begin with

• the gas was invisible, so there was no way to observe it expanding to fill the room

• the mass of the jar did not change when the lid was removed (the jar and the lid were measured together)

​ACTIVITY: Air Temperature

Materials:

thermometers: one per student/group

notebooks

​

Procedures: Students will measure and record the air temperature. Using a thermometer (glass liquid‐filled), students will measure and record the air temperature of the classroom. Students will them move to the hall, courtyard, field... as far out as you can/want to go. Have students measure the temperature in the sun and in the shade outside. As they gather this data, be sure that students record the location, date and time, and record in degrees Celsius.