Name: ______Date ______Period ______
LAB WATER WORLD
Objective: Students will be able to:
Explain the phenomenon for each example at each water station in terms of water properties: polarity, hydrogen bonding, cohesion, adhesion, ions, density, and surface tension.
In your groups, travel around the room from station to station and follow the instructions. Make sure to answer ALL the questions and copy down any necessary observations and data. You may have time to come back at the end so move on to the next station when time is up. Each group member should be working together and have all of the questions answered. You may use your notes/book as a reference during this lab.
STATION #1: Temperature Change in Different Volumes of Water
The temperature of water in each beaker was measured this morning at 6AM. Observe then record the temperature of the water in each beaker on your data table. Write your quantitative observations on the chart.
STATION #2: Oil and Water
Observe and record the water and oil interaction in the graduated cylinder. Record your observations.
STATION #3: Glass Graduated Cylinder
Look carefully at each cylinder; observe their height, diameter and the water in each of the graduated cylinders. Record qualitative data from the graduated cylinders.
STATION #4: Paper Clips in a Test Tube
Fill the test tube with water to the black line using water from the large source beaker. Count the number of paper clips that can be added to the test tube to raise the water to the very top without spilling over. Hold the test tube at eye level to observe what the water is “doing”. Record qualitative and quantitative data. Empty the water out of the test tube, catch the paper clips and return them to station #4.☺
STATION #5: Floating Paper Clips
Part A: Make sure your petri dish is filled with water to the brim (but not overflowing…!). If your Petri dish needs additional water, carefully pour some more into the Petri dish from the small beaker at the station. Use the small plastic coated paper clip and your fingers to “float” the clip on the surface of the water. Record your qualitative observations.
Part B: Add two drops of soapy water to your Petri dish (while the paper clip is still “floating”) with a dropper. Record you observations. Wash off the Petri dish and the paper clips with fresh water then return them to station #5. ☺
STATION #6: Salt Water
Fill the 250 ml beaker with fresh water. Add one level teaspoon of salt (NaCl). Stir with the plastic stirring rod. Record your qualitative observations. Empty the contents into the sink, rinse with fresh water and return them to station #6. ☺
STATION #7: Carnation/Celery
The carnation and/or celery were placed in the beaker with red food coloring one week ago. Record your qualitative observations.
STATION #8 Graduated Cylinders and Black/Blue Dye
Add water to the large and small graduated cylinders until each is half full. Add two drops of the dye and record the time it takes for the dye to reach the bottom. Record qualitative and quantitative data. Empty the graduated cylinder in the sink, rinse with fresh water and return them to station #8. ☺
STATION #9: Ice and Water
Add room temperature water to the large beaker until it is half full. Add one ice cube. Record your qualitative observations. Empty the beaker into the sink. ☺
STATION #10: Penny Station:
1. Make a prediction about the number of water drops a penny can hold (heads or tails) until the water spills over onto the paper towel.
2. Place a dry penny on a paper towel.
3. Use a dropper to place drops of water on the penny (one at a time) until any amount of water runs over the edge of the penny!
4. Record the number of drops in your data table.
WATER WORLD INVESTIGATION DATA SHEET
***Write all answers in FULL, COMPLETE sentences! Include all appropriate vocabulary!***
STATION #1: Temperature Change in Different Volumes of Water
Beaker / Start Temperature (°C) / During Lab Temperature (°C)1.) Large / 20 C
2.) Medium / 20 C
3.) Small / 20 C
1. What property of water would explain the difference in the temperature of the beakers? EXPLAIN! DON’T FORGET UNITS AND CITE QUANTITATIVE DATA IN YOUR ANSWER! Textbook Page No.:______
______
STATION #2 Oil and Water
Qualitative Data/Observations:
______
Is this an example of a solution? Why or Why not? USE THE FOLLOWING VOCABULARY WORDS IN YOUR EXPLANATION: solute, solvent, hydrophilic, hydrophobic, polar molecule(s), non-polar molecule(s). Textbook Page No.:______
STATION #3: Glass Graduated Cylinders
Qualitative-Quantitative Data/Observations:______
______
Explain which water property(ies) is (are) being demonstrated at this station. Textbook Page No.:______
____________ ____________
______
STATION #4: Paper Clips in a Test Tube
Qualitative Data/Observations:______
______
1. How many paper clips did you fit into the test tube before it overflowed? ______
2. What did the water do before it overflowed? Why did it “act” this way? EXPLAIN!
Textbook Page No.:______
STATION #5: Floating Paper Clips
Part A: Record your observations: ______
Part B: Record your observations: ______
1. Explain what property of water you were witnessing in Part A. Make sure to include WHY you were seeing this property. Textbook Page No.:______
______
2. Explain how the clip responded, if at all, in Part B. Why did this happen?
Textbook Page No.:______
______
STATION #6: Salt Water
1. Is this a solution? Why or Why not? ______
______
2. Which substance is the solute? ______Solvent? ______
3. Explain exactly how water is so effective at dissolving these substances.
Textbook Page No.:______
______
______
STATION #7: Carnations/Celery
1. EXPLAIN what happened to the carnations using your “water” vocabulary and knowledge of water properties.
Textbook Page No.:______
STATION #8: Graduated Cylinders and Blue/Black Dye
Large Cylinder: Time (sec) for water to turn blue= / Small Cylinder: Time (sec) for water to turn blue=1. What water property is being demonstrated? ______
2. How was water able to disperse the drops of dye in the cylinder? Explain.
Textbook Page No.:______
______
STATION #9: Ice and Water
Qualitative Data/Observations:
______
1. Explain in detail why water and ice behaves as it does in this observation.
Textbook Page No.:______
______
STATION #10: Penny Station
1.
Number of Water Droplets a Penny Can Hold / Prediction / Actual Findings2. Examine your results. How do your results compare with your prediction? Why do you think this happened?
3. What property of water made it possible for so many drops of water to stay on the penny? Explain. Your answer should include the terms: cohesion and surface tension.
Name: ______Date: Period:
Part 1: Vocabulary for the Lab Investigation “WATER WORLD “
Key Term / MeaningCovalent Bond
Structural formula
Polar Molecule
Non-Polar Molecule
Hydrogen Bond
Cohesion
Adhesion
Ions
Ionic Bonds
Surface Tension
Solvent
Solute
Aqueous Solution
Hydrophilic
Hydrophobic
Quantitative Data
Qualitative Data
Sketch and label several interacting water molecules. Include the following: oxygen, hydrogen, hydrogen bonds, covalent bonds, + and – charges. / Sketch and label ONE water molecule (Bohr model) representing its polarity. Includes: hydrogen, oxygen, + and – sides, electrons, electron shells, and covalent bonds.
WATER WORLD INVESTIGATION TEACHER EQUIPMENT LIST
(9 –typing paper size labels, labeled with identifier: Station # 1-10. The station labels could be taped to ring stands)
STATION #1: Temperature Change in Different Volumes of Water.
· 3 Beakers, Large, Medium, Small, 3 thermometers
STATION #2 Oil and Water.
· 100ml graduated cylinder, 50 ml water with red food coloring and 50 ml vegetable oil, add water then oil to the cylinder.
STATION #3: Glass Graduated Cylinders.
· 3 graduated cylinders, 1- 100 ml, 1-50 ml, 1-25 ml., blue food coloring. Add 25 ml water to each cylinder, add 1-2 drops of food coloring.
STATION #4: Paper Clips in a Test Tube.
· 10 - 15cm tall test tubes ( draw a black line 5mm from the top of the tube), 2-3 test tube racks, 5-beakers for water, 2 boxes of large paper clips, drying towels,
STATION #5: Floating Paper Clips
· 5- 250 ml beakers for water, 10 plastic Petri dish (use the bottom half, draw a black on the side at 1/2 half the distance) 1-250ml beaker with a soap solution + label on the beaker, 5 pipettes, 20 small plastic coated paper clips or small pins, 5-tweezers.
STATION #6: Salt Water
· 5- 250 ml beakers for water, 5 teaspoons, 5 plastic stirring rods (type used for coffee), and a 2 lb container of salt-regular Morton salt or mix it with Epsom salt.
STATION #7: Carnations/Celery
· 500ml flask with water and red food coloring, set carnations in water 1 week before needed. If using stalks of celery set in water with dye 2-3 days before needed.
STATION #8: Graduated Cylinders and Blue/Black Dye.
· 5- 100ml graduated cylinders, 5- 50ml graduated cylinders, 1- 250ml beaker with water and black or blue food coloring, 5 pipettes
STATION #9: Ice and Water
· 1-500ml beaker with room temperature water, container of ice cubes (ask the lunch room or gym for ice)
STATION #10: Penny Station:
· 1. 3 pennies droppers, paper towels
WATER WORLD INVESTIGATION ( ANSWER KEY )
*Text: Biology Exploring Life Use as MANY vocabulary words as possible.
STATION #1: Temperature Change in Different Volumes of Water.
Beaker / Start Temperature (°C) / End of Lab Temperature (°C)1.) Large / Varies 23 °C / Varies- warmest
2.) Medium
3.) Small / 21°C / coldest
1. What property of water would explain the difference in the temperature of the beakers? EXPLAIN!
· Textbook Page No.: 83. Temperature is the amount of energy associated with the random movement of water molecules. The motion of water molecules are the same in beakers with the same temperature. Thermal energy has transferred from the smaller beaker faster than the large beaker. Cooling water , molecules slow, temperature drops, more hydrogen bonds form and releases more thermal energy-heat. The larger beaker has more thermal energy
STATION #2 Oil and Water. Qualitative Data/Observations:
· Oil rests on top of the red dyed water, they did not mix.
Is this an example of a solution? Why or Why not? USE THE FOLLOWING VOCABULARY WORDS IN YOUR EXPLANATION: solute, solvent, hydrophilic, hydrophobic, polar molecule(s), non-polar molecule(s).
· Textbook Page No.: 81, 84. It is not a solution because it is not a uniform mixture. The polar water molecules are hydrophobic to the oil molecules. The oil is not hydrophilic to the water. The oil is not a solute because it did not dissolve in the water. Non polar molecules do not attract each other
STATION #3: Glass Graduated Cylinders. Qualitative-Quantitative Data/Observations:
· Three different sized cylinders each with the same ml of water.
Explain which water property(ies) is (are) being demonstrated at this station.
· Textbook Page No.: 81. Each polar water molecule is held together by hydrogen bonds. The H of one molecule is attracted to the O of another molecule. The water takes the shape of the container.
STATION #4: Paper Clips in a Test Tube. Qualitative Data/Observations:
1. How many paper clips did you fit into the test tube before it overflowed? 25, varies
2. What did the water do before it overflowed? Why did it “act” this way? EXPLAIN!
· Textbook Page No.: 82 As the water reaches the top it creates a concave “bubble” The polar water molecules are cohesive and attract each other .
STATION #5: Floating Paper Clips
Part A: Record your observations: Paper clip or pin floats on plain water .
Part B: Record your observations: Clips/pin sank with 1-2 drops of soap.
1. Explain what property of water you were witnessing in Part A. Make sure to include WHY you were seeing this property.
· Textbook Page No.: 82. Witnessed the waters ability to hold together and float the clip. The polar water molecules are helded together by hydrogen bonds were cohesive. Creating a “strong” surface tension.
2. Explain how the clip responded, if at all, in Part B. Why did this happen?
· Textbook Page No.: 82. The clip sank. The soap weakened the hydrogen bonds(made the water less cohesive), weakened the surface tension and the clip sank. Suface tension is reduced…
STATION #6: Salt Water
1. Is this an aqueous solution? Why or Why not?
· It is an aqueous solution, the salts dissolved in the water.
2. Which substance is the solute? Salt-Epsom Salt mix. 3. Which substance is the solvent? Water
4. Explain exactly how water is so effective at dissolving these substances.
· Textbook Page No.:84, 81, 78. Then negative oxygen pole on a water molecule attracts the positive sodium ion in salt while the positive hydrogen pole on a water molecule attracts the negative chlorine ion in the salt and the molecular motion of water pulls the salt apart dissolving it in the water. _ Then negative oxygen pole on a water molecule attracts the positive magnesium ion in Epsom salt while the positive hydrogen pole on a water molecule attracts the negative sulfate ion in the salt and the molecular motion of water pulls the salt apart.
STATION #7: Carnations/Celery
1. EXPLAIN what happened to the carnations using your “water” vocabulary and knowledge of water properties.
· Textbook Page No.: 82. The red water in the beaker moves to the leaves through the vascular bundles. Evaporation of water from the leaves pulls the water upward in the plant. Hydrogen bonds cause water molecules to be cohesive and stick together. The water molecules are attracted to and stick or adhere to the walls of the vascular bundles. As the water moves up the plant it pulls along the red food coloring molecules. The red food coloring is attracted to and adheres to the polar water molecules.
STATION #8: Graduated Cylinders and Blue/Black Dye.
Large Cylinder: Time (sec) for water to turn blue= Vary / Small Cylinder: Time (sec) for water to turn blue=1. What water property is being demonstrated? Random movement of water molecules-temperature.
2. How was water able to disperse the drops of dye in the cylinder? Explain.