Science Inquiry Solids, Liquids, and Gases

Science Inquiry Solids, Liquids, and Gases

Solids,
Liquids,
and Gases

by Joe Baron



Solids,
Liquids,
and Gases

by Joe Baron

Solid or Liquid? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Attract or Not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Gone But Not Forgotten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Investigate Solids, Liquids, and Gases. . . . . . . . . 6

ZQuestion: What can you observe and infer
about what is inside a balloon?

Investigate Liquids and Solids . . . . . . . . . . . . . . . . 10

ZQuestion: What can you observe about the
liquids and marbles in three jars?

Math in Science . . . . . . . . . . . . . . . . . . . . . . 14

Measuring Length and Comparing Weight

Investigate Length and Weight . . . . . . . . . . . . . . . 18

ZQuestion: How can you measure the length
and compare the weight of objects?

Investigate Floating and Sinking . . . . . . . . . . . . . 22

ZQuestion: What are some objects and shapes
that float and sink?

Investigate Property Changes . . . . . . . . . . . . . . . . 26

ZQuestion: What happens to the properties of some
solids when you put them in water?

Do Your Own Investigation. . . . . . . . . . . . . . . . . . . . 30

How Scientists Work . . . . . . . . . . . . . . . . . 34

Repeating Investigations to Check Results

Snap!Science in a

Solid or Liquid?

Put a ball of clay in a small cup. Put it in
a large cup. Is the clay a solid or a liquid?
How do you know?

4

Attract or Not?

List 5 objects in the room. Predict whether a
magnet will attract each object. Test each
object with a magnet. What can you infer
about the kinds of objects that magnets
attract?

Gone But Not Forgotten

Put an ice cube on a paper plate.
Think of ways you can make the
ice cube melt. What materials
would you use to make the ice
cube melt fast? What would you
do? Choose one idea. Make a plan.
Try it. Why do you think the ice
cube melted fast?

5

Investigate Solids, Liquids,
and Gases

What can you observe and infer
about what is inside a balloon?

Science Process Vocabulary

observe verb

When you observe
an object, you can
tell how it looks,
feels, and sounds.

infer verb

You can use what you
observe to infer.

The brick keeps
its shape, so I
infer that it is

a solid.

6

Materials

safety goggles balloon A balloon B balloon C 3 plastic cups masking
tape
scissors

What to Do

1 Put on your safety goggles. Gently

squeeze balloon A to feel what is inside.
Record your observations in
your science notebook.

2 Repeat step 1 with

balloons B and C.

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What to Do, continued

3 Infer from your observations whether the material in

each balloon is a solid, a liquid, or a gas. Write in your
science notebook.

4 Label 3 cups as

shown in the
picture.

5 Cut off the top of

each balloon.
Pour the material
in each balloon
into the cup with
the same label.

6 Observe the material in each cup. Record your

observations.

8

Record SMciyence
Notebook
Write in your science notebook. Use a table
like this one.

Balloon What I Observe What I Infer What I Observe
in Balloon in Cup

A

B
I oberved ————.

Share Results I inferred whether
each balloon had
1. Tell what you aor—a——————, —a —in—s—id—e.,
inferred about
each balloon.

2. Tell whether your Mymyreisnufletsre—n—ce—s—
results support because ————.
your inferences.

9

Investigate Liquids
and Solids

What can you observe about the
liquids and marbles in three jars?

Science Process Vocabulary

observe verb

When you observe an object, you use balloontxt1

your senses to learn about it.

compare verb The buttons
are made of plastic.
You compare when The pencils are made

of wood.

you tell how solids are

alike and different.

10

Materials

liquids and marbles in 3 jars

What to Do

1 Observe the liquid in jar A. Move the jar around

in your hand.
•  What happens to the liquid in the jar?
•  How fast does it move?
•  Does the liquid make a sound when you gently

shake the jar? If it does, describe the sound.

Record your observations in your science notebook.

11

What to Do, continued

2 Observe the marble in the jar.

•  What happens to the marble when you move
the jar?

•  How fast does the marble move in the liquid?
Record your observations.

3 Repeat steps 1 and 2 with jar B.

4 Repeat steps 1 and 2 with jar C .

12

Record Jar Observations SMciyence
of Liquid Notebook
Write or draw Observations
in your science A of Marble
notebook. Use
a table like this
one.

Explain and Conclude

1. Compare the shape of the marble
and the shape of the liquids.

2. Did the marble move the same way
in each liquid? What can you infer
from this observation?

Think of Another Question

What else would you like to find out
about liquids and solids? What could
you do to answer this new question?

13

Math in Science

Measuring Length and
Comparing Weight

You can measure objects with science tools
and with everyday objects. If you wanted to
measure the length of a seashell, you might
use a ruler. You might say, “The seashell is
6 centimeters long.”

length = 6 centimeters

14

You could also use pennies to measure
length. Does that surprise you? To report your
measurement, you could say, “The seashell is
3 pennies long.” Anyone who knows what a
penny is would know what you mean.

length = 3 pennies

15

continued

One science tool you can use to compare the
weight of two objects is a balance. Suppose
you want to find out which of two seashells
is heavier. Put one shell in each pan of the
balance. Look to see which balance pan is
lower. The shell in that pan is the heavier one.

lighter
heavier

ZWhat Did You Find Out?

1. What are some things you could use to
measure the length of objects?

2. What would you use to measure the length
of a shoe? Why?

3. How can you use a balance to find out
whether an apple or an orange is heavier?

16

Measuring with
Nonstandard Units

1. Choose 3 objects. Decide what you will
use to measure their length—paper clips
or pennies.
•  Make a table to record your data.
•  Measure the length of each object.
•  Record your data.

2. Share your results with a partner and ask
questions about it.

17

Investigate Length
and Weight

How can you measure the length
and compare the weight of objects?

Science Process Vocabulary

measure verb

You can use a
metric ruler to
measure how long
an object is.

compare verb The orange
is heavier than
You can compare the
weight of two objects the apple.
to see whether they
are alike or different.

18

Materials

metric ruler toy meterstick clay ball balance

What to Do

1 Use the metric ruler to measure the length of the toy

car. Measure in centimeters. Record your data in your
science notebook.

2 Use the meterstick to

measure the length
of a table or desk in
your classroom.
Record your data.

19

What to Do, continued

3 Hold the toy car in one hand. Hold the clay ball

in the other hand. Which feels heavier? Write in
your science notebook.

4 Put the car in one pan of the balance.

5 Put the clay ball in the other pan.

6 Observe the balance. Which object is heavier—the

toy car or the clay ball?
20

Record

Write or draw in your science notebook. My
Use tables like these.
Science
Notebook

Measuring Length Comparing Weight
Toy car Object that
feels heavier
Object that
is heavier

Explain and Conclude

1. Would you use a metric ruler or a meterstick to measure
the length of the classroom? Tell why.

2. How did using the balance help you compare the weight
of the clay ball and the weight of the toy car?

3. Describe how you can measure the length of your shoe.

Think of Another
Question

What else would you like to
find out about how to measure
length and compare the weight
of objects? What could you do
to answer this new question?

21

Investigate Floating
and Sinking

What are some objects and
shapes that float and sink?

Science Process Vocabulary

plan noun

When you make a plan, Materials:
you list the materials clay, straw, foil
and steps you will use to
answer a question. Plan:
I will test each material

compare verb A leaf and a
raft both float.
When you compare
objects, you tell how
they are alike and
different.

22

Materials

coin eraser

pan of water clay ball straw foil craft stick

What to Do

1 Place the pan of water

on the table. Put the
clay ball on the water.
Observe what happens
to the ball. Record your
observations in your
science notebook.

2 Repeat step 1 with the other objects.

23

What to Do, continued

3 You will change the shape of the clay ball to make it

float on the water. Make a plan. First, decide how you
will change the shape. Record your plan to change
the shape in your science notebook.

4 Make your shape.
5 Place your shape on the

water. Observe what
happens. Record your
observations.

6 If your shape does not float, make changes to it.

Test it again on the water.
24

Record

Write or draw in your science notebook. My
Use a table like this one.
Science
Notebook

Object Sinks Floats What the Shape Did It
clay ball Looks Like Float?

coin Shape 1

Shape 2

Explain and Conclude

1. Compare your shape with the
shapes of others. Did some shapes
float better than others? How were
these shapes alike?

2. Which shapes sank? How were
these shapes alike?

Think of Another Question

What else would you like to find out
about what materials or shapes sink
or float? What could you do to
answer this new question?

25

Investigate Property
Changes

What happens to the properties of some
solids when you put them in water?

Science Process Vocabulary

fair test

An investigation is a fair test
if you change only one thing
and keep everything else
the same.

I will use
different amounts

of liquid.

conclude verb

You can use data and what you already know to tell
what you conclude about mixing solids and water.

26

Materials

masking tape safety goggles salt hand lens

3 cups

3 spoons sand water Solid A Solid B

Do a Fair Test

Write your plan in your science notebook.

Make a Prediction
In this investigation, you will put 3 different solids into water. What
do you predict will happen when each solid mixes with the water?
Write your prediction.

Plan a Fair Test
What one thing will you change?
What will you observe or measure?
What will you keep the same?

What to Do

1 Label 3 cups as shown in the picture.

27

What to Do, continued

2 Put on your safety goggles. Use the hand lens to

observe some salt. Record
your observations in
your science notebook.

3 Half fill the Salt cup with water. Put 1 spoonful of salt

into the cup. Stir with a spoon.

4 Observe what happens to the salt in the water. Record

your observations.

5 Repeats steps 2, 3, and 4 with the sand.
6 Choose solid A or solid B. Repeats steps 2, 3, and 4

with the solid.
28

Record SMciyence
Notebook
Write or draw in your science notebook. Observations
Use a table like this one. in Step 4

Solid Prediction Observations
Salt in Step 2
Sand

Explain and Conclude

1. How did adding the water to the 3 materials change
their properties?

2. Do you think all solids will dissolve in water? Use the
results of the activity to explain your conclusion.

Think of Another
Question

What else would you like
to find out about how
the properties of solids
can change?

29

Do Your Own Investigation

Choose a question or make up one of your
own to do your investigation.
•  How can you show that different liquids

change shape?
•  Does the volume of a piece of clay change

when its shape changes?
•  What are some solids that will dissolve

in water?

Science Process Vocabulary

investigate verb

You investigate when you make a plan and follow
the plan to answer a question.

I plan to find
the volume of
both shapes.

30

Open Inquiry Checklist

Here is a checklist you can use when you investigate.
Š Choose a question or make up one of your own.
Š Gather the materials you will use.
Š Tell what you predict.
Š Plan a fair test.
Š Make a plan for your investigation.
Š Carry out your plan.
Š Collect and record data. Look for patterns in your data.
Š Explain and share your results.
Š Tell what you conclude.
Š Think of another question.

31

How Scientists Work

Repeating Investigations to
Check Results

When scientists do investigations, they do the
same investigations many times. They do the
investigations the exact same way each time.

These scientists did their
investigations many times.

hStephen hAlbert Einstein
Hawking kAndrea B. Mosie

32

Repeating investigations is an important
part of science. When scientists repeat an
investigation many times, they expect to get
the same results each time. When a scientist
gets the same results over and over again, it
means the results are likely to be correct.

33

continued

Suppose a scientist wants to know in which
kind of box ice will melt more slowly. He has
3 kinds of boxes. The scientist makes a plan to
answer the question. He follows his plan. He
collects and records data.
The scientist repeats the investigation 5 times.
Each time the ice melts more slowly in box A.
The scientist concludes that ice will melt more
slowly in box A.

ZWhat Did You Find Out?

1. Why do scientists repeat an investigation
many times?

2. Do you think a scientist could be sure of her
results if she does an investigation 2 times?
Explain your answer.

34

Repeat an Investigation

With a team, design a boat that can hold the
most pennies.

1. Design a floating boat out of clay.
2. Place your boat in a pan of water.
3. Add pennies until the boat sinks.
4. Record the number of pennies you added

before the boat sank.
5. Repeat your investigation 5 times.
6. Compare your results. Were they the same

each time? What conclusions can you make?

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featured photos:
Cover: hot spring at Yellowstone National Park, Wyoming
title page: sunset at Cannon Beach, Oregon
page 13: liquid wax moving as it is heated inside a lamp
page 34: crabs packed in ice in wooden crate
page 34: fresh mackerel on sale in Polperro, Cornwall, UK
inside back cover: windsurfer

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Program Authors
Judith Sweeney Lederman, Ph.D., Director of Teacher Education and Associate
Professor of Science Education, Department of Mathematics and Science
Education, Illinois Institute of Technology, Chicago, Illinois; Randy Bell, Ph.D.,
Associate Professor of Science Education, University of Virginia, Charlottesville,
Virginia; Malcolm B. Butler, Ph.D., Associate Professor of Science Education,
University of South Florida, St. Petersburg, Florida; Kathy Cabe Trundle, Ph.D.,
Associate Professor of Early Childhood Science Education, The Ohio State
University, Columbus, Ohio; Nell K. Duke, Ed.D., Co-Director of the Literacy
Achievement Research Center and Professor of Teacher Education and
Educational Psychology, Michigan State University, East Lansing, Michigan;

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