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Clues from the Bike Shop Mixing Bench worksheet preview

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Clues from the Bike Shop Mixing Bench

Use a community bike shop investigation to compare mixtures and evaluate evidence that a new substance may have formed.

Grade 5ScienceInteractive · Printable

Aligned to5-PS1-4

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 5
Subject
Science
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students investigate whether mixing substances produces evidence of a new substance.
  • Students compare repeated observations and controls to support a claim about mixing.
  • Students evaluate fair tests and identify evidence that a gas may have formed.

How to use

Read the bike shop investigation together, then have students use the table and observations to answer the questions. Ask students to cite at least two observations in the final response.

Curriculum

NGSS standard covered

5-PS1-4

Investigate whether mixing two or more substances makes a new substance.

Preview

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Name Date

Clues from the Bike Shop Mixing Bench

Use observations and trial data to decide whether mixing made a new substance.

The Bike Shop Test

Read the investigation and data table. Use the evidence to answer the questions.

A Safe Test at the Community Bike Shop

At a community bike shop, volunteers sometimes teach visitors how scientists test materials. Rowan and Priya wanted to compare mixtures that might be used in a demonstration. An adult supervisor provided clear cups, a graduated cylinder, crushed chalk, water, lemon juice, and clean, empty gas-collection pouches. The pouches were attached to the cups before each test. No one tasted or touched the mixtures.

For each trial, the students put 5 grams of crushed chalk into a cup. They added 20 milliliters of liquid, stirred for 10 seconds, and watched for one minute. They used a new pouch and fresh materials each time. The water-and-chalk mixture was a comparison. The lemon-juice-only mixture checked what happened when lemon juice was stirred without chalk.

The students recorded how many seconds steady bubbles continued after stirring stopped. They also measured the width of each pouch after one minute. Before a trial, each pouch was flat and measured 0 centimeters across. At the end, they looked at the chalk. They did not use the names of any gases because these observations alone did not identify a gas.

Mixture | Trial 1 bubbles (s) | Trial 2 bubbles (s) | Trial 3 bubbles (s) | Pouch width after 1 min (cm) | Chalk after 1 minWater + chalk | 2 | 1 | 2 | 0 | Pieces still visibleLemon juice + chalk | 28 | 31 | 29 | 8, 9, 8 | Pieces were smallerLemon juice alone | 1 | 1 | 2 | 0 | No chalk added
1.
What factor did the students change when they compared water + chalk with lemon juice + chalk?
  • A. The mass of chalk added to each cup
  • B. The kind of liquid added to the chalk
  • C. The time used to watch each mixture
  • D. The size of the gas-collection pouch

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