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Mixing Evidence at the Campground Supply Crate

Evaluate a camping class's mixing tests using temperature data, repeated observations, and comparisons with gas already present.

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 use mixing-test observations to judge whether a new substance likely formed.
Students distinguish evidence of newly formed gas from evidence of gas already present.
Students plan controlled comparisons and evaluate the strength of mixing-test evidence.

How to use

Read the investigation and graph together, then have students evaluate the evidence independently. Students can study the recorded tests without performing them.

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

Mixing Evidence at the Campground Supply Crate

Compare test results to investigate whether mixing makes a new substance.

Examine the Camp Records

Read the investigation and graph. Use the recorded observations to answer the questions.

An Investigation Beside the Supply Crate

During an overnight class camping trip, students set up an investigation beside their supply crate. Their question was whether mixing familiar food ingredients could produce a new substance. An adult supervised at a shaded folding table. Students wore safety glasses and used open plastic cups. They did not taste the ingredients or mixtures. Anika recorded observations while Darius checked the timer.

Step 1: Observe the starting materials. The class examined plain water, white vinegar, and baking soda separately. The water and vinegar were clear liquids. The baking soda was a white powder. None showed steady bubbling before mixing. The class measured the liquids' temperatures and waited until both liquids were at 24°C.

Step 2: Prepare three matching cups. Cup A received 3 tablespoons of water and one-half teaspoon of baking soda. Cup B received 3 tablespoons of vinegar and one-half teaspoon of baking soda. Cup C received 3 tablespoons of vinegar without baking soda. Students used separate clean spoons and stirred each cup for 5 seconds. They kept the cups together in the shade.

Step 3: Measure the results. Students timed steady bubbling after stirring stopped. They also measured each cup's temperature one minute after stirring began. In the first round, Cup B bubbled steadily for 75 seconds after stirring stopped. Cups A and C had a few brief bubbles during stirring but no steady bubbling afterward. The powder in Cup A became difficult to see. The graph shows the temperatures measured in this round.

Step 4: Repeat with fresh ingredients. The class used the same amounts, starting temperatures, cups, and timing steps. Cup B bubbled for 85 seconds in round two and 80 seconds in round three. Cups A and C again had no steady bubbling after stirring. In each round, Cup A cooled by about 1°C, Cup B cooled by about 4°C, and Cup C stayed near its starting temperature.

Step 5: Examine another source of bubbles. The adult opened a bottle of plain sparkling water whose label said it contained dissolved gas. Students poured some into a clean cup without adding another ingredient. Bubbles rose from the liquid. After five minutes, bubbling had slowed greatly. The class added these observations to its records before discussing what the different bubbles might mean.