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Giraffe Lookout: Choose an Air Model worksheet preview

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Giraffe Lookout: Choose an Air Model

Compare particle-model designs using air-compression and transfer tests at a zoo's giraffe lookout.

Grade 5ScienceInteractive · Printable

Aligned to5-PS1-1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 13 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, Drawing

About this worksheet

What students practice

  • Students use observations of air to support a model of matter made of particles too small to see.
  • Students compare particle models of air being compressed, transferred, and released.
  • Students explain how model symbols represent invisible particles without showing their actual size or number.

How to use

Read the test report and graph together. Students then judge display designs and draw a particle model; no equipment is needed.

Curriculum

NGSS standard covered

5-PS1-1

Model that matter is made of particles too small to be seen.

Preview

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Giraffe Lookout: Choose an Air Model

Use test evidence to compare designs for a science display.

1. Examine the Test Evidence

Read the report. Use the observations and graph to answer the questions.

An Air-Pad Display for the Lookout

The zoo is planning a small science display beside the benches at its giraffe lookout. Visitors will gently squeeze a sealed air pad and compare drawings that explain what is inside. The design team wants the display to explain more than the pad's outside shape. Before choosing a drawing, zoo educator Nia tests air with a large plastic syringe that has no needle. She uses gentle pressure and keeps the syringe pointed away from people. The tests use room-temperature air.

In Test A, Nia pulls the plunger to the 60-milliliter mark. She covers the tip tightly with her finger. Keeping the tip covered, she presses the plunger inward and holds it at two different marks. The graph records the space occupied by the trapped air at the start and during the two presses. With gentle pressure, she does not get the plunger to zero. When she releases the plunger, it moves back to nearly its starting mark. She uses the same syringe throughout this test.

In Test B, Nia connects the syringe to a small, flexible air pouch through a short tube. She checks that the connections are sealed. The pouch begins nearly flat. As she presses the plunger, the pouch puffs out. Air can move through the tube, but the connected syringe, tube, and pouch are closed to the surrounding air. In Test C, she instead starts with 60 milliliters of air in the syringe alone. She leaves the tip open while pressing to 30 milliliters. Some air escapes through the tip. Then she seals the tip.

The team can read the syringe marks and see the pouch change shape. They cannot see individual air particles with their eyes. Their proposed drawings use dots as symbols for these invisible particles. A dot stands for many particles, not one actual particle. The drawings are not actual-size views or exact counts. Each design must explain which material it includes and what its symbols mean. The team will judge the designs by how well they fit the test evidence.

Test A: Space Occupied by Trapped Air0102030405060StartFirst pressSecond pressTest stageVolume (mL)
1.
Which pattern does the graph show while the tip stays sealed?
  • A. The trapped air occupies more space at each stage.
  • B. The trapped air occupies less space at each stage.
  • C. The trapped air occupies the same space at each stage.
  • D. The trapped air occupies less space, then more space.

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