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A Recipe Stand: Which Materials Fit?
Identify materials from measured and observed properties, then judge material choices for a kitchen recipe-card stand.
Grade 5ScienceInteractive · Printable
Aligned to5-PS1-3
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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 identify materials by comparing observed and measured properties with reference results.
- Students evaluate testing procedures used to compare material properties.
- Students use property evidence to judge material choices for two parts of a recipe-card stand.
How to use
Read the investigation and reference results together. Have students identify the samples before judging the proposed designs and supporting their choices with evidence.
Curriculum
NGSS standard covered
Observe and measure properties to identify materials.
Preview
OwlSheets.com
A Recipe Stand: Which Materials Fit?
Use material tests to compare parts for a kitchen design.
Investigate the Materials
Read the investigation and reference results. Use the recorded properties, not guesses about appearance, to identify the samples.
Parts for a Kitchen Recipe Stand
A cooking club is comparing designs for a recipe-card stand. The stand will have an upright viewing panel in front of the card and a soft band that curves around the base to hold a cleaning cloth. Before choosing parts, the club tests samples from a supplier. The possible materials are aluminum, clear acrylic plastic, white acrylic plastic, blue silicone rubber, and cotton felt. Each coded sample is one of these five materials.
An adult supplies smooth strips with rounded edges. Each strip is 12 centimeters long, 4 centimeters wide, and 2 millimeters thick. The students change the material while keeping the strip dimensions and testing steps the same. They test the known materials first to make a reference record. They repeat each test with a second strip of the same material.
For the light test, students put each strip between the same lamp and a printed card. They record whether they can read the card through the strip. For the bend test, an adult gently tries to curve each strip around a cylinder that is 10 centimeters wide. The adult stops if the strip resists bending. Students record whether it curves easily. They do not force, crease, or break a strip.
For the electricity test, an adult sets up a classroom tester powered by a small battery. A lamp lights when the dry sample completes the path between two clips. Students use the same tester and clip spacing each time. They do not use wall outlets.
Finally, students measure each dry strip's mass. They soak it in room-temperature water for five minutes, blot its surface in the same way, and measure its mass again. Wet mass minus dry mass gives water gain. A result of zero means no gain was detected to the nearest gram. Both rounds of reference tests give the results below. The club then tests coded strips using these same procedures.
Material | Card readable through strip? | Curves easily? | Tester lamp lights? | Water gain
Aluminum | No | No | Yes | 0 g
Clear acrylic | Yes | No | No | 0 g
White acrylic | No | No | No | 0 g
Blue silicone rubber | No | Yes | No | 0 g
Cotton felt | No | Yes | No | 6 g
- A. Cotton felt
- B. Blue silicone rubber
- C. White acrylic
- D. Aluminum
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