INTRODUCTION. Materials. Materials MEASURING MATTER. Contents. NOTE Delta Education Customer Service can be reached at

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1 MEASURING MATTER Materials Materials Contents Introduction Kit Inventory List Materials Supplied by the Teacher Preparing a New Kit Preparing the Kit for Your Classroom Care, Reuse, and Recycling INTRODUCTION The Measuring Matter kit contains Teacher Toolkit: Measuring Matter 1 Investigations Guide: Measuring Matter 1 Teacher Resources: Measuring Matter 1 FOSS Science Resources: Measuring Matter FOSS Science Resources: Measuring Matter (class set of student books) Equipment for 32 students A new kit contains enough consumable items for at least two classroom uses before you need to resupply. FOSS modules use central materials distribution. You organize all the materials for an investigation on a single table called the materials station. As the investigation progresses, one member of each group gets materials as they are needed, and another returns the materials when the investigation is completed. You place items at the station students do the rest. Individual photos of each piece of FOSS equipment are available online for printing. For updates to information on materials used in this module and access to the Materials Safety Data Sheets (MSDS), go to Links to replacement-part lists and customer service are also available on FOSSweb. NOTE Delta Education Customer Service can be reached at

2 MEASURING MATTER Materials * The student books are shipped separately in two boxes of 16 hardbound books each. KIT INVENTORY List Drawer 1 print materials 1 Teacher Toolkit: Measuring Matter (1 Investigations Guide, 1 Teacher Resources, and 1 FOSS Science Resources: Measuring Matter 32 FOSS Science Resources: Measuring Matter, student books * Drawer 2 permanent equipment 8 FOSS balances with pointers 400 Beads, plastic 100 Beads, wood 1 Bubble wrap, sheet 10 Chips, plastic 10 Cloth squares 10 Disks, metal 16 Hand lenses 10 Magnets, doughnut shaped 8 Mass sets: twenty-five 1 g, five 5 g, two 10 g, and one 20 g 18 Meter tapes 100 Paper clips, metal, large 200 Paper clips, metal, regular 200 Paper clips, plastic, multicolor 2 Pitchers 2 Posters, Science Safety and Outdoor Safety 100 Rubber bands, #14 50 Sticks, craft 100 Straws, jumbo 36 Thermometers, Celsius 1 Toothpicks, fl at, box, 750/box 10 Tubes, plastic, 5 cm (2") 8 Wires, #14, solid, insulated 10 Wood squares 50 Zip bags, 1 L (1 qt.) 24 Zip bags, small Equipment Condition These items might occasionally need replacement. 38 Drawer 3 permanent equipment 8 Basins 1 Beaker, 1 L 8 Beakers, 100 ml

3 32 Container lids, with slits 32 Containers, 1/4 L 24 Containers, 1/2 L 8 Containers, 1 L 10 Cups, plastic, large, 500 ml (16 oz.) 50 Cups, plastic, small, 250 ml (9 oz.) 20 Evaporation dishes, with plastic lids 1 FOSS funnel, clear plastic 8 Graduated cylinders, 50 ml 6 Scoops, 25 ml 8 Screens, 1/8" mesh, 15 cm square (6") 8 Sponges, small 8 Spoons, 5 ml 1 Spoon set: 1, 2, 5, 15, 25 ml 8 Syringes, 50 ml, with stop 5 Vials, 7 dram (small), with white snap caps 8 Vials, 12 dram (large), with white snap caps Equipment Condition Drawer 4 permanent equipment 17 Cardboard sheets, cm (8" 10") 24 Glue sticks 2 Gravel, containers, 640 g/container (1.4 lb.) 1 Lamp 1 Lightbulb, 60 watt 1 Pebbles, small, bag, 0.5 k/bag (1.1 lb.) 1 Pen, marking, permanent 1 Potting soil, bag, 2 kg/bag (4 lb.) 2 Sand, containers, 750 g/container (1.7 lb.) 80 Vials, plastic, with screw caps Drawer 4 consumable equipment 1 Adding-machine tape, roll 2 Baking soda, containers, 450 g/container (1 lb.) 1 Calcium carbonate (natural chalk), container, 150 g/container 1 Candles, birthday, dripless, box, 24/box 1 Food coloring, set, 4 colors/set 1 Salt, kosher, container, 310 g/container (2/3 lb.) 1 Self-stick notes, small, pad, 200/pad These items might occasionally need replacement. Measuring Matter Module 39

4 MEASURING MATTER Materials MATERIALS Supplied by the Teacher Each part of each investigation has a Materials section that describes the materials required for that part. It lists materials needed for each student or group of students and for the class. Be aware that you must supply some items. These are indicated in the materials list for each part of the investigation with an asterisk (*). Here is a summary list of those items by investigation. For all investigations Chart paper and marking pen Drawing utensils (pencils, crayons, colored pencils, marking pens) Glue sticks (if you need additional) Projection system Safety goggles Science notebooks (composition books) For outdoor investigations 1 Bag for carrying materials Clipboards or cardboard pieces with binder clips Containers for water (plastic gallon jugs or 2 L soft-drink bottles with caps) Investigation 1: The First Straw 32 Scissors Scratch paper Tape, transparent Investigation 2: Fact of the Matter 1 Apple or orange (or other object) 1 Book 8 16 Cans or bottles, empty Chocolate chips, 150 ml (about 1/2 cup) Corn syrup, 150 ml (1/2 cup), dark or light Liquid dishwashing detergent, 150 ml (1/2 cup) Paper towels 1 Rock 40

5 1 Scissors Scratch paper Tape, transparent Water Investigation 3: Changing Matter 2 Cardboard pieces, cm, (8" 10") 8 10 Chocolate chips 18 Ice cubes Ice water Insulated bag or ice chest Margarine, stick, refrigerated Oil, vegetable, 125 ml (about 1/2 cup) Orange juice, 125 ml (about 1/2 cup) Paper towels Rubbing alcohol, 125 ml (about 1/2 cup) 1 Scissors Scratch paper Tape, masking Tape, transparent 1 Vacuum bottle, coffeepot, or hot pot Watch or clock Water, hot, 40 C 50 C Water, hot, 60 C Water, room temperature Investigation 4: Mixtures 1 Calculator Paper towels Stopwatches/clocks String (optional) 8 Tagboards or large sheets of paper, cm (22" 28") Tape, masking (optional) Vinegar, white, bottle, 1 L (1 qt.) Water Measuring Matter Module 41

6 MEASURING MATTER Materials PREPARING a New Kit If you are preparing a new kit for classroom use, you can do several things initially that will save time during routine preparation for instruction. 1. Put pointers on FOSS balances Find the balance pointers. Into each balance beam, insert one rounded end. Leave the pointers on the balance when you store them again. 2. Put volume marks on the cups For Investigation 2, you will need to mark eight 250 ml (9 oz.) cups to indicate three volumes that students will measure. Position the marks, as shown in the illustration, using a meter tape. These cups should be used only in Part 2 of Investigation 2. When cups are listed in the materials list for other parts, use unmarked cups. Letter C B A Line placement from the bottom of the cup 5.0 cm 3.5 cm 2.0 cm 42

7 3. Prepare materials in vials In Investigation 2, each group will need a set of 12 materials. Six of these materials are distributed to students to observe in vials (with screw caps). One vial contains only air. Use the funnel in the kit to put these materials into the vials. Half fill five vials with the following materials: Chocolate chips Liquid dishwashing detergent Water with food coloring Sand Corn syrup (light or dark) Some of these materials can remain in the vials after use in the investigation (dishwashing detergent, sand, corn syrup). Store all the vials of one kind in a bag together. Then if there is a leak, it is much easier to clean the vials. SAFETY NOTE Remind students that they should not eat food in science class unless instructed to do so. Measuring Matter Module 43

8 MEASURING MATTER Materials PREPARING the Kit for Your Classroom Some preparation is required each time you use the kit. Doing these things before beginning the module will make daily setup quicker and easier. 1. Check consumable materials A number of items in the kit are listed as consumable. Some of these items will be used up during the investigations (food coloring, baking soda, calcium carbonate, salt, birthday candles, addingmachine tape), and others will wear out or need replacement due to spillage (plastic zip bags or glue sticks). These items that cannot be reused for the particular FOSS investigation may be usable in another part of the curriculum. Before throwing items out, consider ways to recycle them and get your students involved in this process. For example, plastic bags and bottles can be recycled. 2. Check gravel and sand In Investigation 2, the class makes ten small zip bags of 100 g of gravel. These are kept throughout the module and are disassembled before the kit is passed on to another class. If the bags are still intact, break them down, and return the gravel to the container with a screw lid. Make sure the lid is on securely, as gravel has a way of getting into everything. SAFETY NOTE Check to see if any student has a latex allergy, as the rubber bands are made of latex. Check the sand container as well, and make sure the lid is on securely. 3. Check materials in vials with screw caps The solids and liquids in the vials with screw caps should be checked to make sure the vials are ready to use (no leaks). When storing the vials, be sure the screw caps are on securely, and put all the vials of the same kind into one zip bag. 4. Inventory small items Inventory the bags of small items to make sure that you have one metal disk, wood square, and plastic chip for each group. Ten of each item are in the kit. 44

9 The items used in Investigation 2 may be assembled in bags already. Check to make sure that you have a set for each group. 1 Piece of cloth 1 Piece of wire 1 Bubble from the bubble wrap 1 Plastic tube 1 Craft stick 1 Rubber band 6 Vials in a zip bag (See Step 3 of Preparing a New Kit.) Also check both sizes of metal paper clips, the plastic beads, and the scoops and spoons (25 ml scoops, 5 ml spoons, and the spoon set). 5. Check mass sets Check to make sure that the mass sets are intact. Each set should contain twenty-five 1 g pieces, five 5 g pieces, two 10 g pieces, and one 20 g piece for a total of 90 grams. 6. Inventory the containers A variety of containers are in the kit. The first time they are used, they are described and illustrated for easy identification. Metric capacities are used to distinguish the containers. We also include the English equivalents for the first description. Be sure to use the correct container for each investigation and, if you have questions, check the illustrations in the investigations, the kit inventory list, or the equipment photo cards. 7. Check the thermometers Check the thermometers to make sure they are all in working order. The thermometer stems that contain the red alcohol are glass. Occasionally, a thermometer stem will come loose from the metal backing. To fix it, position the stem correctly (compare it to another thermometer) and stick it in place with some clear silicone bathroom cement. 8. Check the syringes The 50 ml syringes are used repeatedly throughout this module and in many other FOSS modules. They are used to measure 50 ml or (occasionally) 25 ml. Tactile indicators are provided for these two volumes. You will notice that the syringe tip is cut at a slant. This prevents students from sealing the tip when they press it on the bottom of the cup. Check that all the syringes are in working order. Measuring Matter Module 45

10 MEASURING MATTER Materials 9. Plan for cup labels Use self-stick notes, provided in the kit, for cup labels, and have students remove the labels at the end of each part. If labels come off, stick them on with a bit of tape. 10. Consider the basins The eight plastic basins can be used to organize and contain materials and as totes to carry materials to students work areas. The basins can also be used as temporary storage bins for materials between activity sessions. 11. Acquire vinegar Acquire 1 quart of white vinegar for Investigation Collect empty cans and other containers In the Interdisciplinary Extensions for Investigation 2, students explore volume and measure the capacity of a variety of bottles, cups, cans, and other containers. Start a collection of containers. 13. Plan for ice water and hot water In Investigation 3, students work with small amounts of ice water and hot water. The temperature of the hot water should be about 60 C. If hot tap water is not readily available, plan to use a coffeepot to heat the water or bring hot water to school in a vacuum bottle or a container in an insulated ice chest. You will also need a separate container to transport a small amount of ice to make ice water. 14. Check out the school freezer In Investigation 3, students explore change of state by freezing liquids in small vials. Locate the freezer at your school, and make arrangements to use a small part of it for this investigation. 15. Consider safety issues Two safety posters are included in the kit Science Safety and Outdoor Safety. You should review safety guidelines with students and post the posters in the room as a reminder. Getting Ready for Investigation 1, Part 1, offers suggestions for this discussion. Also be aware of any allergies that students in your class might have. Students with latex allergies should not handle the rubber bands. Students will be working with hot water in Investigation 3. Caution them to use care around hot water. 46

11 16. Provide safety goggles Check your school guidelines for the use of safety goggles. Investigation 4 involves a chemical reaction with baking soda and vinegar. Secure safety goggles for students. Safety goggles can be purchased from Delta Education. 17. Review Consumer Product Safety Commission regulations The US Consumer Product Safety Commission (CPSC) regulations apply to kosher salt used in this module. Remind students to exercise safety when working with salt in the investigations. The regulations require that the containers of kosher salt be stored separate from the kit in the classroom. 18. Photocopy notebook sheets You will need to make copies of science notebook sheets before each investigation. See Getting Ready for Investigation 1, Part 1, for ways to organize the science notebook sheets for this module. If you use a projection system, you can download electronic copies of the sheets from FOSSweb ( 19. Plan for word wall As the module progresses, you will add new vocabulary words to a word wall or pocket chart and model writing and responding to focus questions. Plan how you will do this in your classroom. You may also find it beneficial to use a pocket chart to display the equipment photo cards as a reference for students as they gather needed items from the materials station for each part. Print the photo cards from FOSSweb. 20. Prepare for home/school connections You will need to make copies of teacher master 1, Letter to Family, for the module and the Home/School Connection teacher masters s for each investigation. TEACHING NOTE Refer to the teacher resources on FOSSweb for a list of appropriate trade books that relate to this module. TEACHING NOTE Families can get more information on Home/School Connections from FOSSweb. Measuring Matter Module 47

12 MEASURING MATTER Materials CARE, Reuse, and Recycling When you finish teaching the module, inventory the kit carefully. Note the items that were used up, lost, or broken, and immediately arrange to replace the items. Use a photocopy of the materials list (the Kit Inventory List), and put your marks in the Equipment Condition column. Refill packages and replacement parts are available for FOSS by calling Delta Education at or by using the online replacement-part catalog ( Standard refill packages of consumable items are available from Delta Education. A refill package for a module includes sufficient quantities of all consumable materials (except those provided by the teacher) to use the kit with two classes of 32 students. Here are a few tips on storing the equipment after use. Keep the balance pointers on the balances. Keep the materials in the sets of vials (from Investigation 2). Make sure the caps are secure. Store vials of each kind of material in separate zip bags. Make sure items are clean and dry before storing them. Make sure the sponges are thoroughly dry. Inventory and bag the small items. Remove gravel from the 100 g bags. Store all the gravel in the plastic container, and screw the lid on securely. Secure the lids on all containers of materials. The items in the kit have been selected for their ease of use and durability. Make sure that items are clean and dry before putting them back in the kit. Small items should be inventoried (a good job for students under your supervision) and put into zip bags for storage. Any items that are no longer useful for science should be properly recycled. 48