Get Out of the Black

Brian Carr

3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one’s own conclusions about findings.

From http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx

Activity link: http://www.sciencenetlinks.com/lessons.php?DocID=117

Similar video: http://www.youtube.com/watch?v=QsjLhD3hcqQ

Indiana Science Standard

Chromatography - A technique used to separate the components of a chemical mixture by moving the mixture along a stationary material.

Soluble – capable of being dissolved or liquefied.

Solvent – a substance that can dissolve another substance. Water is the most common solvent.

Definitions taken from the science dictionary portion of http://dictionary.reference.com/

Vocabulary

Many scientists work together in teams. This way, they can discover important things using the ideas and viewpoints of many, rather than one.

The keys to “cooperative discovery” is to communicate well and to listen and respect the findings and thoughts of others.

Scientists often have results that vary, even when they are performing the same experiment. Consider this (and potential reasons for this) while performing this experiment.

Background

You will perform these steps with one to three partners. Each student will do one of their own.

Take one of the round pieces of filter paper and cut a small hole in the middle. The hole should be about the size of the rolled up pieces of paper towel – large enough to accommodate it; small enough to hold the paper towel in place.

Use the black marker and draw dots, lines or some simple pattern on the filter paper - each partner can create their own design, but keep it simple.

Procedure

Push one of the rolled up pieces of paper towel through the hole in the filter paper.

Pour about an inch of water into the bottom of the cup.

Place the filter paper at the top of the cup – the rolled up paper towel should dip into the water.

Now, as you wait, discuss with your partner(s) what you think will happen to your assembly. Note your hypotheses on the next slide.

Hint: it will take about 10 to 15 minutes for results to begin, so you have plenty of time to discuss.

Procedure

Student Hypotheses

What did the water do?

What happened to the black ink? Can you make any observations about what makes up black ink?

Does everybody’s experiment look the same?

Record your thoughts on the next slide.

Observation Questions

Student observations

Which entry best describes what happened in your experiment?A – My designs became bigger.

B – My designs separated into different colors.

C – The black ink ran onto the paper towel.

D – Nothing of interest happened.

Assessment question

What do you think would happen with different color ink? Try it out.

Did you and your partners have different designs? (lines, dots, etc.) Did the design or shape make a difference?

Can you think of different ways of setting up the experiment? (think materials, process, etc.)

Follow up questions