Possible Responses

Modeling Matter:
The Chemistry of Food
Possible Responses
Table of Contents
This file combines possible responses for Notebooks, Copymasters, Sims,

and Modeling Tools. The responses are ordered by the sequence that
they appear in the unit. This means that page numbers match the original
documents rather than the order of this PDF.
Chapter 1
1.1 Pre-Unit Writing: Explaining Mixtures CM
1.2 Investigating Properties 3
1.2 Chapter 1 Home Investigation: Food Mixtures CM
1.3 Daily Written Reflection 4
1.3 Getting Ready to Read: Made of Matter 5
1.3 Thinking at the Nanoscale 6
1.3 Reading Reflection: Made of Matter 7
1.4 Writing About Molecules 10
1.5 Fan Model 12
1.6 Nanovision Model of Chromatography 14
1.6 Activity 4: Chromatography Model MT
1.6 Chapter 1: Check Your Understanding 15
1.7 Getting Ready to Read: Break It Down:
How Scientists Separate Mixtures 17
1.7 Making Inferences in Break It Down:
1.7 Reading Reflection: Break It Down:
Key: Code Communicator Tool - CCT, Copymaster - CM, Data Tool - DAT, Diagramming Tool - DGT,
Science Practice Tool - SPT, Simulation - SIM, Modeling Tool - MT
Table of Contents (continued)

1.8 Color-Changing Model 22–23
1.8 Growing Model 24–25
1.8 Attraction Model 26–27
1.8 Evaluating Chromatography Models 28–29
1.9 Word Relationships 31
1.9 Revised Nanovision Model of Chromatography 32
1.10 Scientific Explanation of Chromatography 34
Chapter 2
2.1 Flavor Ingredients Test 38
2.2 Exploring the Modeling Matter Simulation 40
2.2 Activity 4: Modeling Matter Simulation: Solubility mode SIM
2.3 Getting Ready to Read: Solving Dissolving 42
2.3 Observations and Inferences in Solving Dissolving 43
2.3 Reading Reflection: Solving Dissolving 44
2.4 Activity 2: Dissolving Model MT
2.4 Scientific Explanation of Dissolving 46
2.4 Scientific Explanation of Dissolving (Version B) CM
2.4 Chapter 2 Home Investigation: Investigating More Mixtures CM

2.5 Making Mixtures in the Simulation 50–51
2.5 Evaluating Explanations of Dissolving 53–54
2.5 Evaluating a Dissolving Model 56–57
Chapter 3
3.1 Attraction Test 59
3.2 Getting Ready to Read: Science You Can't See 61
3.2 Reading Reflection: Science You Can't See 64
3.2 Evidence and Inferences in Science You Can't See 62–63
3.3 Liquid Mixtures 66
3.3 Investigating Molecular Interactions in the Simulation 68–69
3.4 Stability Test 72–73
3.4 Word Relationships 74
3.5 Nanovision Model of an Emulsifier 77
3.5 Emulsifier Missions in the Simulation 78–79
3.5 Activity 4: Modeling Matter Simulation: Emulsifier mode SIM
3.6 Making Sense of Mixing in the Simulation CM

3.6 Before and After Adding Lecithin 81
3.6 Activity 1: Emulsifier Model MT
3.6 Evidence About Salad-Dressing Ingredients 82
3.7 End-of-Unit Writing: Explaining Emulsifiers in
Salad Dressing (Version A) CM
3.7 End-of-Unit Writing: Scientific Explanation of
Emulsifiers in Salad Dressing (Version B) CM
3.7 Chapter 3 Home Investigation: Molecules in
Salad Dressing Quiz CM
Modeling Matter:
Chapter 1
Possible Responses
Possible Responses
Pre-Unit Writing: Explaining Mixtures

Scenario
A food scientist is testing new ingredients in her lab. She takes a spoonful of
Substance A, a white powder, and adds it to Substance C, a clear liquid. She
stirs them for 30 seconds. Substance A settles to the bottom of the container.
Next, she takes a spoonful of Substance B, a different white powder, and

adds it to a new container of Substance C. She stirs them for 30 seconds.
Substance B can no longer be seen in the container.
Question
Why did something different happen with Substance A than with Substance
B when mixed with Substance C? Be sure to explain what happened to both
substances.
Write a scientific explanation.

On the following pages, answer the question as completely as you can. You
can draw a diagram in the box on the last page if it helps you explain your
thinking.
Modeling Matter—Lesson 1.1 1

© The Regents of the University of California. All rights reserved.
An accurate explanation is shown here.
Expect students to include inaccurate or
incomplete ideas in this pre-unit writing.
Possible Responses
Pre-Unit Writing: Explaining Mixtures (continued)

Why did something different happen with Substance A than with Substance
B when mixed with Substance C? Be sure to explain what happened to both
substances.
Substance A must be made out of molecules that are highly attracted to
___________________________________________________________________
each other and not attracted to the molecules of Substance C. This would
___________________________________________________________________
mean that Substance A molecules would be more attracted to themselves
___________________________________________________________________
than Substance C molecules, and Substance C molecules would be more
___________________________________________________________________
attracted to themselves than Substance A molecules. This means that these
___________________________________________________________________
two substances would stay separated from each other, rather than mixing
___________________________________________________________________
together. Substance B must be made of molecules that are highly attracted
___________________________________________________________________
to Substance C molecules. Because they are highly attracted to each other,
___________________________________________________________________
when Substance B and Substance C molecules are mixed together, they
___________________________________________________________________
form clusters that are made up of a mix of Molecules B and C. This means
___________________________________________________________________
that Substance B molecules would be evenly mixed throughout Substance C
___________________________________________________________________
molecules and would dissolve into Substance C.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Pre-Unit Writing: Explaining Mixtures (continued)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Make a drawing if it helps you explain your thinking. Label your drawing.

Answers will vary.
The following is an example:
Possible Responses
WARNING—This activity requires chemicals that may be The chemical used in
harmful if misused. Read caution on containers carefully. Not
to be used by children except under direct adult supervision. this activity is vinegar.
Investigating Properties
1. With your partner, choose one cup from the tray and observe the
properties of that food mixture, but do not taste anything. Record your
observations in the “Observations of properties” column of the table.
2. With that same food mixture, use the spoon to carefully do the Pour Test.
Record your observations in the “Pour Test observations” column.
3. With that same food mixture, use the paper towel to do the Dip Test.
Record your observations in the “Dip Test observations” column.
4. When your teacher signals, place the cup back on the tray and choose
another cup. Repeat Steps 1–3 for the second and third cups.
Food Observations Pour Test observations Dip Test observations

mixture of properties • Does it stick to the • Does it stick to
• color spoon? the paper?
• smell • How long does it • Does it move up
• texture take to pour? the paper?
• Is it runny or thick?
kind of white, sticks to spoon, takes sticks to paper, does

strong smell, a long time to pour, not move up paper
Cup 1 gooey and very thick
thick
brown, no doesn’t stick sticks to paper,

strong smell, to spoon, pours moves up paper
Cup 2 wet and quickly, runny
drippy
white, smells doesn’t stick to sticks to paper,

like bread, spoon, pours sort moves up paper
Cup 3 sticky and of quickly, runny
runny

Answers will vary.
Possible Responses
Chapter 1 Home Investigation: Food Mixtures

1. Interview two people at home about mixtures they’ve made in the kitchen.
2. Record each person’s name and then ask the questions below.
3. Record each person’s responses on the lines below each question.
Dad
Person 1: ___________________________________________________
Describe a mixture you’ve made out of different ingredients.
I___________________________________________________________________
made a mixture of cookie dough from different ingredients.
___________________________________________________________________
___________________________________________________________________
What were some of the properties of the ingredients before you mixed
them? Did the mixture have the same or different properties?
Some of the ingredients were wet, like oil and eggs. Some of the ingredients were dry and powdery, like flour
___________________________________________________________________
and sugar. Other ingredients were hard and solid, like chocolate chips. When I mixed the ingredients together,
___________________________________________________________________
the wet and dry ingredients combined to make a sticky dough, but the chocolate chips stayed the same.
___________________________________________________________________
Caleb
Person 2: ___________________________________________________
Describe a mixture you’ve made out of different ingredients.
I___________________________________________________________________
made playdough by mixing flour and water and salt.
___________________________________________________________________
___________________________________________________________________
What were some of the properties of the ingredients before you mixed
them? Did the mixture have the same or different properties?
The flour was soft and powdery, the salt was hard and grainy, and the
___________________________________________________________________
water was wet. When I mixed it all together, the flour got sticky and the salt
___________________________________________________________________
dissappeared. I got one big ball of sticky, stretchy dough.
___________________________________________________________________
Modeling Matter—Lesson 1.2
Answers will vary.
Possible Responses
Daily Written Reflection

How are different substances different? Think about the food-mixture
investigations you did in the previous lesson. Write about two different
substances you investigated.
Different substances can be different colors and have different smells
___________________________________________________________________
and textures. They might be more sticky or less sticky or runny or thick. For
___________________________________________________________________
example, I looked at two substances. One was white and one was brown,
___________________________________________________________________
one smelled bad and one did not smell at all. One was very thick and sticky,
___________________________________________________________________
and the other one was thin and runny and didn’t stick to anything.
___________________________________________________________________
___________________________________________________________________
4 Modeling Matter—Lesson 1.3 (optional)

Accurate answers are shown here.
Expect students to record some
inaccurate answers before reading.
Possible Responses
Getting Ready to Read: Made of Matter

1. Before reading the book Made of Matter, read the sentences below.
2. If you agree with the sentence, write an “A” on the line before the
sentence.
3. If you disagree with the sentence, write a “D” on the line before the
sentence.
4. After you read the book, see if your ideas have changed. Be ready to
explain your thinking.
A
________ Air is made of matter.
D
________ A group of molecules joined together is called an atom.
D
________ You can see a water molecule with your eyes.
A
________ People are made of molecules.
A
________ Everything is made of atoms.
Modeling Matter—Lesson 1.3 (optional) 5

Answers will vary.
Possible Responses
Thinking at the Nanoscale

Reread pages 3–7 in Made of Matter. In the boxes below, put the items in
order, from smallest to biggest. Use the text, photos, models, diagrams, and
captions in the book to help you.
Items in Made of Matter
1 drop of water 1,000,000 water molecules 1 water molecule

1 atom 1 glass of water
smallest
1 atom
1 water molecule
1,000,000 water molecules
1 drop of water
1 glass of water
biggest
6 Modeling Matter—Lesson 1.3

Answers will vary.
Possible Responses
Reading Reflection: Made of Matter

What are some of the ways that different kinds of molecules are different
from one another?
Different kinds of molecules can be made out of different atoms. Molecules
___________________________________________________________________
can be different sizes because they could be made with more atoms or
___________________________________________________________________
fewer atoms. Molecules can also have different shapes.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Draw two or more examples of molecules from the book that show some of
the ways molecules are different from one another. Label your drawing.

Answers will vary.
Possible Responses

What do you know about molecules?
I___________________________________________________________________
know that molecules are made up of lots of atoms that are joined
together. Molecules by themselves are very tiny and can only be seen with a
___________________________________________________________________
microscope. Different molecules are made up of different atoms, and that
___________________________________________________________________
gives objects their properties.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Writing About Molecules

How are different kinds of molecules different? How are they similar?
Explain how you know. What is your evidence?
Molecules are different sizes. Even though all molecules are very tiny, some
___________________________________________________________________
are bigger than others. Molecules are also different shapes. All molecules
___________________________________________________________________
are made of atoms.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses

What was surprising or interesting about your chromatography test?
I___________________________________________________________________
was surprised that there were different colors hidden in the food coloring
that looked like it was only one color. I was surprised that the different colors
___________________________________________________________________
moved up different amounts on the paper.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Fan Model
Draw and label where the molecules of the test mixture ended up after the
fan was turned off.
pieces of
foam peanuts
hook-and-loop
fasteners
felt fan
foam balls rocks

Answers will vary.
Possible Responses

Why do scientists use models?
Scientists use models to study something that might be hard to see in real
___________________________________________________________________
life. For example, a scientist can model how atoms and molecules move
___________________________________________________________________
by using the Fan Model because it would be harder to see the atoms and
___________________________________________________________________
molecules move in real life, even with a microscope.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Diagrams and labels will vary.
Possible Responses
Nanovision Model of Chromatography

1. Draw what you think happened with the water molecules and the
molecules in the food-coloring dyes during chromatography.
2. Include a key that will help another scientist understand your model.
3. Label the parts of your model.
4. Use arrows if needed.
= water
molecule
= Dye 1
molecule
= Dye 2
molecule
= Dye 3
molecule
pencil line

Possible Responses Modeling Matter, 1.6
Possible Responses Activity 4

Diagramming Tool: Chromatography Model
Activity 4
Modeling Matter Modeling Tool
A proficient response will show:
1.6 Chromatography Model
Investigation Notebook: Nanovision Model of Chromatography (page 14)
• shapes representing water molecules placed all over the model on the
chromatography paper.
• only water molecules below the pencil line.
• shapes representing water molecules placed all over the model on the
• representations of the various dye molecules placed above the pencil
chromatography paper.
line.
• only water molecules below the pencil line.
• •shapes of dye molecules
representations shoulddye
of the various be molecules
grouped horizontally
placed abovetothe
show a line.
pencil
•gradient
shapesof ofdye
dye colors.
molecules should be grouped horizontally to show a gradient
• thatof shapes
dye colors.
should not be grouped in clusters or touching one another, if
•possible.
that shapes should not be grouped in clusters or touching one another, if
possible.
A highly proficient response will show:
• shapes that are larger toward the bottom of the chromatography paper to
show that a student understands that lighter molecules are drawn farther
• shapes
up thethat are larger toward the bottom of the chromatography paper
paper.
to show that a student understands that lighter molecules are drawn
farther up the paper.

Answers will vary.
Possible Responses
Chapter 1: Check Your Understanding

This is a chance for you to reflect on your learning so far. This is not a test.
Be open and truthful when you respond.
Scientists investigate in order to figure out how things work. Am I getting

closer to figuring out what happens when mixtures are separated?
I understand what happens with the molecules

when substances are mixed together. _____ Yes _____ Not yet
I understand why the food-coloring mixture

separated in chromatography. _____ Yes _____ Not yet
I understand that scientific explanations can

change based on new evidence. _____ Yes _____ Not yet
I think I understand or don’t yet understand these ideas because

I understand that the food-coloring mixture separated because each color
___________________________________________________________________
was made of molecules that were of different sizes. Smaller molecules were
___________________________________________________________________
able to travel up the paper farther than bigger molecules.
___________________________________________________________________
What are you still wondering about molecules or separating mixtures

through chromatography?
What other substances can be separated into different kinds of molecules?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses

Look around your classroom. What observations could someone make
about this room? Based on these observations, what inferences could
someone make about the learning and activities that happen in this
classroom?
In our classroom you can see chairs, tables, a whiteboard, and our
___________________________________________________________________
chromatography tests and papers. If someone observed our classroom,
___________________________________________________________________
they would infer that we were doing investigations to learn about science
___________________________________________________________________
and molecules.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Getting Ready to Read:

Break It Down: How Scientists Separate Mixtures
1. Before reading the book Break It Down, read the sentences below.
sentence.
sentence.
A
________ Most things are mixtures.
D
________ Chromatography is the only way to separate a mixture of
different kinds of molecules.
A
________ One way that scientists separate some mixtures is to spin
the mixtures very fast.
A
________ Air is a mixture.
A
________ Scientists use the properties of molecules to separate mixtures.

Answers will vary.
Possible Responses
Making Inferences in
Record in the table below as you read Break It Down. Use the images,
captions, and text in the book to help you make inferences
Section Make an inference to What helped you make the
in book answer a question inference?
• what you already know
• which image, caption, or
text? (Include page.)
Break It Down In ocean water, are Diagram on page 11: Water

to Solve water molecules molecules are attracted to
Problems: attracted to the atoms other molecules.
pages 10–11 that make up salt?
Yes No
Break It Down Are there different kinds Page 13: Plasma can be
to Save Lives: of molecules in blood? separated from blood.
pages 12–15 Page 15: Diagram.
Yes No
Break It Down Are the different Page 18: Molecules are
to Uncover molecules in goat meat, different sizes. Page 19:
the Past: lentils, honey, wine, and Diagram shows that
pages 16–21 olive oil all the same size? molecules are different sizes.
Yes No
Mixtures and What properties of The size of the molecules in
Properties: molecules might you be the stuff that makes the air
pages 22–23 able to use to separate polluted. Page 23: Diagrams
pollution from other of molecules.
substances?
Answer: The smaller
and lighter sizes of the
air molecules.

Answers, diagrams, and captions will vary.
Possible Responses
Reading Reflection:
If you were a scientist trying to separate pollution molecules from the air,
how might you do it? (This question appears on page 23 of Break It Down.)
Air molecules are much smaller than pollution molecules. Because of this,
___________________________________________________________________
air molecules are also probably lighter than pollution molecules. If I was a
___________________________________________________________________
scientist, I would separate these molecules by blowing a little bit of air at
___________________________________________________________________
them in a tank. The lighter molecules would blow farther away than the
___________________________________________________________________
heavy molecules, leaving them behind. This would separate the air from
___________________________________________________________________
the smog.
___________________________________________________________________
Make a drawing to explain your ideas. Label your drawing.
tank with fan

air and smog
air molecules smog molecules

Answers will vary.
Possible Responses

What are two reasons scientists separate mixtures?
Scientists might separate mixtures if they want to study the components
___________________________________________________________________
of the mixture separately. Another reason is that the components of the
___________________________________________________________________
mixture might have different uses, so they need to be separated. For
___________________________________________________________________
example, it is important to separate plasma out of blood for some medical
___________________________________________________________________
treatments.
___________________________________________________________________
___________________________________________________________________

Possible Responses
Color-Changing Model
1. Read the explanation for this model below and review the diagram
of the model on the next page.
2. Turn to pages 28–29, Evaluating Chromatography Models, and discuss
each question with your partner.
• On page 28, circle Yes or No for each question to indicate if it does
or does not explain what you observed in chromatography and
what you know about molecules.
What happened to the dye and water molecules during chromatography?

The water molecules were attracted to the paper molecules, so the water
molecules climbed up the paper.
As they passed through the food-coloring mixture, the water molecules
bumped into the dye molecules, and the water molecules changed to
the same colors as the dye molecules. The colored water molecules kept
traveling up the paper.
The blue water molecules are the lightest, so they went the farthest. The
red water molecules are the heaviest, so they did not go as far.

Possible Responses
Color-Changing Model (continued)
Key
water molecule yellow dye molecule
blue dye molecule red dye molecule
pencil line

Possible Responses
Growing Model

As the water molecules passed through the food coloring, they attached
to the dye molecules and made the dye molecules grow, so the dye traveled
up the paper.
The molecules of blue dye grew the most, so they went the highest. The
molecules of red dye grew less, so they did not go as high.

Possible Responses
Growing Model (continued)
Key
pencil line

Possible Responses
Attraction Model

The dye molecules were also attracted to the water molecules. Since they
were attracted to the water molecules, the dye molecules got carried up the
paper. At some point, the dye molecules were more attracted to the paper
molecules than to the water molecules, so they stopped moving up.

Possible Responses
Attraction Model (continued)
Key
pencil line

Answers will vary.
Possible Responses
Evaluating Chromatography Models

1. Evaluate the three models on pages 22–27.
2. In the table for each model, circle Yes or No to indicate if the model
explains or does not explain what you observed in chromatography and
Everything we know about molecules:

Statement A: All molecules of one substance are exactly the same, and they
are different from molecules of any other substance.
Statement B: The properties of the molecules of a substance do not change.
Color-Changing Model
1. Does the model explain how the water traveled up the

Yes No
paper?
2. Does the model explain how the colors moved up the paper? Yes No
3. Does the model explain why some colors went higher? Yes No
4. D
oes the model fit with everything we know about
molecules? If not, with which statement(s) does it conflict? Yes No
A, B
Statement _____

Answers will vary.
Possible Responses
Evaluating Chromatography Models (continued)

Growing Model

Yes No
paper?
4. D
A, B
Statement _____
Attraction Model

Yes No
paper?
4. D
Statement _____

Answers will vary.
Possible Responses

Choose something new you have learned about molecules and write
about it.
I___________________________________________________________________
learned that molecules are made of atoms. Different types of molecules
are made up of different atoms. If there are different types of molecules in
___________________________________________________________________
a mixture, they can be separated from each other by using their properties.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Word Relationships
1. Work with your group to create sentences that use at least two of the
word cards in each sentence.
2. Create some sentences that explain what you have been learning about
molecules and separating mixtures.
3. Record a few of the sentences you created.
atom molecule property mixture
substance model attract inference
1. Molecules are made up of atoms.

__________________________________________________________________
__________________________________________________________________
2. Molecules in one substance can be attracted to molecules in another

__________________________________________________________________
substance.
__________________________________________________________________
3. You can separate mixtures if you know about the properties of the
__________________________________________________________________
molecules.
__________________________________________________________________
4. We made inferences about molecules by using a model.

__________________________________________________________________
__________________________________________________________________

Possible Responses
Revised Nanovision Model of Chromatography

1. Draw shapes for each molecule in the Key.
2. Draw what you think happened with the water molecules and dye
molecules during chromatography.
3. Add labels to explain your ideas.
Key
Dye 1 molecule
Small Dye 1 molecules Dye 2 molecule

move up the farthest.
Dye 3 molecule
water molecule
Large Dye 3 molecules

move up the least.
pencil line

Answers will vary.
Possible Responses

Why is evidence important in a scientific explanation?
It is important to use evidence in a scientific explanation because if you
___________________________________________________________________
don’t use evidence in your explanation, part of what you are saying might
___________________________________________________________________
not be true, or it might just be an opinion.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Scientific Explanation of Chromatography

1. Write a scientific explanation that answers the question below.
2. Your explanation should include:
• a topic sentence that answers the question.
• supporting sentences that tell what happens and why.
3. Your audience is the president of Good Food Production, Inc.
Question: Why did the food coloring separate into different dyes?
The food coloring separated into different dyes because the molecules in the
___________________________________________________________________
dyes have different properties. To separate the dyes, we took a strip of the
___________________________________________________________________
chromatography paper with the food-coloring mixture on it, and we hung the paper
___________________________________________________________________
so the bottom of it dipped in the water. The water and dyes moved up the paper,
___________________________________________________________________
separating into different colors. We observed the blue dye farthest up the paper, the
___________________________________________________________________
yellow in the middle, and the red toward the bottom.
___________________________________________________________________
The dyes moved up the paper because they were attracted to the water molecules.
___________________________________________________________________
The dyes separated because their molecules were different sizes and weights. The
___________________________________________________________________
molecules of the red dye were the largest, so they had the hardest time moving up
___________________________________________________________________
the paper, and they didn’t go very far. The molecules of the yellow dye were medium
___________________________________________________________________
size, and it was somewhat easy for them to move with the water, so they went
___________________________________________________________________
farther up the paper. The molecules of the blue dye were small, so it was easiest for
___________________________________________________________________
them to move with the water, and they went the farthest up the paper. So, the dyes
___________________________________________________________________
separated because the different properties of dye molecules interacted with the
___________________________________________________________________
water and paper molecules in different ways.
___________________________________________________________________

Answers will vary.
Possible Responses


closer to figuring out what happens when mixtures are separated?

when substances are mixed together. _____ Yes _____ Not yet
I understand why the food-coloring mixture

separated in chromatography. _____ Yes _____ Not yet


scientific explanations are all about evidence. If the evidence changes, then
___________________________________________________________________
the explanations will need to change too to make sure it is true.
___________________________________________________________________
___________________________________________________________________
What are you still wondering about molecules or separating mixtures

through chromatography?
I___________________________________________________________________
wonder what types of scientists use chromatography and what they study.
___________________________________________________________________
___________________________________________________________________

Modeling Matter:
Chapter 2
Possible Responses
Answers will vary.
Possible Responses

What do you think happens when sugar is mixed into water?
When you mix sugar into water, it makes the water taste sweet. If you wait
___________________________________________________________________
long enough, the sugar disappears, and the water gets even sweeter.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Flavor Ingredients Test

1. Each group member chooses one of the labeled plastic cups on the tray.
This is the flavor ingredient that you are responsible for testing.
2. Go to the Materials Station that has your flavor ingredient. Measure
two level scoops of the ingredient and place it in your cup of water.
3. Return to your seat and stir until the sediments go away or until you are
sure that the sediments will not go away. While you are stirring, predict
to your group what you think will happen.
4. In the second column, record your observations. Pass your cup to
another group member and observe another cup.
5. If an ingredient passed the Sediment Test (didn’t have sediments), pour
a few drops of the mixture into one of your two personal paper cups and
taste it.
6. In the last column, record your observations about the flavor of the
mixture.
Ingredient Sediment observations Flavor observations
mixed after stirring,

sugar sweet
no sediment
mixed quickly without

citric acid sour
much stirring, no sediment
a little bit mixed,

cumin n/a
has sediment
didn’t mix after a lot

pepper n/a
of stirring, floats on top

Answers will vary.
Possible Responses

What do you think happens at the nanoscale when a solid dissolves in
a liquid?
When a solid dissolves into a liquid, I think that at the nanoscale it means
___________________________________________________________________
that the molecules of the solid are breaking apart and mixing in with the
___________________________________________________________________
molecules of the liquid.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Exploring the Modeling Matter Simulation

Go to the Simulation and select the Solubility mode.
1. Things to try
• Try out different combinations of two molecules in the dish.
• Try stirring different amounts of molecules and at different speeds.
• Try pausing the Simulation to make observations and then pressing
PLAY.
• Try placing just one molecule in the dish.
2. Partner discussion questions

• What do you observe happening to the molecules in the dish?
• How are different molecules different from one another?
• How are different combinations of molecules different from one
another?
• Use the slider to replay the run after the time runs out. How is the
mixture different at the beginning, in the middle, and at the end?
3. Challenge
What combination of molecules could be a model of a solid dissolving
in a liquid?
Molecule 1 and Molecule 6
________________________________________________________________
What combination of molecules could be a model of a solid NOT

dissolving in a liquid?
Molecule 2 and Molecule 5
________________________________________________________________

Possible Responses
Activity 4
Modeling Matter Simulation
Solubility mode
Investigation Notebook: Exploring the Modeling Matter Simulation (page 40)
Purpose: The purpose of this activity is twofold: for students to explore

the Simulation’s features and functionalities, and for students to build an
understanding of what is happening at the nanoscale when substances are
mixed together. Students learn that when the molecules of a liquid and a solid
are attracted, their molecules mix. That mixing indicates that the molecules of the
solid are dissolving in the molecules of the liquid.
What students should do and notice in the Sim: Students explore the Modeling
Matter Simulation. They figure out that they can drag one or two kinds of
molecules to the petri dish and switch to a nanoscale view by pressing the
ZOOM IN button. Students note that molecules have different shapes and
that the molecules may interlock. When the molecules interlock, a black outline
appears that indicates a high level of attraction between those molecules. That
high level of attraction, which results in the mixing of the molecules, is what
occurs when a solid dissolves in a liquid. Students can stir the molecules to try and
maximize the molecules’ interactions, just as they stirred the sugar-and-water
solution to maximize the dissolving of the sugar.

Possible Responses
Activity 4 (continued)
Solubility mode
Activity
Investigation Notebook: Exploring the 4
Modeling Matter Simulation (page 40)
(continued)
The
The table
table below
below summarizes
summarizes thethe degree
degree of mixing
of mixing thatthat
will will
occuroccur
whenwhen
different
different combinations
combinations of moleculesofare
molecules are investigated
investigated in the Sim. in the Sim.

Answers will vary.
Possible Responses

Describe a time that you experimented in your kitchen. What did you make?
What ingredients did you use? What happened?
One time I made a drink that combined lots of different ingredients. I mixed
___________________________________________________________________
milk, soda, water, and sugar. I mixed it up and the ingredients combined
___________________________________________________________________
together. It tasted gross!
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Getting Ready to Read: Solving Dissolving

1. Before reading the book Solving Dissolving, read the sentences below.
sentence.
sentence.
A
________ When a solid “disappears” into a liquid, it has actually
dissolved.
D
________ All solids will dissolve when mixed with a liquid.
D
________ Once a solid has dissolved into a liquid, the solid can’t ever
be removed.
A
________ Models can help explain why some solids dissolve, and
others don’t dissolve.
A
________ Stirring a mixture of a solid and a liquid helps the solid
dissolve.

Answers will vary.
Possible Responses
Observations and Inferences in Solving Dissolving

1. In the book Solving Dissolving, Maya makes a lot of observations of the
mixtures she and her brother Diego make. In the table below, record
three observations that she makes. Be sure to record (in the first column)
the page number for each observation from the book.
2. Record an inference you can make based on each observation.
Remember to use what you know, along with the diagrams and text
in the book, to help you make inferences. An example has been done
for you.
Page Maya's observation My inference
5 The sugar disappeared when The sugar molecules were
mixed with water. attracted to the water
molecules, so the sugar
dissolved in the water.
7 The sugar was still The sugar was still

in the bottom of the there because it
glass after a few days. dissolved in the water.
8 Sugar grains are very Sugar grains are much, much

small, but still visible. larger than sugar molecules.
You can’t see sugar
molecules.
14 Cinnamon floated on Cinnamon doesn’t

top of the lemonade. dissolve in water.

Possible Responses
Reading Reflection: Solving Dissolving

In Solving Dissolving, Diego used models to explain dissolving to his sister.
You've also investigated a lot of models in this unit. Choose one model listed
on the Models chart posted in your classroom. What did it explain well?
What didn't it explain or show?
The nanovision model of chromatography helped to explain why the dyes
___________________________________________________________________
separated from each other. It explained that the molecules were different
___________________________________________________________________
sizes, so they traveled different distances up the paper. It did not show what
___________________________________________________________________
the actual molecules looked like, though. It just used different shapes to
___________________________________________________________________
represent the different molecules.
___________________________________________________________________
___________________________________________________________________
Key
Small Dye 1 molecules
Dye 1 molecule
move up the farthest.
Dye 2 molecule
Dye 3 molecule
water molecule
Large Dye 3 molecules

move up the least.
pencil line

Answers will vary.
Possible Responses

Write about something you learned from reading Solving Dissolving.
I___________________________________________________________________
learned that when a solid dissolves in a liquid, it doesn’t just disappear! The
molecules of the solid break apart and mix into the liquid. I also learned that
___________________________________________________________________
if something is dissolved in water, it can be separated back out by waiting
___________________________________________________________________
for the water to dry up.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Activity 2
Activity 2
Diagramming Tool: Dissolving Model
2.4 Dissolving Model
Students will model twice—once showing a soluble ingredient, and another
time showing
Students an insoluble
will model ingredient.
twice—once showing a soluble ingredient, and another time
showing an insoluble ingredient.
Solublemodel:
Soluble model: A proficient response will show:
• •shapes representing
shapes representingwater
watermolecules
molecules should be placed everywhere
placed everywhere within the model.
•within
somethe model.
shapes representing water molecules attached to molecules of
• some shapes
sugar representing
or molecules of citricwater molecules
acid to representshould be attached
attraction between theto two
molecules of sugar orStudents
kinds of molecules. molecules may ofrepresent
citric acidclusters
to represent attraction
by choosing shapes
between
that fit the two kinds
together of molecules.
like puzzle pieces, orStudents
they maymay haverepresent clusters
simply “stuck” by
shapes
choosing
together.shapes that fit together like puzzle pieces, or they may have
•simply
that “stuck” shapes
if students together.
followed the directions, they should only represent one of
• that
theif molecules
students followed the
other than directions, they should only represent one of
water.
the molecules other than water.

Possible Responses
2.4 Dissolving Model Activity 2 (continued)
Insolublemodel:
Insoluble model: A proficient response will show:
• •that students
that studentsshould have represented
represented the flavor-ingredient
the flavor-ingredient molecules
molecules in clusters that
in clusters that do
do not contain not contain
water moleculeswater molecules
to represent theto represent
lack the lack
of attraction of
of the
attraction of the flavor-ingredient
flavor-ingredient molecules to themolecules to the water molecules.
water molecules.

Answers will vary.
Possible Responses
Scientific Explanation of Dissolving

Question: Which flavor ingredients will not leave sediments in the salad
dressing? Why?
Sugar and citric acid will not leave sediments in the salad dressing because
___________________________________________________________________
both of these ingredients will dissolve in vinegar. We observed that sugar
___________________________________________________________________
and citric acid dissolved and did not leave any sediment when we mixed
___________________________________________________________________
them with water (which has very similar properties to vinegar). This
___________________________________________________________________
happened because both the sugar molecules and the citric acid molecules
___________________________________________________________________
were highly attracted to the water molecules. If you looked at a mixture
___________________________________________________________________
of sugar and vinegar or citric acid and vinegar on the nanoscale, you
___________________________________________________________________
would see that the molecules of the solids connect to vinegar molecules.
___________________________________________________________________
The molecules of the solids spread out through the vinegar until they are
___________________________________________________________________
completely mixed. This is why you can observe that sugar and citric acid
___________________________________________________________________
dissolve in vinegar.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Scientific Explanation of Dissolving

Question: Which flavor ingredients will not leave sediments in the salad
dressing? Why?
Sugar and citric acid will not leave sediments in the salad dressing because
both of these ingredients will dissolve in vinegar
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
sugar and citric acid dissolved and did not leave
We observed that __________________________________________________
any sediment when we mixed them with water (which has very similar
___________________________________________________________________
properties to vinegar)
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
both the sugar molecules and the citric acid molecules were
This happened because _____________________________________________
highly attracted to the water molecules. If you looked at a mixture of sugar and vinegar or
___________________________________________________________________
citric acid and vinegar on the nanoscale, you would see that the molecules of the solids connect
___________________________________________________________________
to vinegar molecules. The molecules of the solids spread out through the vinegar until they are
___________________________________________________________________
completely mixed. This is why you can observe that sugar and citric acid dissolve in vinegar
__________________________________________________________________.
Modeling Matter—Lesson 2.4 (Version B)

Answers will vary.
Possible Responses


closer to figuring out why some salad-dressing ingredients mix, and others
do not?

when a solid mixes into a liquid. _____ Yes _____ Not yet

when two liquids mix or don't mix. _____ Yes _____ Not yet


I___________________________________________________________________
don’t know what happens when two liquids mix together. Do their
molecules mix up, too?
___________________________________________________________________
___________________________________________________________________
What are you still wondering about mixing and non-mixing substances or
about molecules?
Why don’t some liquids mix together, like oil and water?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Chapter 2 Home Investigation:

Investigating More Mixtures
1. With someone at home, choose two flavor ingredients to see whether or not
they will dissolve in water. Choose ingredients that you did not investigate
in class.
2. On the next page, record the name of your first flavor ingredient on the line
provided.
3. Add a small amount of your first flavor ingredient into a half cup of water
and stir with a spoon until it has dissolved or until you are sure that it will
not dissolve.
4. In the Key on the next page, record the name of flavor ingredient 1. Then
draw a shape to represent a molecule of flavor ingredient 1 and a shape
to represent a water molecule.
5. Draw a model of your first mixture.
6. Repeat Steps 2–5, this time using your second flavor ingredient. Draw your
model on page 3.
7. Use your models to explain to the person who’s investigating with you what
is happening with the molecules of the substances as they mix or don’t
mix.

Answers will vary.
Possible Responses

Investigating More Mixtures (continued)
garlic powder
Flavor ingredient 1: _________________________________________________
Model of the Mixture

Key
_ garlic powder
_____________
molecule
water molecule

Answers will vary.
Possible Responses

Investigating More Mixtures (continued)
salt
Flavor ingredient 2: _________________________________________________
Model of the Mixture

Key
salt
_ _____________
molecule
water molecule

Answers will vary.
Possible Responses

How do models help explain solubility?
Models can help explain how a solid dissolves in a liquid because they can
___________________________________________________________________
show what happens to the molecules in a way that is big enough to see with
___________________________________________________________________
our eyes. We can see how a lot of molecules of a solid can break apart and
___________________________________________________________________
separate and then mix with the molecules of a liquid.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Making Mixtures in the Simulation

1. In the Solubility mode of the Simulation, create the combinations of
molecules listed in the first column of the table on the next page.
• In the space between the two arrows, record the level of attraction
between the two molecules.
2. In the second column, circle how mixed the two substances are.
3. In the third column, record your evidence. What did you observe
that makes you think the substances will interact in that way?
4. Answer the question at the bottom of the next page.
Level of attraction How mixed What is your evidence?

between molecules of are these two
these two substances substances?
Example: completely mixed Molecules 2 and Molecules 3

are connecting to one another,
mostly mixed forming clusters with black
2 high 3 slightly mixed outlines that are made up of both
kinds of molecules. Molecules 3
not mixed also connect to other Molecules 3.

Answers will vary.
Possible Responses
Making Mixtures in the Simulation (continued)

between molecules of are these two
these two substances substances?
completely mixed Molecules 1 and Molecules

mostly mixed 5 don’t connect to one
1 low 5 slightly mixed
another and don’t form
clusters made up of both
not mixed kinds of molecules.
completely mixed
Molecules 2 and Molecules
mostly mixed 4 connect to one another,
2 high 4 slightly mixed forming clusters made up of
both kinds of molecules.
not mixed
completely mixed Molecules 4 and Molecules

mostly mixed 5 barely connect to one
4 low 5 slightly mixed
another and only formed
two small clusters made up
not mixed of both kinds of molecules.
Based on what you've learned about mixing and dissolving, if a solid

dissolves into a liquid, what does it mean about the properties af their
molecules? Describe what it would look like on the nanoscale.
If the solid dissolves in the liquid, it means that their molecules must be
___________________________________________________________________
highly attracted to one another. On the nanoscale, the molecules would
___________________________________________________________________
form clusters made up of both kinds of molecules.
___________________________________________________________________

Possible Responses
Activity 2
Solubility mode
Investigation Notebook: Making Mixtures in the Simulation (pages 50–51)
Purpose: Students investigate different molecule combinations in the Sim to make

connections about the role of attraction between different molecules and mixing
at the observable scale.
What students should do and notice in the Sim: For each of the specified pairs
of molecules, students will drag the molecules into the petri dish and first note
the level of attraction between the two kinds of molecules. Then, students press
ZOOM IN to view the molecules at the nanoscale, observe the interactions
between the different kinds of molecules, and make an inference about how
mixed the substances would look at the observable scale: completely mixed,
mostly mixed, slightly mixed, or not mixed. When asked for their evidence,
students should attend to the interactions between the different kinds of
molecules, noting whether their shapes interlock and form outlined clusters
containing both kinds of molecules.
The teacher demonstrates the first pair of molecules (Molecules 2 and Molecules
3) for the class. Molecules 2 and Molecules 3 have a high level of attraction,
and interlock, forming clusters with black outlines that are made up of both
kinds of molecules (see clusters circled in white in the image below). The teacher
concludes that this combination would look mostly mixed at the observable scale.
Note that within some clusters, Molecules 3 attract Molecules 3, but attraction
among molecules of the same kind is not the focus of this lesson.

Possible Responses
Possible Responses
Modeling Matter Simulation Modeling Matter, 2.5
Solubility mode
Investigation Notebook: Making Mixtures in the Simulation (pages 50–51)
Molecules 2 and Molecules 3 connect and form outlined clusters made up of both
kinds of molecules. At the observable scale, this mixture would look mostly mixed.
Students
Studentsthen work
then in pairs
work to investigate
in pairs to investigatethree more
three molecule
more combinations,
molecule
one of which theyone
combinations, choose on their
of which theyown. The on
choose results
theirfor Molecules
own. 1 and
The results for5 and
Molecules
Molecules2 and
1 and4 are shown
5 and below. For
Molecules a summary
2 and 4 are shownof the outcomes
below. For afor other
summary
molecule combinations,
of the outcomes please
for other refer tocombinations,
molecule Table 2: Summary of Level
please refer of
to Mixing
Table 2:by
Kind of Molecule
Summary in Overview
of Level of Mixing ofbytheKind
Appsof in This Unitin(in
Molecule Unit Overview).
Overview of the Apps in
This Unit (in Unit Overview).

Possible Responses
Solubility mode
Investigation Notebook:
Possible Responses Making Mixtures in the Simulation
Modeling(pages 50–51)
Matter, 2.5
Molecules 1 and Molecules 5 do not connect or form outlined clusters made
up of both kinds of molecules. At the observable scale, this mixture would look
not mixed.
Molecules 2 and Molecules 4 connect and form outlined clusters made up of

both kinds of molecules. At the observable scale, this mixture would look
completely mixed.

Answers will vary.
Possible Responses
Evaluating Explanations of Dissolving

1. Evaluate Explanation A by writing “yes” in the second column if it includes
that feature of a scientific explanation. If that feature is not included in
the explanation, write “no.”
2. Repeat for Explanation B, recording your answers in the third column.
3. On the next page, answer the two questions.
What is a scientific explanation? Explanation A Explanation B
It answers the question. yes yes
It describes things that are not easy to

no yes
observe.
The ideas in the explanation are correct

based on the scientific ideas we have yes yes
learned.

Answers will vary.
Possible Responses
Evaluating Explanations of Dissolving (continued)
What advice would you give the writer of Explanation A to help improve it?
Think about how accurate the science ideas in the explanation are, as well
as about how well the explanation is written.
I___________________________________________________________________
think that Explanation A could be better if it describes what happens
to the molecules of water, sugar, and pepper to explain why they mix
___________________________________________________________________
differently. I think that a drawing could be added to the explanation to show
___________________________________________________________________
what is being described.
___________________________________________________________________
What advice would you give the writer of Explanation B to help improve it?
Think about how accurate the science ideas in the explanation are, as well
as about how well the explanation is written.
I___________________________________________________________________
think that Explanation B did a good job of explaining what happens to
molecules to make something dissolve or not. I think that a drawing could
___________________________________________________________________
be added to the explanation to show what is being described.
___________________________________________________________________
___________________________________________________________________

Possible Responses
Evaluating a Dissolving Model

1. Review pages 12–13 and 16–17 in Solving Dissolving.
2. Evaluate the model below and then answer the questions on the next
page.
Key
sugar molecule
water molecule
Sugar molecules spread apart and mix evenly

with water molecules.

Possible Responses
Evaluating a Dissolving Model (continued)

1. What does this model show well about dissolving?
This model shows that the two different kinds of molecules have spread
________________________________________________________________
apart and mixed evenly, which is what happens during dissolving.
________________________________________________________________
________________________________________________________________
2. What does this model not show well about dissolving?

This model does not
________________________________________________________________
show how the different molecules might be attracted to one another and if it is a strong
or weak attraction. It does not show how the molecules would touch each other or be
________________________________________________________________
clustered together because of that attraction. It also does not show the exact sizes of the
molecules but instead shows them about the same size, even though sugar molecules are
________________________________________________________________
bigger than water molecules.
3. Describe what you would change about this model. Make a drawing (in
the box below) if it helps you explain your thinking. Label your drawing.
I________________________________________________________________
would change this model by showing that the sugar molecules are
bigger than the water molecules. Because of this, several water
________________________________________________________________
molecules can be attracted to and surround a single sugar molecule to
________________________________________________________________
form clusters.
________________________________________________________________
sugar molecule
water molecule

Modeling Matter:
Chapter 3
Possible Responses
Answers will vary.
Possible Responses

We have tested and learned that some solids can be dissolved in a liquid.
We know they have dissolved because there is no sediment in the mixture.
How might you know that a liquid has dissolved in a liquid?
If a liquid dissolved in a liquid, I think it would mix in evenly with the other
___________________________________________________________________
liquid. I would know it was dissolved if the mixture was even, and you
___________________________________________________________________
couldn’t tell that there were two separate liquids anymore.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Attraction Test
1. Place your penny on the tray and record predictions in the second column.
2. Draw up some of the liquid into the dropper. Gently squeeze the dropper
to let out one drop of liquid onto the penny. Don’t let the end of the
dropper touch the liquid on the penny!
3. After 10 drops, stop. In the third column, draw your observations.
4. Continue adding one drop at a time until the liquid spills over the penny.
5. In the last column, record the total number of drops you added before the
liquid spilled over the penny.
Liquid Predictions Observations Total number

after 10 drops of drops added
water How many drops
before the water
spills off the penny?
2
________
Draw what you penny 28
think the penny will
look like.
penny
oil How many drops

before the oil spills
off the penny?
4
________
Draw what you penny 23
think the penny will
look like.
penny

Answers will vary.
Possible Responses

Why do scientists evaluate models?
Scientists have to evaluate models to see how the models could become
___________________________________________________________________
better. Sometimes, a model can’t show everything exactly like real life, so a
___________________________________________________________________
scientist needs to be able to tell if the model is still good at showing what’s
___________________________________________________________________
important or if it needs to be improved.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Getting Ready to Read: Science You Can't See

1. Before reading the book Science You Can't See, read the sentences
below.
sentence.
sentence.
A
________ Scientists study fossils to learn about dinosaurs.
D
________ It is easy to observe all parts of the ocean.
D
________ The bottom of the ocean is flat.
A
________ Microscopes can make pictures of atoms.
D
________ Scientists did not know about atoms and molecules until
they saw them.

Answers will vary.
Possible Responses
Evidence and Inferences in Science You Can't See

Karen Chin is investigating the question How and what did dinosaurs eat?
What evidence did she use to help answer her question?
Her evidence was the size of the coprolite and that there were crushed
___________________________________________________________________
bones of a smaller dinosaur in the dropping.
___________________________________________________________________
___________________________________________________________________
What inferences did she make based on that evidence?

She made the inference that it came from a T. Rex. She found out that the
___________________________________________________________________
T. Rex ate other smaller dinosaurs.
___________________________________________________________________
___________________________________________________________________
Edward Saade is investigating the question How deep is the ocean floor in
different places?
What evidence did he use to help answer his question?
His evidence came from the echo sounder and measuring the temperature
___________________________________________________________________
of the ocean.
___________________________________________________________________
___________________________________________________________________
What inferences did he make based on that evidence?

He made inferences in order to make a map of how deep the ocean is in
___________________________________________________________________
different places.
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Evidence and Inferences in Science You Can't See (continued)

Farid El Gabaly is investigating the question What patterns do magnetic
atoms form in very small pieces of metal?
What evidence did he use to help answer his question?
His evidence was the images made by electrons bouncing off the atoms.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What inferences did he make based on that evidence?

He made the inference that magnetic cobalt atoms can clump together
___________________________________________________________________
in groups.
___________________________________________________________________
___________________________________________________________________
Choose one section to reread. Record an inference you made while reading.
What did you read in the text?
14
On page ________, I read that
Saade doesn’t work alone, but he is part of a scientific community.
___________________________________________________________________
___________________________________________________________________
What inference did you make based on what you read?

Scientists from all over the world need to work together to study something as
___________________________________________________________________
big as the ocean because one person couldn’t do it alone.
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Reading Reflection: Science You Can't See

Think back to the Attraction Test you did in the previous lesson and
answer the questions below. You may want to look back at page 59
in your notebook for evidence to support your inferences.
What inferences can you make about the molecules in water?

Molecules in water are strongly attracted to each other.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What is your evidence?

It took 28 drops of water on the penny before the water spilled off of it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What inferences can you make about the molecules in oil?

Molecules in oil are attracted to each other, but not as strongly as water
___________________________________________________________________
molecules are attracted to each other.
___________________________________________________________________
___________________________________________________________________
What is your evidence?

Fewer drops of oil than water were able to sit on the penny before they
___________________________________________________________________
spilled off. However, it still took 23 drops before that happened.
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses

Why do scientists need to make inferences?
Scientists make inferences to connect their evidence and reasoning.
___________________________________________________________________
Scientists can’t observe EVERYTHING, so they have to take what they do
___________________________________________________________________
observe and try to connect the dots about the things they can’t observe.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Liquid Mixtures
1. Write a proposed answer to the question below.
2. In your answer, include what is happening with the molecules.
Question: What happens to the molecules of two liquids when you mix them
together?
Proposed answer:
When two liquids are mixed, the molecules in each liquid get jumbled up together.
___________________________________________________________________
If the molecules of the two liquids are attracted to each other, they will mix and
___________________________________________________________________
form even clusters of mixed molecules. If the molecules of the two liquids are not
___________________________________________________________________
attracted to each other, they will separate from each other and won’t mix.
___________________________________________________________________

Answers will vary.
Possible Responses
Investigating Molecular Interactions in the Simulation

1. In the Solubility mode of the Simulation, choose two molecules to combine
and record them in the first column of the table. Record the level of
attraction between the molecules.
2. Look for the following results:
• a substance that is completely mixed
• a substance that is slightly mixed
• a substance that is not mixed
3. In the second column, circle how mixed the two substances are.
4. In the third column, record your evidence. What did you observe that
makes you think the substances will interact in that way?
5. Answer the questions at the bottom of the next page.

between molecules are these two
substances?
Example: Molecules 3 and Molecules 4
completely mixed are connecting to one another,
forming clusters that have black
3 high 4 mostly mixed outlines. Molecules 3 are also
slightly mixed connecting to other Molecules
high low 3, forming clusters that have
not mixed black outlines. Molecules 4 are
3 4
not connecting to themselves.
completely mixed
2 high 4 Molecules 2 and Molecules
mostly mixed 4 are connecting to one
low low slightly mixed another, forming clusters
that have black outlines.
2 4 not mixed

Answers will vary.
Possible Responses
Investigating Molecular Interactions in the Simulation (continued)

between molecules are these two
substances?
completely mixed Molecules 4 and Molecules 5 are not

5 low 4 really connecting to one another or
mostly mixed forming clusters. Molecules 4 are not
low low slightly mixed really connecting to other Molecules
4, and Molecules 5 are not really
5 4 not mixed connecting to other Molecules 5.
Molecules 1 and Molecules 3 are not
completely mixed
1 low 3 connecting to one another to form clusters
that have black outlines. Molecules 1 are
mostly mixed
connecting to other Molecules 1, forming
high high slightly mixed clusters that have black outlines. Molecules
3 are connecting to other Molecules 3,
1 3 not mixed
forming clusters that have black outlines.
What happens when molecules have a high level of attraction to

themselves?
When molecules have a high level of attraction to themselves, they form
___________________________________________________________________
clusters with other molecules of the same kind.
___________________________________________________________________
___________________________________________________________________
When two substances are completely mixed, what level of attraction do

their molecules have to one another and to themselves?
When two substances completely mix, their molecules have a high level of
___________________________________________________________________
attraction to one another and a low level of attraction to themselves.
___________________________________________________________________
___________________________________________________________________

Possible Responses
Activity 2
Activity 2
Simulation: Solubility mode
Solubility mode
Purpose: TheNotebook:
Investigation purpose ofInvestigating
this activity isMolecular
for students to deepen
Interactions intheir
the
understanding about
Simulation (pages the role of molecular attraction in mixing.
68–69)
Purpose: The purpose of this activity is for students to deepen their

What students should do and notice in the Sim: Students choose different
understanding about the role of molecular attraction in mixing.
combinations of molecules to investigate and focus on the level of attraction
between two different
What students should dokinds of molecules
and notice as well
in the Sim: as thechoose
Students level of attraction
different
between molecules
combinations of thetosame
of molecules kind. and focus on the level of attraction
investigate
between two different kinds of molecules as well as the level of attraction
between molecules of the same kind.
The teacher demonstrates by using Molecule 3 and Molecule 4 as an
example.
The teacherIn demonstrates
this combination, Molecule
by using 3 and
Molecule Molecule
3 and Molecule 4 have a high
4 as an level
example.
of attraction
In this to each
combination, other. Also,
Molecule 3 andMolecule
Molecule 3 has aahigh
4 have highlevel
level of attraction
attractiontoto
other Molecules
each other. 3, whereas
Also, Molecule Molecule
3 has 4 has
a high level a low leveltoofother
of attraction attraction to other
Molecules 3,
Molecules 4.
whereas Molecule 4 has a low level of attraction to other Molecules 4.

Possible Responses
Possible mode
Solubility Responses Modeling Matter, 3.3
Investigation Notebook: Investigating Molecular Interactions in the

Simulation (pages 68–69)
Molecules 3 and Molecules 4 interlock, forming clusters (circled in white in
Molecules
the image 3 and Molecules
below) that are4 made
interlock,
up offorming clusters
both kinds (circled in white
of molecules. in the 3
Molecules
image below)
can also that are
interlock made
with upMolecules
other of both kinds of molecules.
3, forming Molecules
clusters made up3of can
onlyalso
interlock with3other
Molecules Molecules
(circled in yellow3,in
forming clusters
the image made
below). Theupclusters
of only Molecules
of Molecules 3
(circled
3 meanin yellow in the
that they image
are below). Themixed
not completely clusters of Molecules
together 3 mean that
with Molecules 4, sothey
arethis
notmixture would
completely be mostly
mixed mixed
together withatMolecules
the observable scale
4, so this ratherwould
mixture than be
completely
mostly mixed at mixed.
the observable scale rather than completely mixed.

Possible Responses
Solubility mode
Investigation Notebook: Investigating Molecular Interactions in the
Simulation (pages 68–69)
After the demonstration by the teacher, students choose different combinations
After the demonstration by the teacher, students choose different combinations
of molecules
of molecules toto investigate.
investigate. For
For each
each combination,
combination, students
students observe
observe the
the levels
levels
of attraction in the mixture. Students try different combinations of molecules
of attraction in the mixture. Students try different combinations of molecules to to
discover substances
discover substances that
that are
are completely
completely mixed,
mixed, slightly
slightly mixed,
mixed, and
and not
not mixed.
mixed.
The table below summarizes the degree of mixing that will occur occur when
when different
different
combinations of molecules are investigated in the Simulation.
Simulation. (See
(See Overview:
Overview:
Apps
Apps inin This
This Unit
Unit for
for more
more detailed
detailed information.)
information.)

Answers will vary.
Possible Responses

How is the Modeling Matter Simulation useful for understanding the
properties of molecules?
The Modeling Matter Simulation is helpful to understand how molecules
___________________________________________________________________
behave because it would be really hard to do all of these tests in real life!
___________________________________________________________________
By using the Sim, we can see how all different kinds of molecule mixtures
___________________________________________________________________
behave at the nanoscale and in a short amount of time. We don’t have to
___________________________________________________________________
use a microscope and take a long time to test each combination in real life.
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Stability Test
Procedure
1. Three group members go to one of the Materials Stations. Measure one
level scoop of one of the texture ingredients into your vial of oil and water.
2. Snap on the cap tightly. Return to your seat.
3. Shake your vial for 30 seconds.
4. Wait for three minutes. Then, record your prediction below.
5. Shake your vial for one minute. While waiting, record your starting
observations in the table on the next page.
• Be sure to draw any layers you see.
• Record notes about what the mixture looks like, the number of layers
you see, if you see any sediments, and anything else you observe.
6. Take a break. While you are waiting, groups will work with the Word
Relationships Cards.
7. Record your final observations.
• Be sure to draw any layers you see.
• Record notes about what the mixture looks like, the number of layers
you see, if you see any sediments, and anything else you observe.
Prediction
Which ingredient (cornstarch, flour, or lecithin) do you think will create the
most stable salad dressing? Why?
I___________________________________________________________________
think that cornstarch will make the most stable salad dressing. I think this
because cornstarch is a little bit sticky when it gets wet, so maybe it will
___________________________________________________________________
make the molecules in the oil and water stick together when they mix.
___________________________________________________________________

Answers will vary.
Possible Responses
Stability Test (continued)
Texture ingredient Starting observations Final observations
cornstarch
• 4 layers
• bubbles • sediment
on top on top and
• yellow in the bottom
middle • top layer is
• white on the yellow
bottom • bottom layer
is white
flour
• 2 layers
• some bubbles
on top layer • top layer is
• top layer is cloudy, yellow
brownish- • bottom layer
white is almost clear
• bottom layer
is white
lecithin • 3 layers
• light yellow for
top layer • bubbles on
top
• middle layer is
bigger • no layers
• middle layer is • yellowish,
yellow, thick thick
• bottom layer • not clear
is small and
clear

Answers will vary.
Possible Responses
Word Relationships
1. Work with your group to create sentences that use at least two of the
word cards in each sentence.
2. Create some sentences that explain what you have been learning about
why some mixtures separate and others stay mixed.
3. Record a few of the sentences you created.
attract molecule substance liquid
solid dissolve emulsifier soluble
Different molecules can have different levels of attraction to other

1. __________________________________________________________________
molecules.
__________________________________________________________________
An emulsifier can cause the molecules in liquids to stay mixed.

2. __________________________________________________________________
__________________________________________________________________
A solid can dissolve in a liquid.

3. __________________________________________________________________
__________________________________________________________________
Sugar is a substance that is soluble in water.

4. __________________________________________________________________
__________________________________________________________________

Answers will vary.
Possible Responses


closer to figuring out why some salad-dressing ingredients mix, and others
do not?

when a solid mixes into a liquid. _____ Yes _____ Not yet

when two liquids mix or don't mix. _____ Yes _____ Not yet


when two liquids mix, they will stay mixed if the liquid molecules are more
___________________________________________________________________
attracted to each other than to themselves. They will stay separated if the
___________________________________________________________________
liquid molecules are more attracted to themselves than to each other.
___________________________________________________________________
What are you still wondering about mixing and non-mixing substances or
about molecules?
What are some other examples of liquids mixing or not mixing in real life?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses

What do you think causes two liquids to stay mixed?
I___________________________________________________________________
think that two liquids will stay mixed together when the molecules of the
two liquids are very attracted to each other and not very attracted to
___________________________________________________________________
themselves. This would mean that the molecules would be mixed up evenly
___________________________________________________________________
and would stay that way, and they wouldn’t go back to the same type of
___________________________________________________________________
liquid they came from.
___________________________________________________________________
___________________________________________________________________

Possible Responses
Nanovision Model of an Emulsifier

1. In the Key, draw three shapes to represent oil, vinegar, and lecithin
molecules.
2. In the box, draw a zoomed-in model of how lecithin molecules allow
vinegar molecules and oil molecules to mix. Do not draw more than
10 of each molecule.
3. Label your drawing to explain what it shows.
Key
oil molecule
vinegar molecule
lecithin molecule
The emulsifier molecule is

attracted to both the oil
and vinegar molecules. This
means that because oil and
vinegar are both attracted to
the emulsifier, they will stay
mixed up evenly when they
are combined.

Answers will vary.
Possible Responses
Emulsifier Missions in the Simulation

1. Pair A sets up and runs Trial 1. Pair B sets up and runs Trial 2, using the
same molecules in Trial 1, but with an emulsifier.
2. Record the molecule combinations used in Trial 1 and Trial 2. Observe
the differences and answer the first question (on the next page).
3. Pair A sets up and runs Trial 3 while Pair B keeps Trial 2 on their screen.
4. Record the molecule combinations used in Trial 3. Observe the
differences between Trial 2 and Trial 3 and answer the second question
(on the next page).
Trial Level of attraction between molecules
Trial 1 (Pair A)
Find two substances that do 4 low 5
not mix on their own.
low low
4 5
Trial 2 (Pair B)
Use the two substances that 4 low 5
Pair A found. Mix them with
the help of an emulsifier. low low
4 5
Trial 3 (Pair A)
Find two substances that are 1 high 2
mostly mixed or completely
mixed without an emulsifier. high low
1 2

Answers will vary.
Possible Responses
Emulsifier Missions in the Simulation (continued)

Compare what you see at the nanoscale between substances that do not
mix without an emulsifier (Trial 1) and substances that mix with the help of
an emulsifier (Trial 2). What do you notice?
When there is no emulsifier, the two kinds of molecules do not connect or form
___________________________________________________________________
clusters made up of different kinds of molecules. When you add an emulsifier,
___________________________________________________________________
both kinds of molecules connect to it.
___________________________________________________________________
___________________________________________________________________
Compare what you see at the nanoscale between substances that mix with
the help of an emulsifier (Trial 2) and substances that mix without the help of
an emulsifier (Trial 3). What do you notice?
In both trials, there were clusters of the two different kinds of molecules
___________________________________________________________________
added. In Trial 3, the molecules connected to one another. In Trial 2, the
___________________________________________________________________
molecules always had an emulsifier between them.
___________________________________________________________________
___________________________________________________________________

Possible Responses
Activity 4
Emulsifier mode Activity 4
Investigation
Simulation: Notebook: Before and After Adding Lecithin (page 81)
Emulsifier mode
Purpose: The purpose of this activity is for students to apply their
Purpose: The purpose of this activity is for students to apply their understanding
understanding of emulsifiers in order to complete missions in the Emulsifier
of emulsifiers in order to complete missions in the Emulsifier mode of the
mode of the Simulation.
Simulation.
What
What students
students should dodo
should andandnotice in the
notice Sim,
in the Trial
Sim, 1: Pair
Trial A completes
1: Pair a a
A completes
mission
missionto to
find two
find substances
two substances that dodo
that notnot
mixmix
on on
their own.
their AnyAny
own. molecule
molecule
combinations
combinations in which thethe
in which different kinds
different of molecules
kinds of moleculeshave lowlow
have attraction to one
attraction
another
to onewill allow will
another students
allow to successfully
students complete this
to successfully mission.
complete Students
this mission.should
Students
notice should notice
that molecules that molecules
of different kinds areofnot
different kinds or
connecting areforming
not connecting
clusters
or forming
made clusters
up of both kindsmade up of both
of molecules. Ankinds of molecules.
example An example
of Trial 1, using of Trial
Molecules 1 and
1, using Molecules
Molecules 5, is shown1below.
and Molecules 5, is shown below.

Possible Responses
Emulsifier mode
Investigation Notebook: Before and After Adding Lecithin (page 81)
What students should do and notice in the Sim, Trial 2: Pair B completes
What students
a mission to mixshould do and
the two notice in from
substances the Sim,
TrialTrial 2: Pair
1 that do notB completes
mix on theira
mission
own bytoadding
mix thean two substances
emulsifier. from Trial
Students 1 that
should do not
notice thatmix onemulsifier
the their own by
adding an emulsifier.
molecules connect Students should
to both kinds of notice that often
molecules, the emulsifier molecules
at the same time, connect
toallowing
both kinds of molecules,
clusters to form often at the
that are madesame time,
of all allowing
three kinds clusters to form
of molecules. Anthat
example
are made ofofallTrial 2, using
three kinds ofMolecules 1 and
molecules. Molecules
An example of 5 from
Trial Trial 1,
2, using plus an 1
Molecules
emulsifier,
and Moleculesis shown
5 frombelow.
Trial 1, plus an emulsifier, is shown below.

Possible Responses
Modeling
Possible Matter Simulation
Responses Modeling Matter, 3.5
Emulsifier mode
Investigation Notebook: Before and After Adding Lecithin (page 81)
What students should do and notice in the Sim, Trial 3: Pair A completes
What students
a mission should
to find twodo and noticethat
substances in the
areSim,
mostlyTrial 3: Pair
mixed orAcompletely
completes a
mission
mixedtowithout
find two thesubstances
addition ofthat
an are mostly Any
emulsifier. mixedofor
thecompletely mixed without
following molecule
thecombinations
addition of anwillemulsifier.
produceAny of the
mostly following molecule
or completely combinations
mixed results: will 1
Molecules
produce
and 2,mostly
Moleculesor completely mixed results:
1 and 4, Molecules 2 andMolecules 1 and22,and
3, Molecules Molecules 1
4, Molecules
and 4, Molecules
2 and 2 and
6, Molecules 3 3,
andMolecules 2 and 4, Molecules
4, and Molecules 2 and 6, should
4 and 6. Students Molecules 3
notice
andthat the different
4, and Molecules kinds of 6.
4 and molecules
Studentsconnect and form
should notice thatclusters madekinds
the different of
of both kinds connect
molecules of molecules. An example
and form of Trialof3,both
clusters made using Molecules
kinds 2 and An
of molecules.
Molecules
example 4, is3,shown
of Trial below.
using Molecules 2 and Molecules 4, is shown below.

Answers will vary.
Possible Responses

What have you enjoyed doing and learning in your role as a food scientist?
I___________________________________________________________________
liked learning about the nanoscale in the Sim. It was fun to put different
molecules together and test them to see how they mixed with one another
___________________________________________________________________
(or didn’t mix). The nanoscale helped me see how different molecules
___________________________________________________________________
behave, and I wouldn’t be able to do that with just my eyes in real life.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
Making Sense of Mixing in the Simulation

You are a food scientist who is trying to create a new sauce. You are mixing
together different combinations of liquids to see how well they mix together.
Using the Simulation, try mixing the ingredients for Sauce A and Sauce B.
Sauce A
1. To make a sample of Sauce A, add together Molecules 2 and
Molecules 6.
2. Stir the molecules to spread them around and then watch what they do.
3. Describe what you see the molecules doing.
Molecules 6 are combining with other Molecules 6 to form a black
________________________________________________________________
border around big clusters of them. Some Molecules 2 have become
________________________________________________________________
part of those clusters, but most Molecules 2 are staying the same and
________________________________________________________________
not mixing.
________________________________________________________________
________________________________________________________________
4. For each statement, circle the option that best describes what you
observed.
Molecules 2 do / do not connect to other Molecules 2.
Molecules 2 do / do not connect to Molecules 6.

Answers will vary.
Possible Responses
Making Sense of Mixing in the Simulation (continued)

Sauce B
1. To make a sample of Sauce B, add together Molecules 3 and
Molecules 6.
2. Stir the molecules to spread them around and then watch what they do.
3. Describe what you see the molecules doing.
There are big clusters formed by groups of Molecules 3. There are other
________________________________________________________________
big clusters formed by groups of Molecules 6. There are no clusters that
________________________________________________________________
are formed between Molecules 3 and Molecules 6.
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. For each statement, circle the option that best describes what you
observed.
Molecules 3 do / do not connect to Molecules 6.

Answers will vary.
Possible Responses
Making Sense of Mixing in the Simulation (continued)

At the observable scale, you noticed that Sauce A formed a mixture,
while Sauce B separated into layers. Based on what you saw happening
with the molecules, why do you think Sauce A’s ingredients mixed evenly,
but Sauce B’s ingredients did not?
I think Sauce A mixed evenly because the two different kinds of molecules were attracted to each other. This
___________________________________________________________________
means that they will form new clusters that are made up of both of the molecules together, and they will stay
___________________________________________________________________
that way. I think Sauce B did not mix because the two different molecules were more attracted to themselves
___________________________________________________________________
than to each other. This means they would not form clusters together and would stay separated.
___________________________________________________________________
You are thinking about making a third sauce, Sauce C, by adding together
Molecules 1 and Molecules 3. Try combining them in the Simulation. Based
on what you see, would you predict that the sauce will make an even mixture
or separate into layers? Why do you think that?
I think Sauce C will separate into layers because Molecules 1 are highly attracted to each other, and Molecules
___________________________________________________________________
3 are highly attracted to each other, but there is no attraction between Molecules 1 and Molecules 3. This
___________________________________________________________________
means that Molecules 1 will form clusters with each other and Molecules 3 will form clusters with each other,
___________________________________________________________________
but they will stay separated because no clusters of Molecules 1 and Molecules 3 will form.
___________________________________________________________________

Answers will vary.
Possible Responses
Before and After Adding Lecithin

1. Observe the Before Adding Lecithin Model below and then record your
answer to the first question.
2. With your partner, use the Modeling Matter Diagramming Tool to
create an Emulsifier Model.
3. Record your answer to the second question about the Emulsifier Model.
Before Adding Lecithin

Key
vinegar molecule
oil molecule
What does the Before Adding Lecithin Model show?

Oil and vinegar separate because vinegar molecules are strongly attracted to
___________________________________________________________________
other vinegar molecules, but they are not attracted to oil molecules.
___________________________________________________________________
___________________________________________________________________
What does your Emulsifier Model show?

Lecithin molecules are strongly attracted to both oil and vinegar molecules,
___________________________________________________________________
so they help oil and vinegar molecules get evenly distributed.
___________________________________________________________________
___________________________________________________________________

Possible Responses
Activity 1
Modeling
PossibleMatter Modeling Tool
Responses Modeling Matter, 3.6
3.6 Emulsifier Model Activity 1
Activity 1
Investigation Notebook:
Diagramming BeforeModel
Tool: Emulsifier and After Adding Lecithin (page 81)
Diagramming Tool: Emulsifier
A proficient response will showModel
lecithin molecules attached to both oil
A proficient
A
moleculesresponse
proficientand will
response show:
vinegarwill show lecithin
molecules, molecules
allowing attached
clusters made uptoofboth oil
all three
molecules
• lecithin
kinds of and vinegar
molecules
moleculesattachedmolecules,
to form. to both
The allowing
oil
shapes thatclusters
molecules and made
students upmolecules,
vinegar
choose of
to all threeallowing
represent
kinds ofmade
the three
clusters molecules
up of to
molecules form.
three The
allshould shapes
indicate
kinds thatthat students
lecithin
of molecules choose
molecules
to form. toattracted
are representto
the
both
• The three
shapes molecules
oil molecules should
and
that students indicate
water
choose that but
molecules, lecithin
to represent the molecules
that areand
oil molecules
three moleculesattracted to
waterindicate
should
both oil molecules
molecules and waterto molecules, but that oil molecules and water
that lecithin are not attracted
molecules one to
are attracted another.
both oil molecules and water molecules,
molecules are not attracted to one another.
but that oil molecules and water molecules are not attracted to one another.

Answers will vary.
Possible Responses
Evidence About Salad-Dressing Ingredients

1. Locate information about each salad-dressing ingredient in Food
Scientist’s Handbook. In the second column, record evidence that will
help you explain why the ingredients stay mixed.
2. Think about your investigations and models. In the third column, record
evidence that will help you explain why the ingredients stay mixed.
Evidence from Food Evidence from

Ingredient Scientist's Handbook investigations and
(include page numbers) models
vinegar Vinegar molecules Vinegar does not mix
(or water) are more attracted to with oil. Molecules that
themselves than they are are highly attracted to
to molecules in oil one another but not to
(page 38). other molecules, don’t
mix together.
oil Oil and vinegar (or Oil does not mix with
water) do not stay mixed water (which is like
together (page 38). vinegar).
Oil molecules are more
attracted to themselves
than they are to molecules
in vinegar (page 38).
lecithin Lecithin is an emulsifier When we added it to

(page 24). Added to many oil and water, it stayed
foods to keep them mixed mixed after shaking.
(page 24). Causes oil and A model showed that
vinegar molecules in salad two molecules could
dressing to rearrange connect together when
(page 38). an emulsifier was added.

Answers will vary.
Possible Responses

What is something surprising or interesting that you learned from reading
Food Scientist’s Handbook?
I___________________________________________________________________
did not know what a food scientist was! It is really cool that a scientist can
study foods and use ingredients to make new foods. I also did not know that
___________________________________________________________________
some ingredients were for flavor, and others were for texture.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answers will vary.
Possible Responses
End-of-Unit Writing:
Explaining Emulsifiers in Salad Dressing
Question: Why do the oil and vinegar separate into layers when they are
stirred together, but completely mix when lecithin is stirred in?
Oil and vinegar separate into layers when they are stirred together, but
___________________________________________________________________
they completely mix when lecithin is stirred in because the oil molecules and
___________________________________________________________________
the vinegar molecules are attracted to the lecithin molecules. When we
___________________________________________________________________
stirred just the oil and vinegar together, we observed that they separated
___________________________________________________________________
back into layers. This happened because the vinegar molecules were not
___________________________________________________________________
highly attracted to the oil molecules, but they were highly attracted to
___________________________________________________________________
other vinegar molecules. So vinegar molecules did not form clusters with
___________________________________________________________________
oil molecules, but they did form clusters with other vinegar molecules.
___________________________________________________________________
When we stirred in the lecithin, we observed that the oil and vinegar
___________________________________________________________________
mixed together and stayed completely mixed. This happened because the
___________________________________________________________________
lecithin molecules were attracted to both the vinegar molecules and the oil
___________________________________________________________________
molecules. So the vinegar molecules and the oil molecules formed clusters
___________________________________________________________________
with the lecithin molecules.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Modeling Matter—Lesson 3.7 (Version A) 1

Answers will vary.
Possible Responses
Explaining Emulsifiers in Salad Dressing (continued)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Possible Responses
Explaining Emulsifiers in Salad Dressing (continued)
Make a diagram if it helps you explain your thinking. Label your diagram.

Answers will vary.
Possible Responses
Scientific Explanation of Emulsifiers in Salad Dressing
Question: Why do the oil and vinegar separate into layers when they are
stirred together, but completely mix when lecithin is stirred in?
Oil and vinegar separate into layers when they are stirred together, but
the oil molecules and the
completely mix when lecithin is stirred in because _______________________
vinegar molecules are attracted to the lecithin molecules
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
When we stirred just the oil and vinegar together, we observed that _______
they separated back into layers
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
the vinegar molecules were not highly attracted
This happened because _____________________________________________
to the oil molecules, but they were highly attracted to other vinegar
___________________________________________________________________
molecules. So vinegar molecules did not form clusters with oil molecules, but
___________________________________________________________________
they did form clusters with other vinegar molecules
___________________________________________________________________
__________________________________________________________________.
Modeling Matter—Lesson 3.7 (Version B) 1
Answers will vary.
Possible Responses
Scientific Explanation of Emulsifiers in Salad Dressing (continued)
the oil and vinegar mixed
When we stirred in the lecithin, we observed that _______________________
together and stayed completely mixed
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
the lecithin molecules were attracted to both the
This happened because ______________________________________________
vinegar molecules and the oil molecules. So the vinegar molecules and the
___________________________________________________________________
oil molecules formed clusters with the lecithin molecules
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

Possible Responses
Scientific Explanation of Emulsifiers in Salad Dressing (continued)
Make a diagram if it helps you explain your thinking. Label your diagram.

Answers will vary.
Possible Responses

Molecules in Salad Dressing Quiz
1. Create a quiz about the molecules you’ve used in class to make salad
dressing.
2. Write five statements about what happens to the molecules in dissolving,
mixing, or separating substances. Some statements should be true, and
some statements should be false.
3. Give the quiz to someone in your family group. Have that person read each
statement and circle whether they think each one is true or false.
4. Talk about the answers with the person who took the quiz. You might teach
them something!
1. Pepper dissolves into oil.

true false
2. When you add salt to a liquid, the salt goes

away completely. true false
3. Oil and vinegar will only stay mixed with an

emulsifier. true false
4. Vinegar molecules are attracted to other

vinegar molecules. true false
5. Oil molecules are attracted to vinegar

molecules. true false


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Modeling Matter:

The Chemistry of Food

This file combines possible responses for Notebooks, Copymasters, Sims,

1.8 Daily Written Reflection 20

2.4 Chapter 2 Home Investigation: Investigating More Mixtures CM

3.6 Making Sense of Mixing in the Simulation CM

Pre-Unit Writing: Explaining Mixtures

Next, she takes a spoonful of Substance B, a different white powder, and

Write a scientific explanation.

Modeling Matter—Lesson 1.1 1

Pre-Unit Writing: Explaining Mixtures (continued)

Modeling Matter—Lesson 1.1 2

Pre-Unit Writing: Explaining Mixtures (continued)

Modeling Matter—Lesson 1.1 3

Food Observations Pour Test observations Dip Test observations

kind of white, sticks to spoon, takes sticks to paper, does

brown, no doesn’t stick sticks to paper,

white, smells doesn’t stick to sticks to paper,

Modeling Matter—Lesson 1.2 3

Chapter 1 Home Investigation: Food Mixtures

Daily Written Reflection

4 Modeling Matter—Lesson 1.3 (optional)

Getting Ready to Read: Made of Matter

Modeling Matter—Lesson 1.3 (optional) 5

Thinking at the Nanoscale

Items in Made of Matter

1 drop of water 1,000,000 water molecules 1 water molecule

1,000,000 water molecules

6 Modeling Matter—Lesson 1.3

Reading Reflection: Made of Matter

Modeling Matter—Lesson 1.3 (optional) 7

Daily Written Reflection

8 Modeling Matter—Lesson 1.4 (optional)

Writing About Molecules

10 Modeling Matter—Lesson 1.4

Daily Written Reflection

Modeling Matter—Lesson 1.5 (optional) 11

foam balls rocks

12 Modeling Matter—Lesson 1.5

Daily Written Reflection

Modeling Matter—Lesson 1.6 (optional) 13

Nanovision Model of Chromatography

14 Modeling Matter—Lesson 1.6

Possible Responses Activity 4

Modeling Matter—Lesson 1.6

Chapter 1: Check Your Understanding

Scientists investigate in order to figure out how things work. Am I getting

I understand what happens with the molecules

I understand why the food-coloring mixture

I understand that scientific explanations can

I think I understand or don’t yet understand these ideas because

What are you still wondering about molecules or separating mixtures

Modeling Matter—Lesson 1.6 (optional) 15

Daily Written Reflection

16 Modeling Matter—Lesson 1.7 (optional)

Getting Ready to Read:

Modeling Matter—Lesson 1.7 (optional) 17

Break It Down In ocean water, are Diagram on page 11: Water

18 Modeling Matter—Lesson 1.7

Make a drawing to explain your ideas. Label your drawing.

1. Does the model explain how the water traveled up the

1. Does the model explain how the water traveled up the

1. Does the model explain how the water traveled up the