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2018 The Regents of the University of CaliforniaSalad dressings with sediments contain solids that are not soluble; salad dressings without sediments containsoluble solids. The molecules of water and the molecules of different solids are different from one another. When asolid dissolves in water (it is soluble), it means that the molecules of the solid are attracted to water molecules.When a solid does not dissolve in water, it means that the molecules of the solid are not attracted to watermolecules.Explanation thatstudents can maketo answer theChapter 2 Question When the molecules of a solid are attracted to the molecules of a liquid,they spread apart and mix together evenly. (2.4) When the molecules of a solid aren’t attracted to the molecules of aliquid, they stay clustered together as a solid. (2.4) Some solids dissolve in water,and others do not. (2.1) Write explanations about which flavor ingredients won’t leave sediments in the salad dressing (2.4) Read about sugar and citric acid in Food Scientist’s Handbook (2.5) Use the Sim to investigate connection between molecular attraction and how well two substances mix (2.5) Evaluate explanations of dissolving (2.5) Use the Solubility Mode of the Sim to create a nanovision model of asolid dissolving in a liquid and a solid NOT dissolving in a liquid (2.2) Read and discuss Solving Dissolving (2.3) Discuss nanoscale models of dissolving from the Sim and from SolvingDissolving (2.4) Make digital nanovision models of a soluble substance and an insolublesubstance (2.4) Investigate flavor ingredients forsalad dressing to test forsediments and flavor (2.1) Discuss why some solids leavesediments and others don’t (2.1)What happens to the molecules of a solid and the molecules of a liquidwhen you mix them together? (2.2-2.5)Application of keyconcepts to problemKey conceptsEvidence sourcesand reflectionopportunitiesWhat happens when you mix asolid into a liquid? (2.1)Why do some salad dressings have sediments, and others do not?Chapter 2 QuestionInvestigationQuestionsHow can we help Good Food Production, Inc. solve problems with their products—figuring out if their foodcoloring includes a harmful dye and creating an appealing salad dressing?Problem studentswork to solveModeling Matter: The Chemistry of FoodModeling Matter Coherence Flowchart cont.Grade 5Modeling MatterParticipant Notebook11

12Amplify ScienceWhen liquids do not mix together, they form layers. The A molecules and the B molecules are not attracted to one another,so they do not mix together. In addition to the level of attraction between A molecules and B molecules, A molecules have alevel of attraction to other A molecules, and B molecules have a level of attraction to other B molecules. Liquid ingredientsin a salad dressing separate after being mixed if the attraction between molecules of one liquid is greater than theattraction between molecules of different liquids. However, if an emulsifier is added, the liquids can mix because themolecules of the emulsifier are strongly attracted to both A molecules and B molecules. Molecules of an emulsifier attract themolecules of two liquids that do nottypically mix, allowing the molecules ofthe emulsifier and of the liquids to mix.(3.6)Explanationthat studentscan make toanswer theChapter 3Question The more a liquid’s molecules areattracted to one another, the more theliquid will hold together. (3.3) When the molecules of two differentliquids are attracted to one another, theycluster together and become evenlydistributed in the mixture. (3.3) Some liquid mixturesstay mixed, and othersseparate into layers overtime. (3.1) Some liquids holdtogether more thanothers. (3.1) Investigate possible emulsifiers tocreate stable salad dressing (3.4) Discuss how emulsifiers help liquidsmix at the nanoscale (3.5) Draw nanovision models ofemulsification (3.5) Use the Sim to model liquids that onlystay mixed with the addition of anemulsifier (3.5) Make and evaluate digital nanovisionmodels of emulsification (3.6) Evaluate two example nanovisionmodels of how emulsifiers work (3.6)Why does adding an emulsifier allowtwo liquids that don’t typically mix tostay mixed? (3.5-3.6) Review evidence for how emulsifiers help a salad dressing stay mixed (3.7) Write explanations about why oil and vinegar separate into layers when they are stirred together, but completely mix whenlecithin is stirred in (3.7) Use the All Aboard Model of attractionbetween molecules of a substance (3.1) Read Science You Can’t See (3.2) Discuss and write about what happensto the molecules of two liquids when youmix them (3.3) Use the Sim to investigate howattraction between molecules (of thesame kind and of different kinds) affectsmixing (3.3) Revisit the All Aboard Model, adding asecond substance (3.3)What happens to the molecules of twoliquids when you mix them together?(3.1-3.4) Observe demonstrationof two liquids that staymixed and two thatseparate into layers (3.1) Investigate attractionbetween molecules of thesame kind by seeing howmany drops of the liquidfit on a penny and whatshape they make (3.1)What happens when youmix a liquid into a liquid?(3.1)Why can salad-dressing ingredients separate again after being mixed?How can we help Good Food Production, Inc. solve problems with their products—figuring out if their foodcoloring includes a harmful dye and creating an appealing salad dressing?Modeling Matter: The Chemistry of FoodApplication ofkey conceptsto problemKey conceptsEvidencesources apter 3QuestionProblemstudents workto solveModeling Matter Coherence Flowchart cont. 2018 The Regents of the University of California

Modeling Matter:The Chemistry of FoodInvestigation Notebook 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook13

Name: Date:Using Chromatography to Separate a Mixture1. Draw a pencil line. On the paper strip, draw a pencil line along the topedge of the food coloring.2. Attach the paper strip so it hangs in the water, but the food coloringis still above the water. Tape the top of the paper strip to a pencil. Thebottom of the paper strip should just touch the water in the cup, and thefood coloring should remain above the water.3. Start the chromatography test by hanging the paper strip in the water.Place the pencil across the top of the cup.chromatography paperpencil linefood coloringwater9Modeling Matter—Lesson 1.4 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.14Amplify Science 2018 The Regents of the University of California

Name: Date:Nanovision Model of Chromatography1. Draw what you think happened with the water molecules and themolecules 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.pencil line14Modeling Matter—Lesson 1.6 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use. 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook15

Name: Date:Getting Ready to Read:Break It Down: How Scientists Separate Mixtures1. Before reading the book Break It Down, read the sentences below.2. If you agree with the sentence, write an “A” on the line before thesentence.3. If you disagree with the sentence, write a “D” on the line before thesentence.4. After you read the book, see if your ideas have changed. Be ready toexplain your thinking.Most things are mixtures.Chromatography is the only way to separate a mixture ofdifferent kinds of molecules.One way that scientists separate some mixtures is to spinthe mixtures very fast.Air is a mixture.Scientists use the properties of molecules to separate mixtures.17Modeling Matter—Lesson 1.7 (optional) 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.16Amplify Science 2018 The Regents of the University of California

Name: Date:Making Inferences inBreak It Down: How Scientists Separate MixturesRecord in the table below as you read Break It Down. Use the images,captions, and text in the book to help you make inferencesSectionin bookMake an inference toanswer a questionBreak It Downto SolveProblems:pages 10–11In ocean water, arewater moleculesattracted to the atomsthat make up salt?YesNoBreak It Downto Save Lives:pages 12–15Are there different kindsof molecules in blood?Break It Downto Uncoverthe Past:pages 16–21Are the differentmolecules in goat meat,lentils, honey, wine, andolive oil all the same size?YesYesMixtures andProperties:pages 22–23What helped you make theinference? what you already know which image, caption, ortext? (Include page.)NoNoWhat properties ofmolecules might you beable to use to separatepollution from othersubstances?Answer:18Modeling Matter—Lesson 1.7 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use. 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook17

Name: Date:Reading Reflection:Break It Down: How Scientists Separate MixturesIf 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.)Make a drawing to explain your ideas. Label your drawing.19Modeling Matter—Lesson 1.7 (optional) 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.18Amplify Science 2018 The Regents of the University of California

Name: Date:Color-Changing Model1. Read the explanation for this model below and review the diagramof the model on the next page.2. Turn to pages 28–29, Evaluating Chromatography Models, and discusseach question with your partner. On page 28, circle Yes or No for each question to indicate if it doesor does not explain what you observed in chromatography andwhat 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 watermolecules climbed up the paper.As they passed through the food-coloring mixture, the water moleculesbumped into the dye molecules, and the water molecules changed tothe same colors as the dye molecules. The colored water molecules kepttraveling up the paper.The blue water molecules are the lightest, so they went the farthest. Thered water molecules are the heaviest, so they did not go as far.22Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use. 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook19

Name: Date:Color-Changing Model (continued)Keywater moleculeyellow dye moleculeblue dye moleculered dye moleculepencil line23Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.20Amplify Science 2018 The Regents of the University of California

Name: Date:Growing Model1. Read the explanation for this model below and review the diagramof the model on the next page.2. Turn to pages 28–29, Evaluating Chromatography Models, and discusseach question with your partner. On page 29, circle Yes or No for each question to indicate if it doesor does not explain what you observed in chromatography andwhat 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 watermolecules climbed up the paper.As the water molecules passed through the food coloring, they attachedto the dye molecules and made the dye molecules grow, so the dye traveledup the paper.The molecules of blue dye grew the most, so they went the highest. Themolecules of red dye grew less, so they did not go as high.24Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use. 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook21

Name: Date:Growing Model (continued)Keywater moleculeyellow dye moleculeblue dye moleculered dye moleculepencil line25Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.22Amplify Science 2018 The Regents of the University of California

Name: Date:Attraction Model1. Read the explanation for this model below and review the diagramof the model on the next page.2. Turn to pages 28–29, Evaluating Chromatography Models, and discusseach question with your partner. On page 29, circle Yes or No for each question to indicate if it doesor does not explain what you observed in chromatography andwhat 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 watermolecules climbed up the paper.The dye molecules were also attracted to the water molecules. Since theywere attracted to the water molecules, the dye molecules got carried up thepaper. At some point, the dye molecules were more attracted to the papermolecules than to the water molecules, so they stopped moving up.26Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use. 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook23

Name: Date:Attraction Model (continued)Keywater moleculeyellow dye moleculeblue dye moleculered dye moleculepencil line27Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.24Amplify Science 2018 The Regents of the University of California

Name: Date:Evaluating Chromatography Models1. Evaluate the three models on pages 22–27.2. In the table for each model, circle Yes or No to indicate if the modelexplains or does not explain what you observed in chromatography andwhat you know about molecules.Everything we know about molecules:Statement A: All molecules of one substance are exactly the same, and theyare different from molecules of any other substance.Statement B: The properties of the molecules of a substance do not change.Color-Changing Model1. Does the model explain how the water traveled up thepaper?YesNo2. Does the model explain how the colors moved up the paper? YesNo3. Does the model explain why some colors went higher?YesNo4. Does the model fit with everything we know aboutmolecules? If not, with which statement(s) does it conflict?StatementYesNo28Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use. 2018 The Regents of the University of CaliforniaGrade 5Modeling MatterParticipant Notebook25

Name: Date:Evaluating Chromatography Models (continued)Growing Model1. Does the model explain how the water traveled up thepaper?YesNo2. Does the model explain how the colors moved up the paper? YesNo3. Does the model explain why some colors went higher?YesNo4. Does the model fit with everything we know aboutmolecules? If not, with which statement(s) does it conflict?StatementYesNoYesNo2. Does the model explain how the colors moved up the paper? YesNo3. Does the model explain why some colors went higher?YesNo4. Does the model fit with everything we know aboutmolecules? If not, with which statement(s) does it conflict?StatementYesNoAttraction Model1. Does the model explain how the water traveled up thepaper?29Modeling Matter—Lesson 1.8 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.26Amplify Science 2018 The Regents of the University of California

Connecting key concepts to chapter explanationsModeling MatterDirections:1. For each chapter, read the key concepts, then the explanation.2. With a partner, discuss how the key concepts connect to the explanation.3. Make annotations about the connections.ChKey conceptsExplanation1All molecules of one substance are exactlythe same, and they are different frommolecules of any other substance. (1.4)The different dyes that are mixed togetherhave different properties (colors), so theyare made of different molecules. Themolecules in the mixture that are carried upthe paper by the water are attracted to thewater and mix with it. As the water travels upthe paper, different kinds of molecules traveldifferent distances because their moleculesare different sizes or have a differentattraction to the paper.Different molecules have differentproperties. (1.5)The properties of a substance aredetermined by the properties of itsmolecules. (1.8)2Some solids dissolve in water, and othersdo not. (2.1)When the molecules of a solid areattracted to the molecules of a liquid, theyspread apart and mix together evenly. (2.4)When the molecules of a solid aren’tattracted to the molecules of a liquid, theystay clustered together as a solid. (2.4)3Some liquid mixtures stay mixed, andothers separate into layers over time. (3.1)Some liquids hold together more thanothers. (3.1)The more a liquid’s molecules are attractedto one another, the more the liquid will holdtogether. (3.3)When the molecules of two different liquidsare attracted to one another, they clustertogether and become evenly distributed inthe mixture. (3.3)Molecules of an emulsifier attract themolecules of two liquids that do nottypically mix, allowing the molecules of theemulsifier and of the liquids to mix. (3.6) 2018 The Regents of the University of CaliforniaSalad dressings with sediments containsolids that are not soluble; salad dressingswithout sediments contain soluble solids.The molecules of water and the molecules ofdifferent solids are different from one another.When a solid dissolves in water(it is soluble), it means that the moleculesof the solid are attracted to water molecules.When a solid does not dissolve in water, itmeans that the molecules of the solid are notattracted to water molecules.When liqui

Amplify Science uses a multimodal approach — students do, talk, read, write, and visualize as they construct explanations of phenomena. Describe a time when the multimodal approach helped a particular student or . In the role of food scientists working for Good Food Production, Inc., students are introduced to the ideas that all matter