By timing the fall of a sphere through different known grades of oil, your students can construct a time vs. viscosity graph. This graph is then used to determine the viscosity of an unknown oil. The five tubes of oil are sealed with two spheres, one steel and the other a polymer with a low density and low coefficient of friction. The instruction manual relates values to SAE Grades of motor oil used in automobiles. This lab stores in a minimum amount of space and requires very little teacher preparation time from year to year.
Great for practice in recording data, graphing, controlling the variables, etc. Includes instruction manual and set of five tubes, ≈29 cm (11.25") Stopwatch required.
This product will support your students' understanding of the Next Generation Science Standards (NGSS)*, as shown in the table below.
Suggested Science Idea(s) DCI/HS1.B
| Elementary || || Middle School || || High School |
| 2-PS1-2 |
Students can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 5-PS1-3
Students can use Sodium Polyacrylate to make observations and measurements to identify materials based on their properties. 5-PS1-4
Students can use Sodium Polyacrylate to conduct an investigation to determine whether the mixing of two or more substances results in new substances.
| || MS-PS1-2 |
Students can analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-6
Students can use Sodium Polyacrylate to undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical process. ETS1.B
A solution needs to be tested, and then modified based upon the test results in order to improve it. MS-PS1-4
Students can use Sodium Polyacrylate to develop a model that predicts and describes changes in particle motion, temperature, and state of pure substance when thermal energy is added or removed.
| || HS-PS1-4 |
Students can use Sodium Polyacrylate to develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS1-5
Students can use Sodium Polyacrylate as evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which the reaction occurs. HS-PS2-6
Students will observe and communicate scientific information about why the molecular-level structure is important in the functioning of a material. HS-PS1-7
Students can use Sodium Polyacrylate to construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the Periodic Table and knowledge of the patterns of chemical properties.
Students can use Sodium Polyacrylate to feel the bonds during the endothermic and exothermic reactions. 2-PS1-2
Students can conduct simple tests using Sodium Polyacrylate to understand the rate at which the polymers absorb or evaporate water. Information gathered can be used as evidence to support or refute student ideas about hydrophilic (water loving) materials. 5-PS1-3
This fine white powder instantly turns liquid water into a slush-like solid substance, helping students to evaluate materials based on their properties. 5-PS1-4
Students can use Sodium Polyacrylate to conduct an investigation to determine whether the mixing of two or more substances results in new substances. When mixed with water, it turns into slush. The process can be reversed by adding table salt. MS-PS1-2
Students can use Sodium Polyacrylate to feel the bonds during the endothermic and exothermic reactions.
* NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, this product.