Investigation One introduces students to the concept of sequence through an investigation of some of the properties of solids and liquids. By mixing together vegetable oil and water, cherry powder and water, and cherry powder and vegetable oil, students will discover that not all liquids mix together and not all solids and liquids mix together. In addition, they will combine each of the substances in different sequences, and observe whether the change in a sequence affects the results of the experiment. Through this investigation, students will come to realize the importance of understanding sequence and following a specified sequence of steps when performing experiments.

In Investigation Two, students will add to their experience by observing change over time. Students will first observe a demonstration of two ice cubes: one ice cube that sits under a lamp and another that remains “shaded.” Students will then compare the appearance of each ice cube over a period of time. In a second set of experiments, students will drop food coloring into cold and hot water and observe differences in the time it takes for the dye to spread in each temperature water. In their third experiment, students will add baking soda and a piece of chalk to two beakers containing vinegar. Students will then observe differences in the amount of time it takes for a reaction to be completed. Their observations will enable them to realize that changes occur over different periods of time. In addition, students will utilize two different timers to measure time in the lab: an egg timer and an hourglass timer.

During Investigation Three, students will be introduced to the concept of rate and how it can be determined during a scientific experiment. Students will investigate rate by counting the number of swings per time in a model of a playground swing, an example of a simple pendulum. While performing several simple tests, students will change the weight added to the seat of the swing and the length of the swing. In doing so, they will observe several concepts of a pendulum: that the mass of the object at the bottom of a pendulum does not affect its rate of oscillation (back and forth movement); but that the length of the string does produce changes in the rate of a pendulum’s motion. Students will apply their conclusions to their own lives, by discussing what they can do to make a swing move at a faster and slower rate.