Summary

In this lab students will analyze the physical properties of different materials in order to investigate their elasticity. They will learn how to differentiate between objects that can easily change shape and those that cannot. Also they will see that some objects can change shape, but can also return to their original shape.

Grade Level

Elementary School

Objectives

By the end of this lab, students should be able to

• Explain the meaning of physical property, using elasticity as an example.
• Analyze and compare physical properties of different materials.
• Record data based on their observations.
• Understand that materials are made from different components.

Chemistry Topics

This lab supports students’ understanding of

• Physical Properties
• Physical Change
• Observations

Time

Teacher Preparation: 15 minutes

Lesson: 45 – 60 minutes

Materials (one of each item per group)

• Pen spring
• Plastic wrap
• Popsicle stick
• Aluminum foil
• Metal
• Fabric
• Twig
• Sand
• Rock
• Clay
• Rubber band
• Balloon
• Cardboard
• Other/optional

Safety

• Always wear safety goggles when handling chemicals in the lab.
• When students complete the lab, instruct them how to clean up their materials and dispose of any chemicals.
• Students should wash their hands thoroughly before leaving the lab.

Teacher Notes

• Introduce the lab by talking about how some materials can change shape while others cannot. The pre-lab questions are a good way to have students brainstorm about materials that change shape and for what reason.
• If students are not familiar with the term physical property, introduce that to students. Use examples of physical properties, such as size, shape, and texture, and then inquire about the property “elasticity”. Question students to see how they can test a material for its elastic behavior.ior.
• It is recommended that students are put into groups of 2-4.
• Provide each group with the same materials—consider organizing these into bins prior to the lab, for each group to use. If you are limited on materials, having one of each object for the entire class can work. In this case, manage the materials so that each group rotates through analyzing each object; this means each group is working with a different object at the same time.
• Additional materials or alternative materials can be used in place of those suggested in this lab.
• After all students have recorded their findings for all objects/materials, the class can have a discussion about their results.
• Optional: depending on the age of the students, this video may be helpful to show before beginning the lab. Also this background information about elasticity may be helpful.