matter and its interactions table of contents -...

Matter and Its Interactions

Table of Contents

Activity Page Number

1

2 3

4

5 6

7 8

9 10

Mystery Mixture 11

12 White Substances Information 13

14 Mystery Mixture Analysis 15

16

Mystery Mixture Summary 17 18

Claim Evidence Reasoning (CER) 19 20

Properties of Matter Graphic Organizer 21 22

Mystery Mixture Elements 23

24 Elements Questions 25

26 Elements in Products 27

28

Periodic Table of Elements 29 30

Response Sheet- Elements 31 32

Discuss Air As Particles 33

34 Air In A Syringe A 35

36 Air In A Syringe B 37

38

Particles Questions 39 3 Phases of Matter Graphic Organizer 40

Three Phases of Matter Questions 41 42

Heating and Cooling Air A 43

44 Heating and Cooling Air B 45

46 Heating and Cooling Water A 47

48 Heating and Cooling Water B 49

50

Close Reading a Science Text 51 Annotating A Science Text 52

Particles in Motion Close Reading p.1 53 Particles in Motion Close Reading p.2 54

Particles in Motion Close Reading p.3 55

Particles in Motion Close Reading p.4 56 Particles in Motion Close Reading p.5 57

Particles in Motion Close Reading Questions 58 Particles in Motion Close Reading Questions 59

60 Response Sheet- Kinetic Energy 61

62

Expansion and Contraction Questions 63 64

Mixing Water 65 66

Energy On The Move Questions 67

68

Response Sheet- Energy Transfer 69

70 Dissolve or Melt A 71

72 Dissolve or Melt B 73

74

Melt Three Materials 75 76

Wax and Sugar Questions 77 78

Rock Solid Questions 79

80 Response Sheet- Phase Change 81

Freeze Water A 82 Freeze Water B 83

84 Freeze Water C 85

86

Water and Ice System Observations 87 88

States of Matter Virtual Lab 89 States of Matter Virtual Lab 90

States of Matter Virtual Lab 91

92 Mixtures A 93

94 Mixtures B 95

96 How Things Dissolve Questions 97

98

Changes in Matter Stations 99 Changes in Matter Stations 100

Changes in Matter Stations 101 Changes in Matter Stations 102

Chemical and Physical Properties and Changes 103

Chemical and Physical Properties and Changes 104

Inspector Gadget 105

106 Representing Substances 107

108 Analyzing Substances 109

110

Limewater Investigation A 111 112

Limewater Investigation B 113 114

How Do Atoms Rearrange? Questions 115

116 Acid/Soda Reaction Products 117

118 Response Sheet- Reactions 119

120 Lavoisier Questions 121

122

Heartburn Chemistry 123 Conservation of Mass Lab 124

Conservation of Mass Lab Questions 125 126

How Does That Work? 127

Hot and Cold Lab 128 Hot and Cold Lab 129

130 AlphaBoxes 131

AlphaBoxes 132 AlphaBoxes 133

AlphaBoxes 134

135 136

137 138

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e:_____________________________

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d:_____________ D

ate:__________

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Physical Prope

rty:Ph

ysical prope

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an be ob

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or m

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out

changing

the compo

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atter. Physic

al prope

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re used to

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11

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13

Name

Period Date

FOSS Chemical Interactions Course© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

mystery-mixture analysisMaterials

1 Set of nine white substances1 Vial of mystery mixture2 Dropper bottles of water

Challenge

Find out which two substances are in the mystery mixture.

Procedure

a. Put one level minispoon of two different substances (or two minispoons of onesubstance) in a well. Note the number of the well.

b. Add 10 drops of water. Observe and record.

10 Minispoons, green2 Well trays • Protective eyewear

Wellnumber Substance 1 Substance 2 Results

1

2

3

4

5

6

7

8

9

10

11

12

Mystery mixture

+

+

+

+

+

+

+

+

+

+

+

+

+

Investigation 1: SubstancesNotebook Sheet

15

Name

Period Date


mystery-mixture summary

Identify the two substances in the mystery mixture and explain how you identified them.

Well

1

2

3

4

5

6

7

8

Ascorbic acid + calcium carbonate C6H8O6 + CaCO3

Ascorbic acid + sodium bicarbonate C6H8O6 + NaHCO3

Ascorbic acid + sodium carbonate C6H8O6 + Na2CO3

Calcium chloride + sodium bicarbonate

CaCl2 + NaHCO3

Citric acid + calcium carbonate C6H8O7 + CaCO3

Citric acid + sodium bicarbonate C6H8O7 + NaHCO3

Citric acid + sodium carbonate C6H8O7 + Na2CO3

Mystery mixture

Description of fizzing

Other observationsSubstances

Large-scale reactions

Investigation 1: SubstancesNotebook Sheet

17

Name:_____________________________ Period:_____________ Date:__________

CLAIM-EVIDENCE-REASONING

…………………………………………………………………………………………………………………………………………

Claim-

What substances make up the mystery mixture?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Evidence-

You analyzed 5 different observational data sets to identify the 2 substances that make up the mystery mixture. For each data set explain how you used your observations to uncover the mystery mixture.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Reasoning-

How does the evidence that you listed above prove that your claim is true?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

19

Properties that are always true about a substance (at a given temperature and pressure) can be used to

help identify it. These unique features are called characteristic properties and are true no matter the

size of your sample of a substance.

Properties of

Matter

Physical

Definition:

Examples:

Chemical

Definition:

Examples:

Characteristic Properties:

21

Name

Period Date

Substance Chemical formula Elements

Calcium carbonate CaCO3

Sodium carbonate Na2CO3

Sodium bicarbonate NaHCO3

Magnesium sulfate MgSO4

Calcium chloride CaCl2

Sodium chloride NaCl

Ascorbic acid C6H8O6

Citric acid C6H8O7

Sucrose C12H22O11

1. Which substance has the greatest number of elements? _____________ How many? ______

2. Altogether, how many different elements are in the nine substances? __________

3. Which element is found in the greatest number of substances? ________________

4. How many elements are in the substance carbon dioxide? ____________________

5. How many elements are in the substance water? ____________________________

6. Which of the nine substances are made of two elements? _____________________________

7. Which of the nine substances are made of three elements? ___________________________

8. Which of the nine substances are made of four elements? ____________________________

Part 1. Identifying elements

Part 2. Questions


mystery-mixture elements

Investigation 2: ElementsNotebook Sheet

23

Name

Period Date


elements Questions srb page 8

1. What is an element?

2. How are matter and elements related?

3. How was Mendeleyev able to predict the existence of elements that had not yet beendiscovered?

4. What is the periodic table of the elements?


25

Name

Period Date


elements in produCts

Product name Elements

Part 2. Analyze the elements in the products.

1. How many different elements did you find in all the products you investigated?

2. What is the most common element in the products you investigated?

3. How many metals did you find in the products you investigated? List them.

Part 1. List the elements found in several products.


27

Name

Period Date


19K

Potassium

57La

Lanthanum

66Dy

Dysprosium

89Ac

Actinium

71Lu

Lutetium

62Sm

Samarium

94Pu

Plutonium

58CeCerium

59Pr

Praseodymium

60Nd

Neodymium

61Pm

Promethium

90Th

Thorium

91Pa

Protactinium

92U

Uranium

93Np

Neptunium

43Tc

Technetium

75Re

Rhenium

25Mn

Manganese

107Bh

Bohrium

44Ru

Ruthenium

76Os

Osmium

26FeIron

27CoCobalt

45Rh

Rhodium

77Ir

Iridium

108Hs

Hassium

109Mt

Meitnerium

38Sr

Strontium

56BaBarium

22Ti

Titanium

40Zr

Zirconium

72Hf

Hafnium

23V

Vanadium

41Nb

Niobium

73Ta

Tantalum

42Mo

Molybdenum

74W

Tungsten

24Cr

Chromium

21Sc

Scandium

39Y

Yttrium

37Rb

Rubidium

55CsCesium

87Fr

Francium

88RaRadium

104Rf

Rutherfordium

105Db

Dubnium

106Sg

Seaborgium

12Mg

Magnesium

20Ca

Calcium

4Be

Beryllium

11NaSodium

3Li

Lithium

1H

Hydrogen

The Periodic Table of the Elements

98Cf

Californium

67Ho

Holmium

99Es

Einsteinium

68Er

Erbium

100FmFermium

69TmThulium

101Md

Mendelevium

70Yb

Ytterbium

102No

Nobelium

63Eu

Europium

95Am

Americium

64Gd

Gadolinium

96CmCurium

65Tb

Terbium

97Bk

Berkelium

31GaGallium

32Ge

Germanium

33As

Arsenic

34Se

Selenium

35Br

Bromine

36Kr

Krypton

117Uus

118Uuo

114Uuq

116Uuh

113Uut

115Uup

49In

Indium

81Tl

Thallium

50Sn

Tin

82PbLead

51Sb

Antimony

83Bi

Bismuth

52Te

Tellurium

84Po

Polonium

53I

Iodine

85At

Astatine

54XeXenon

86RnRadon

5B

Boron

13Al

Aluminum

6C

Carbon

14Si

Silicon

7N

Nitrogen

15P

Phosphorus

8O

Oxygen

16S

Sulfur

9F

Fluorine

17Cl

Chlorine

2HeHelium

10NeNeon

18ArArgon

112Uub

29CuCopper

47AgSilver

79AuGold

111Rg

Roentgenium

30ZnZinc

48Cd

Cadmium

80Hg

Mercury

28NiNickel

46Pd

Palladium

78Pt

Platinum

110Ds

Darmstadtium

103Lr

Lawrencium

periodiC table


29

Name

Period Date


response sheet—elements

Carla studied the ingredients on a box of cereal. She made a list of the elements she found. She told her friend,

This cereal contains eight different elements. I wonder what the rest of the cereal is made of.

If you were Carla’s friend, what would you tell her?


31

Name

Period Date


disCuss air as partiCles

1. What is the air in the syringe and the air in the bubble made of?

2. What happens to the air particles in the syringe when you push on the plunger?

3. What happens to the air particles in the bubble when you pull up on the plunger?

4. Are there more air particles in the bubble when it is compressed or when it is expanded?

5. When you push on the plunger, are the air particles closer together in the syringe orin the bubble?

6. What is between air particles?

7. What happens to air particles when a volume of air is compressed?

When a volume of air expands?

Investigation 3: ParticlesNotebook Sheet

33

Name

Period Date



air in a syringe a

A

B D EC

A student had a syringe barrel. She drew a picture (A) of her idea of how air filled the room and the syringe.

She put the plunger into the barrel (B) and then clamped the syringe shut (C).

She pushed the plunger down (D) and pulled the plunger up (E).

Draw air particles in syringes B–E.

35

Name

Period Date


air in a syringe b

1. Why did you draw the particles in syringe B the way you did?

2. Why did you draw the particles in syringe C the way you did?

3. Why did you draw the particles in syringe D the way you did?

4. Why did you draw the particles in syringe E the way you did?

5. What happens to the air particles when air expands?

6. What happens to the air particles when air is compressed?


37

Name

Period Date


PARTICLES QUESTIONS SRB page 15

1. What is a particle?

2. What is the difference between an element and a particle?

3. How many different kinds of particles are there in the world? Explain your answer.


39

3 Phases of Matter Pg: 16-22

Solid Liquid Gas

Volume?

Shape?

Space between particles?

Motion of the particles.

Draw and label each phase of

matter as particles in a

container

What happens if I apply force?

40

Name

Period Date


three phases of matter Questions srb page 22

1. What crumples a plastic bubble in a syringe when you apply force to the plunger?

2. How is the motion of particles in solid, liquid, and gas different?

3. Why does air feel hard when you push on the plunger of a closed syringe?

4. Explain why some foam cubes get smaller in a syringe and some stay the same size.


41

Name

Period Date


heating and Cooling air a

Part 1. Question

What happens to a volume of air when it is heated? When it is cooled?

Part 2. Procedure

a. Work with materials to figure out a good demonstration to show fourth graders.b. Draw and label your setup.c. Write a description of what happens to air when it gets hot and when it gets cold. Make

sure it can be understood by fourth graders.

Part 3. Draw and label your setup here.

Part 4. Explain what happens to air when it is heated and cooled.

Investigation 4: Kinetic EnergyNotebook Sheet

43

Name

Period Date


heating and Cooling air b

Part 5. Explain what happens at the particle level when air is heated and cooled.

• Imagine that you could see the air particles in the bottle.• Explain what happens to the particles when the air is heated and cooled.• Use drawings and labels if they will help.


45

Name

Period Date


heating and Cooling water a

Materials for each pair

1 Glass bottle1 Rubber stopper with clear pipe1 Syringe, 35-mL1 Squeeze pipette1 Card, 1” 5 3”

• Tape• Blue water1 Large cup (500 mL) with cold water 1 Large cup (500 mL) with hot water1 Glass thermometer

Procedure

a. Push the clear plastic pipe a short distance into the rubber stopper.b. Use a syringe to put 35 mL of blue water into the glass bottle.c. Push the stopper into the bottle as far as it will go. Use the pipette to

fine-tune the water level so it is halfway up the pipe.d. Tape a 1” 5 3” card to the clear tube. Label the water level “R.”e. Record the starting temperatures of the cold and hot water.

Cold water Hot waterf. Place the bottle in cold water. After 3 minutes, label the water

level “C.”g. Move the bottle to hot water. In 5 minutes, label the water level “H.”

Think about the bottle system.

1. What happened when you placed your bottle system incold water? Draw and explain.

R

R


47

Name

Period Date


2. What happened when you placed your bottle system inhot water? Draw and explain.

heating and Cooling water b

R

3. What caused the water to go up in the pipe when you put the bottle in hot water?

4. What caused the water to go down in the pipe when you put the bottle in cold water?

5. Describe what you think happened to the water particles in the bottle system when it wasplaced in hot water. Discuss kinetic energy and expansion.


49

* JCPS: Collaborative effort between Science and ELA

1. First Read: Pencils Downo Read the entire text as a class, in groups, or individually.

2. Chunk the Texto Number the paragraphs.o Divide the reading into natural chunks by drawing a

horizontal line between each numbered section.

3. Second Read & Annotationo Read each text chunk, and then stop to make left/right

margin annotations (See Annotating a Science Text).

4. Chat and Charto Share and compare your annotations with a partner.o Make changes and additions to your annotations.

5. Text Dependent Questionso Read through the text dependent questions.o Follow the breadcrumbs of your thinking as recorded in

your annotations to determine your evidence based

response.

o Cite in your response the paragraph number(s) where you

found your specific text evidence.

6. Chat and Charto Share and compare your responses with a partner.o Make changes and additions to your responses.

7. Formative Assessment Writing Tasko Complete assigned task by referring to your:

text annotations, question responses, and

previous investigations, observations, and data.

51

* JCPS: Collaborative effort between Science and ELA

Annotate each text chunk, leaving “breadcrumbs” of your thinking in

the left and right hand margins using the strategies shown below:

Left Margin Right Margin

Summarize each chunk

Decide the central idea.

Record it in 3-5 words.

Choose or use teacher assigned strategy(s) for each text chunk:

Represent the big idea of atext chunk with a picture.

Place a questionmark beside anytext chunk that isconfusing to you.

Place an arrowbeside any text chunk that

connects to a previous investigation. LABEL the arrow.

Record science vocabularyterms and use context cluesto definethem.

52

* The text selection, Particles in Motion, is found in FOSS Student Resource Book,Chemical Interactions, pgs. 23-27

Left Margin Notes Right Margin Notes

Particles in Motion 1 Air is matter. It has mass and occupies space. Air is a mixture of many gases. Air is approximately four-fifths nitrogen and one-fifth oxygen. All the other gases, including carbon dioxide and water vapor, make up only a little more than 1% of the mass of a sample of air.

Air is matter in its gas phase. That means that the nitrogen and oxygen particles in air are not connected to other particles. Gas particles fly through space as individuals.

2 After you drink a bottle of spring water, you have an excellent container for an air investigation. The empty bottle, of course, isn’t empty. It is full of air. Because air particles are flying all around, they are going into and out of the open bottle all the time. The density of air in the bottle is exactly the same as the density of the air outside the bottle. That means that every cubic centimeter of air in the bottle has the same number of particles as every cubic centimeter of air outside the bottle.

It is important to remember that air particles are really millions of times smaller than the representations in the illustrations. A cubic centimeter of air actually has about one quintillion air particles! A quintillion is one followed by 18 zeros (1,000,000,000,000,000,000). The illustrations are therefore not accurate, but they are good for thinking about what is going on at the particle level.

53

* The text selection, Particles in Motion, is found in FOSS Student Resource Book, Chemical Interactions, pgs. 23-27


Particles have Kinetic Energy 3 Not only are air particles incredibly small, they are always moving. And they move fast. At room temperature, they are going about 300 meters per second. That’s equal to about 670 miles per hour.

Moving objects have energy. It’s called kinetic energy. Anything that is in motion has kinetic energy, whether it is an ocean liner, a bicycle, a fly, a snail, you walking to class, water falling down a waterfall, or an oxygen particle in the air. They all have kinetic energy.

4 Kinetic energy, like all forms of energy, can do work. Air particles do work when they crash into things. Air particles push on each other, on you, on the walls of containers, and on everything else around them. Every air particle crashes into another particles about 10 billion times every second!

5 The amount of kinetic energy an object has depends on two things: the mass of the object and the speed at which it is moving. You can’t change the mass of an air particle, but you can change its speed. By making a particle go faster, you increase its kinetic energy. Air particles can be made to move faster by heating a sample of air. Heat increases the kinetic energy of particles.

Back to the air investigation. Stretch a balloon over the top of the bottle full of air. Now the air is trapped inside the bottle – and – balloon system. No particles can get in or out.

The density of air particles is the same in the bottle, in the balloon, and in the air surrounding the bottle – and – balloon system.

54



6 Now place the bottle – and balloon system in a cup of hot water. The hot water warms the air inside the bottle. Particles in the warm air start to move faster. After a few minutes, the bottle – and – balloon system looks like this.

Why did the balloon inflate? The hot water heated the air in the bottle. As a result, the air particles began moving faster. Faster – moving particles have more kinetic energy. Faster – moving particles hit each other harder, which pushes them farther apart. You can see in the illustration that the particles of warm air inside the bottle – and – balloon are farther apart.

The faster – moving particles also push on the balloon membrane harder. The particles push hard enough to stretch the balloon membrane. The increased kinetic energy of the particles pushes them farther apart (air expansion), and the membrane stretches to hold the increased volume of air.

55



What Happens When Gases, Liquids, and Solids Heat Up? 7 Gas. If a sample of matter is gas, its particles are not bonded (attached) to other particles. Each particle moves freely through space. When a sample of air heats up, the particles move faster and hit each other harder. The result is that the particles push each other farther apart.

In the illustrations to the left, a container of gas has a flexible membrane across the top. When the gas gets warm, the kinetic energy of the particles increases, particles hit each other harder, and the gas expands. As the gas expands, it pushes the membrane upward.

8 Liquid. Particles in liquids are in close contact with one another. Attractions between particles keep them from flying freely through space. The particles in liquids can, however, move over, around, and past one another. Individual particles in liquids are able to move all through the mass of liquid.

The motion of particles in a liquid is kinetic energy. When a liquid gets warm, the particles move faster. The particles have more kinetic energy. As a result, they hit other particles more often and hit harder. This pushes the particles farther apart. When particles are pushed farther apart, the liquid expands.

56



9 Solid. Particles in solids have bonds holding them tightly together. The particles cannot move around at all. The particles are, however, still in motion. Particles in solids are always vibrating (moving back and forth) in place.

The vibrational motion of particles in solids is kinetic energy. Heat makes the particles in a solid vibrate faster, giving them more kinetic energy. Faster – vibrating particles bump into one another more often and hit each other harder. This pushes the particles farther apart. When particles are pushed farther apart, the solid expands.

Summary 10 General Rule 1. When a sample of solid, liquid, or gas matter heats up (add thermal energy), it expands. When matter gets hot, its particles gain kinetic energy. The increased kinetic energy pushes the particles farther apart. This causes the matter to expand.

11 General Rule 2. When a sample of solid, liquid, or gas matter cools down (remove thermal energy), it contracts. When matter cools down, its particles lose kinetic energy. The decreased kinetic energy lets the particles come closer together. This causes the matter to contract.

57



Text Dependent Questions Follow the breadcrumbs of your thinking as recorded in your annotations to answer the questions below. In your answers be sure to cite the paragraph

number where you pull your evidence from.

1. According to the text air is matter. Use the evidence from the text tolist the characteristics of air.

2. In the text, the author states, “the amount of kinetic energy anobject has depends on two things: the mass of the object and thespeed at which it is moving”. Provide evidence to explain what ismeant by the phrase from the same paragraph that states, “youcan’t change the mass of an air particle, but you can change itsspeed”.

3. What explanation does the author provide to explain why a ballooninflates when a bottle – and – balloon system is placed in hot water?

58



4. Using illustrations from the text compare and contrast themovement and energy of particles in gases, liquids, and solids.

5. Based on the information provided in text, explain what causesmatter to expand and contract.

59

Name

Period Date


response sheet—KinetiC energy

Bess filled a syringe with water and left it by the sink in the sunshine. Ten minutes later she saw a little puddle of water under the syringe tip. Bess said,

This syringe must be broken. It’s leaking.

But it wasn’t broken.

What do you think caused the little puddle of water to appear under the syringe tip? NOTE: Use the words particle and kinetic energy in your explanation.


61

Name

Period Date

expansion and ContraCtion Questions srb page 31


1. What are expansion joints, and why are they used?

2. What causes the cap to pop off a bottle of orange juice?

3. How does a thermometer work?


63

Name

Period Date


Question

If you mixed equal volumes of 50°C hot water and 10°C cold water, what do you think the temperature of the mixture would be?

Prediction

Predict the temperature of the mixture. _________________________________

Reasoning

Explain the thinking behind your prediction.

Procedure

Describe an experiment you can conduct to check your prediction.

Data

Conduct a water-mixing experiment.

We mixed ______ mL of hot water and _______ mL of cold water.

Write the equation for calculating final temperature when equal volumes of water are mixed.

mixing water

Thot (°C) Tcold (°C) Prediction (°C) Tfinal (°C)

Investigation 5: Energy TransferNotebook Sheet

65

Name

Period Date


energy on the move Questions srb page 37

1. Explain how cold milk cools hot cocoa.

2. Why do you think an ice cube feels cold when you hold it in your hand?

3. What will happen to a balloon stretched over the mouth of an empty bottle when thebottle is placed in hot water? Explain all the energy transfers.

4. When does energy flow from a cold object to a hot object?

5. What does a thermometer measure, and how does it do it?


67

Name

Period Date


response sheet—energy transfer

Julie said,

When you put a bottle of juice in a cooler full of ice, the juice gets cold. That’s because the cold transfers to the juice and slows down the kinetic energy of the juice particles.

Comment on Julie’s ideas and give your explanation for why the juice gets cold.


69

Name

Period Date


dissolve or melt? a

Materials

2 Plastic cups2 Aluminum foil squares2 Paper cups4 Candies, all one color• Hot water• Cold water

Prepare foil cups

a. Place a plastic cup in the center of a foil square.Bring the foil up around the edges of the cup.

b. Place the foil-wrapped cup inside a second cup.Push gently but firmly all the way down.

c. Remove the foil cup. The foil cup will float onthe water in a plastic cup.

d. Repeat the procedure to make a secondaluminum foil cup.

Procedure

a. Put about 150 mL of hot water in oneplastic cup; put about 150 mL of cold waterin the other plastic cup.

b. Put an aluminum foil cup in each cup ofwater.

c. Get four candies, all one color. Put onecandy in each aluminum foil cup and onein the bottom of each of the cups of water.

d. Don’t stir, poke, or shake the candies or thecups. Observe to see if anything melts andif anything dissolves.

Hot water

Cold water

Investigation 7: Phase ChangeNotebook Sheet

71

Name

Period Date


dissolve or melt? bResults

Record your observations in the table.

Material Hot water Cold water Hot air Cold air

Candy coating

Chocolate

Conclusions

1. a. What melted? ________________________________

b. Under what conditions? _______________________________________________________

c. What happened at the particle level when it melted?

2. a. What dissolved? _____________________________

b. Under what conditions? ______________________________________________________

c. What happened at the particle level when it dissolved?


73

��74

Name

Period Date


melt three materials

Materials

• Containers, 1/2-liter• Paper cups• Thermometers• Margarine cubes• Wax chunks• Sugar• Hot water

Prediction

Will margarine, wax, and sugar melt in hot water? Record your predictions in the table below. Then write your procedure and conduct the test.

Procedure

Results

MaterialPrediction: Will it melt?

Water temperature (°C) Observations

Margarine

Wax

Sugar


75

Name

Period Date

wax and sugar Questions

1. What does the word melt mean?

2. Did the wax melt?

3. What was your evidence?

4. Did the sugar melt?

5. What was your evidence?

6. Did the melted wax and sugar stay liquid?

7. Did the melted wax and sugar freeze? What is your evidence?

8. Do all solids melt? How would you find out?

9. Do all solids melt at the same temperature?

10. Do all liquids freeze at the same temperature?

11. How could you find out if all liquids freeze?

12. When wax melts, how do the wax particles change?

13. Why do materials melt when they get hot?

14. What happens at the particle level when a material freezes?

15. Look at the puddle of wax around the wick of your candle. Explain why it is solidnow.



77

Name

Period Date

1. What causes a substance to change from one phase to another?

2. What are the three important things to know about freezing and melting?

3. Why does liquid water form on the bottom of a cup of ice placed over warm water?

4. What happens to water particles as a cup of ice melts and then evaporates?


roCK solid Questions srb page 48


79

Name

Period Date


response sheet—phase Change

Randy watched his mom put a piece of wax in a pan. She put the pan on the stove. A minute later, Randy looked in the pan and said,

Look, the wax is turning into water.

What would you tell Randy to help him understand what happened in the pan?


81

Name

Period Date

Materials

1 Glass thermometer1 Metal-backed thermometer1 Plastic cup1 Vial

freeze water a

1 Stirring stick• Sodium chloride, 3 spoons• Ice, crushed• Protective eyewear

Procedure

a. Fill a plastic cup halfway with crushed ice.

b. Put on protective eyewear. Add three 5-mL spoons of sodiumchloride to the ice. Stir in thoroughly.

c. Put about 10 mL of water in a vial.

d. Carefully work the vial of water into the crushed ice.Make sure the surface of the water is below the level of the ice.

e. Monitor the temperature of the water in the vial with a glass thermometer.Monitor the temperature of the ice/salt environment with a metal-backed thermometer.

f. Record your observations. Include time, temperatures, and changes to the system.

Results

TimeWater

temperature (°C)Ice bath

temperature (°C) Observations



• Water

82

Name

Period Date

2 0 6 4 10 8 14 12 18 16 22 20 26 24 30 28

18

16

14

12

10

8

6

4

2

0

–2

–4

–6

–8

–10

–12

–14

–16

–18

–20

Time (minutes)

Tem

pera

ture

(°C)

freeze water b



83

Name

Period Date

freeze water CConclusions

1. Describe what happened to the ice/salt mixture as the investigation progressed.

2. Describe what happened to the vial of water as the investigation progressed.

3. What happened to the temperature of the water in the vial as the water was freezing?

4. Why do you think the vial of water in plain ice didn’t freeze, but the vial of water insalted ice did freeze?

5. People put salt on ice when they make ice cream. Why do they do that?



85

Name

Period Date

Write a description of the changes you observed when a cup of ice was placed over warm water and then when salt was added to the ice.

Include particles, energy transfer, and phase change in your description, and label the illustration.


water-and-iCe system observations


87

States of Matter Virtual Lab

Investigation:

1. BEFORE OPENING THE SIMULATION: Predict what the molecules of a solid, liquid, and gas look like.Illustrate your prediction with a drawing.

Solid Liquid Gas

Accessing the simulation:

Open your internet browser and enter the URL: http://phet.colorado.edu Click on “Play with Sims” and select “Chemistry” Open the “States of Matter” simulation and select “Run Now”

2. Click on the States of Matter tab at the top of the simulation. Test your predictions from Step 1and record your observations in the table below. Record data for two of the substances.

Substance Observations Solid Liquid Gas

Substance 1

_______________

Illustration:

Temperature:

Illustration:

Temperature:

Illustration:

Temperature:

Substance 2

_______________

Illustration:

Temperature:

Illustration:

Temperature:

Illustration:

Temperature:

Challenge‐ Why do you think the particles of the substances each looked different in the model?

89

3. Notice the temperatures of the substances in their different phases. If temperature measure theaverage kinetic energy of the particles of a substance, what is the relationship between energy andstates of matter?

Click on the Phase Changes tab at the top of the simulation. Use the simulation to answer the questions below. Press “Reset” in between each question to start the simulation over.

4. What happens to the motion of the particles of a substance when you increase the heat energyentering the system?

5. What happens to the pressure in the system when the heat is increased?

6. What happens to the temperature of the system when the heat energy is decreased?

7. What happens to the temperature of the system if you increase the number of particles? Whathappens to the pressure?

90

8. Is it possible to change the state of matter of the substance without increasing or decreasing theheat energy of the system? If yes, describe how you could do so.

9. Describe the relationship between heat and pressure.

91

Name

Period Date


Materials

2 Plastic cups, 250-mL 2 Self-stick notes 2 Stirring sticks2 Hand lenses• Protective eyewear

Procedure

a. Label two cups using self-stick notes: “Calcium carbonate (CaCO3)” and “Sodiumchloride (NaCl).”

b. Put on protective eyewear.

c. Measure one level, 2-mL spoon of calcium carbonate into one plastic cup.

d. Measure one level, 2-mL spoon of sodium chloride into a second plastic cup.

e. Observe the two solid materials with a hand lens. Record your observations.

f. Use a syringe to add 30 mL of water to each cup. Stir, observe, and record.

Observations

mixtures a

1 Syringe, 35-mL1 Container of water• Calcium carbonate (CaCO3)• Sodium chloride (NaCl)

Investigation 8: SolutionsNotebook Sheet

Substance Before mixing with water After mixing with water

93

Name

Period Date


Materials for separating mixtures

2 Plastic cups, 250-mL2 Self-stick notes1 Funnel stand2 Filter papers, small

Filtering procedure

a. Label two cups: “Calcium carbonate (CaCO3)” and “Sodium chloride (NaCl).”

b. Set up the funnel stand and place a filter paper in the funnel.

c. Place the empty cup labeled sodium chloride under the filter funnel. Pour the sodiumchloride mixture into the filter.

d. Repeat the process with the calcium carbonate mixture.

Filtering results

Follow-up procedures

mixtures b

2 Hand lenses1 Well tray3 Pipettes• Protective eyewear

� � � �

� � � �

� �0 ��

Follow-up results


95

Name

Period Date


how things dissolve Questions srb page 53

1. Copper chloride (CuCl2) dissolves in water. Describe what happens at the particlelevel when copper chloride is put into water.

2. What are some of the solutions found in living organisms?

3. Is milk a mixture, a solution, or both? Why do you think so?

4. How could a solution of copper chloride and water be separated into its startingsubstances?


97

Changes in Matter

Name:_________________________ Date:_____________

Class:_________________________ _ Table:____________

Follow the directions below and record your observations at each station. Use all of your senses, except taste to make your observations. Describe the properties of matter

for the substance(s) before the change and after the change, and use that evidence to determine whether the change is physical or chemical. Circle P for physical and C for

chemical for each station.

Station 1 P C

Observe a balloon. Record your observations. Be sure to indicate what properties you are observing.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Blow up the balloon. Pop it with a thumbtack Observe the balloon again. How have its properties changed?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Place the changed balloon in the waste container.)

Station 2 P C Observe the cup of baking soda and the cup of vinegar, and record

your observations. (Be sure to identify what properties you are observing.)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

99

Put a small spoonful of baking soda on the wax paper. Put 5 drops of vinegar on the baking soda. Observe what is on the wax paper. How have the properties of the

starting substances changed?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Place the used wax paper in the waste container.)

Station 3 P C

Observe the fresh milk Smell the fresh milk by “wafting.” (Be sure to identify what properties you are

observing.)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Take the foil off the sour milk and observe. Smell the sour milk by “wafting.” How have the properties of the original milk changed?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Station 4 P C

Observe the clay, and record your observations. (Be sure to identify what properties you are observing.)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Form the clay into a different shape. Observe the clay again. How have its properties changed?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

100

Station 5 P C

Observe the new steel wool, and record your observations. (Be sure to identify what properties you are observing.)

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Observe the steel wool that has been in water. How have the properties of the steel wool changed after being in

water?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Station 6 P C

Put a spoonful of calcium chloride in a zipper baggie. Observe the calcium chloride. Record its temperature with thermometer 1.

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Observe the water in the cup. Record its temperature with thermometer 2.

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Add 10ml of water to the calcium chloride in the baggie. Feel the outside of the baggie. Record the temperature of the “stuff” inside the baggie with

thermometer 3. How have the properties of the starting substances changed?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Toss the used baggie into the waste container.)

101

Station 7 P C

Observe the stick. (Be sure to identify what properties you are observing.

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Bend the stick until you hear it crack. How have its propertieschanged?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Station 8 P C

Remove a piece of ice from the cooler, observe. (Be sure to identify what properties you are observing.)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Turn the blow dryer on high and hot. Aim the air from the blow dryer at the ice. Observe the change. How have the properties of the ice changed?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Be sure to wipe up your mess.)

102

Chemical and Physical Properties and Changes

Identify as many chemical and physical properties and changes as you can for each of the situations below. Be prepared to explain each during classroom discourse. Some boxes may be filled while others may not.

Mia watched the wooden boxes float and the iron boxes sink in the pond. After several years at the bottom of the pond, the rusty iron boxes were removed.

Physical Property: Chemical Property:

Physical Change: Chemical Change:

Patti observes some ice cubes melt into a puddle of water in a pan. Later the water is heated until it boils and becomes a gas.



1

2

103

Debi attempts to start her mower and it doesn’t start. She adds gasoline because she knows the mower burns gasoline. After mowing the lawn she noticed that the grass blades were shorter.



3

104

INSPECTOR GADGET

Help the inspector classify the above observations as either a chemical or a physical change and justify your answer.

Physical or

Chemical Justification

A

B

C

D

Inspector Gadget was called to a crime scene in the middle of winter where a fire was in progress. Firefighters were using large metal buckets of water to put it out. A barn and its contents were badly damaged as a result of this fire. Inspector Gadget and the barn’s owner made the following observations after the fire was put out.

A. The wood was charred (burned). B. There were metal buckets full of solid ice. C. Rusty nails were found among the ashes. D. Plastic tools had melted and were unrecognizable.

105

Name

Period Date


Substance nameChemical formula Representation

Number of atoms

Carbon

Water

Carbon dioxide

Sodium chloride

Oxygen

Sodium carbonate

C

H2O

CO2

NaCl

O2

Na2CO3

representing substanCes

Number of elements

Investigation 9: ReactionNotebook Sheet

107

Name

Period Date


analyzing substanCes

Substance nameChemical formula Representation

Number of elements

Number of atoms

C

CC C

CC

H

O

HO

O

H

O H

HHOC

C

HC

CHH

OH

OH

C

C

HH

OH

OH

HHO

HO

H

HHH

CC C

CO O

OH

OH

HC CH

OH

H

H

OH

C C C C

C

CO H H

H H HH H

HO O

O

OOO

CO

OO

Ca

CO O

Ca ClCl

Na

HC

OO

O


109

Name

Period Date


Materials

• Limewater (calcium hydroxide solution)1 Plastic bottle1 Rubber stopper, 2-hole2 Clear plastic pipes1 Short piece of tubing1 Long piece of tubing• Straw mouthpieces• Protective eyewear

Procedure

a. Push the two clear plastic pipes through the holes in the rubber stopper.

b. Attach a long piece of tubing and a short piece of tubing to one pipe, as illustrated.

c. Put on protective eyewear. Measure 30 mL of limewater into the bottle. Insert the rubberstopper in the bottle.

d. Take turns using your straw mouthpieces to gently bubble one breath of air into the bottlethrough the long tube. Everyone should have at least two turns.

Results

Describe the changes you observed in the bottle.

Conclusion

Starting substances change into new substances during chemical reactions. Do you think a reaction occurred in the bottle? Why or why not?

limewater investigation a


Straw mouthpiece

Long tube

Short tube

Pipes

111

Name

Period Date


Thinking about limewater

1. Limewater is calcium hydroxide dissolved in water. The chemical formula for calciumhydroxide is Ca(OH)2. Use circles labeled with atomic symbols to draw what you think arepresentation of one particle of calcium hydroxide might look like.

2. a. Use atom tiles to make representations of the particles that you think reacted.

b. Rearrange the atoms to figure out what the white precipitate is.

c. Draw representations of the reactants and the products using labeled circles.

(HiNT: The white powder does not dissolve in water.)

3. Write the limewater reaction using chemical formulas. Write the names of the reactantsand products under the formulas.

4. Did new substances form? If yes, what are they?

5. Did new atoms form? If yes, what are they?

6. Did new elements form? If yes, what are they?

limewater investigation b

Ca

Ca(OH)2 +

Calcium hydroxide


113

Name

Period Date


how do atoms rearrange? Questions srb page 68

1. What is destroyed and what is created during chemical reactions?

2. What are reactants and products? Write a reaction equation and label the reactants andproducts.

3. Write the equation for the reaction between hydrogen and oxygen. Use chemical formulasfor the substances.

4. Methane (CH4) is the main gas in natural gas. The products that form when methaneburns are carbon dioxide and water. Write a balanced equation showing the combustionreaction when methane and oxygen react.


115

Name

Period Date


aCid/soda reaCtion produCtsMaterials

1 Bottle, 120-mL1 Syringe, 35-mL1 Midispoon1 Stopper-and-tubes setup

1 Vial1 Vial holder1 Well tray1 Pipette

• Hydrochloric acid (HCl)• Baking soda (NaHCO3)• Limewater (Ca(OH)2)• Protective eyewear

Procedure

a. Put on protective eyewear.

b. Place 3 level midispoons of baking soda in the bottle.

c. Place about 10 mL of limewater in the vial.

d. Insert the bottle and the vial into the cavitiesin the center of the vial holder.

e. Take up 5 mL of hydrochloric acid in the syringe.

f. Draw 30 mL of air into the syringe.

g. Slowly put the acid and air into the bottle. Observe.

Results

1. What happened in the bottle? Use chemical equations to explain.

2. What happened in the vial? Use chemical equations to explain.

3. Were you able to confirm all the products that formed during the reaction between bakingsoda and hydrochloric acid? If not, what else will you do?


117

Name

Period Date

response sheet—reaCtion

Grandmother ate too many chili peppers for supper. She moaned,

I need an antacid tablet.

Beth found the package of antacid tablets and read the label. The active ingredient was calcium carbonate. Beth said,

This will give you some relief.

1. Explain why Beth thought the antacid tablet would help Grandmother.

2. Use chemical formulas to write the equation for the reaction.

NOTE: Here are the formulas for some of the substances you have used.

CO2 CaCO3CaCl2Ca(OH)2

H2OHClMgSO4NaHCO3

Na2CO3NaCl



119

Name

Period Date


lavoisier Questions srb page 72

1. Why did mercuric oxide in Lavoisier’s reaction chamber weigh more than the mercurymetal?

2. Why was there less air in Lavoisier’s reaction chamber after he heated the mercury for12 days?

3. What are some of the reasons Lavoisier is considered to be the father of modernchemistry?


121

Name

Period Date

heartburn ChemistryQuestion

How much stomach acid can one antacid tablet neutralize?

Materials

1 Plastic cup, 250-mL1 Antacid tablet1 Syringe, 35-mL, for measuring acid• Hydrochloric acid (HCl)• Protective eyewear

Procedure

Conclusions

1. How many milliliters of acid does one antacid tablet neutralize? __________________

2. The hydrochloric acid used in class is about 10 times more concentrated than real stomachacid. How many milliliters of real stomach acid will one antacid tablet neutralize? Showyour math.

3. Write the chemical equation for the reaction between hydrochloric acid and the antacid.



123

Lab: Conservation of Mass Materials:

2 beakers, electronic balance, vinegar, baking soda, plastic baggie

Procedure:

Part 1: Open System

1) Set an electronic balance to 0 (tare).2) Fill a beaker with 30mL of vinegar.3) Add one spoonful of baking soda to the second beaker.4) Place both beakers on the balance and record the mass in the data table below.5) Dump the baking soda into the vinegar and do not stir. Place the empty beaker back on

the balance so that both beakers are still on it.6) Record the ending mass including both beakers in the data table below.

Substances Mass (g) Baking Soda and Vinegar + 2 beakersReaction + 2 beakersDifference

Part 2: Closed System

1) Clean and dry both of the beakers from Part 1.2) Fill a clean, dry beaker with 30 mL of vinegar.3) Add one spoonful of baking soda to a clean plastic baggie.4) Gently place the beaker with the vinegar in it into the plastic baggie but DO NOT SPILL

THE VINEGAR!5) Try to push all of the air out of the baggie. Seal the baggie and place it on the balance

but still DO NOT SPILL THE VINEGAR!6) Record the starting mass of the baggie in the data table below.7) Without opening the bag, tip the beaker, mixing the vinegar and the baking soda.8) Still without opening the bag, record the ending mass of the contents of the plastic bag

in the data table below.

Substances Mass (g) Starting Baggie with beakerReaction in Baggie with beakerDifference

124

Analysis Questions:

1) Compare Part 1 (Open System) with Part 2 (Closed System) in this lab. What was thesame? What was different?

2) Why was the ending mass different than the starting mass in Part 1? How can youexplain the “missing” mass?

3) What is the mass of the gas that was produced in Part 1?

4) Which reaction, Part 1 or Part 2, demonstrates the Conservation of Mass? Explain yourthinking.

125

How Does That Work?

A student fell on the playground and went to the school office in order to get an ice pack. An adult in the office gave the student an ice pack. At first it didn’t feel cold, but then the adult squeezed it and there was a popping sound. Then it felt very cold. After holding the ice pack up to her knee for a while, it didn’t feel as cold. The student wondered how the ice pack worked. What would you tell her?

127

Adapted from the American Chemical Society

Hot and Cold! Focus Question: Why do some chemical reactions result in a temperature change?

Materials for Each Group:

“Mystery Mixture” Baking Soda and Water Solution Calcium Chloride

Water Thermometer 4 Small Cups

Part 1 Procedure:

1) Place one spoonful of “Mystery Mixture” in a small cup.2) Place a thermometer in the Mystery Mixture and record its temperature. Clean off the

end of the thermometer with a tissue or paper towel.3) Place 10 mL of water in a small cup.4) Carefully place a thermometer in the water and record the starting temperature.

Caution: Don’t let the thermometer tip over the cup. Hold onto the top of thethermometer.

5) With the thermometer still in the water, add all of the baking soda into the cup.6) Watch the thermometer to determine if the temperature is changing. Record the final

temperature after it stops moving.

Starting Temperature Final Temperature Change in Temperature Water Mystery

Mixture

Part 2 Procedure:

1) Place one spoonful of calcium chloride in a small cup.2) Place a thermometer in the calcium chloride and record its temperature. Clean off the

end of the thermometer with a tissue or paper towel.3) Place 10 mL of baking soda solution (baking soda and water) in a small cup.4) Carefully place a thermometer in the solution and record the starting temperature.

Caution: Don’t let the thermometer tip over the cup. Hold onto the top of thethermometer.

5) With the thermometer still in the solution, add all of the calcium chloride into the cup.6) Watch the thermometer to determine if the temperature is changing. Record the final

temperature after it stops moving.

(See data table on next page…)

128

Adapted from the American Chemical Society

Starting Temperature Final Temperature Change in Temperature Baking Soda Solution

Calcium Chloride

1) In what ways were the two reactions similar?

2) In what ways were the two reactions different?

3) What happened to the temperature of the first reaction?

4) What happened to the temperature of the second reaction?

5) Why do you think the chemical reactions resulted in a temperature change?

129

INDEX/Word Bank

AA BB

CC DD

EE FF 131

GG HH

II JJ

KK LL 132

MM NN

OO PP QQ RR

133

SS TT

UU VV

WW XX--YY--ZZ 134

matter and its interactions table of contents -...

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