shauna webb, amsti adapted by ashlynn frith properties of matter study ppt for lessons 1-11

Shauna Webb, AMSTI Adapted by Ashlynn Frith

PROPERTIES OF MATTERSTUDY PPT FOR

LESSONS 1-11

LESSON 1 – OUR IDEAS ABOUT MATTER

You will perform a circuit of eight inquiries to observe how matter

behaves. The inquiries involve the following: different states of matter, changes of state, mass and volume,

floating and sinking, thermal expansion, mixtures, solubility and insolubility, and

chemical reactions.

LESSON 1 – QUESTION

What is matter?

LESSON 1 – CONCLUSION

oMatter - the physical material that has mass and occupies space.oAir is a gas.oAir and gases are forms of matter even though they are invisible.oThe shape of an object does not affect its mass.oSome matter is soluble in water.oAll liquids are not water or do not contain water.oTemperature change affects the volume of air.oSome liquids do not mix = Immiscible

LESSON 1 – VOCABULARY (1-4)

1. matter - the physical material that has mass and occupies space

2. expansion - the increase in the volume of matter that occurs when matter is heated.

3. contraction - decrease in volume of matter when matter is cooled.

4. dissolving - the process that takes place when a solvent is mixed with a solute to make a solution.

5. immiscible - liquids that are unable to dissolve in one another.


6. miscible - liquids are able to dissolve in one another.

7. density - the mass of a known volume of a substance; measured in g/cm3

8. chemical reaction - any change that involves the formation of a new substance; has reactants and products.

9. mass - the amount of matter in an object; measured in g or kg.

10. volume - the amount of space occupied by matter; measured in L, mL, cm3, or m3.


11. burning - a rapid chemical reaction between a substance and a gas that produces heat and light. Most burning or combustion takes place in the air and has oxygen as one of its reactants.

12. solid - a phase or state of matter in which a substance has definite shape and volume.

13. liquid - a state or phase of matter in which a substance has a definite volume but no definite shape. Liquids take the shape of the container they occupy.


14. mixture - two or more elements or compounds that are mixed together but are not chemically combined.

15. physical property - all the characteristic properties of a substance except those that determine how it behaves in a chemical reaction

LESSON 2 – DETERMINING DENSITY

You will use mass and volume measurements to calculate

the densities of water, regular shaped objects, and irregular

shaped objects.

YES NO STATEMENT YES NO1. An object floats/sinks based solely on its mass

2. Mass and volume are interchangeable terms3. Mass is affected by

changes in shape4. Density and weight are

the same5. Mass and weight are the

same

ANTICIPATION/REACTION GUIDE (INQUIRY 2.1-2.3)


How will the densities of 25mL & 50 mL of water

compare?

LESSON 2- HYPOTHESIS

Take 2 minutes to create your own hypothesis:

If…….. then….. because……..


If you measure the density of 25mL and 50 mL of H2O, then

it will be different because there are different amounts of

water being measured.

LESSON 2- PROCEDURE

Step 1- Take the mass of the empty graduated cylinder.

Step 2- Add 25mL of H2O to one graduated cylinder and 50 mL of H2O to the other graduated cylinder.

Step 3- Measure mass of each graduated cylinder with the water.

Step 4- Subtract the mass of the empty graduated cylinder from the new measurement for the graduated cylinder containing 25mL of H2O and repeat for the 50mL of H2O

Step 5- Calculate the density of water (mass/volume) Round your answer to the nearest tenth.

LESSON 2.1- RESULTS

Volume of

Water (cm3)

Mass of emptyGradua

tedCylinde

r (g)

Mass of Graduat

ed Cylinder and Water

(g)

Mass of

Water(g)

Density of water

g/cm3

2550

LESSON 2.1-CONCLUSION

Does changing the vol. of water change the density of water? Does changing the mass of water change the density of water? What is the density of water in grams/cm3?

LESSON 2.1- LESSON 2.1- VARIABLESVARIABLES

Independent variable:

Amount of water

Dependent variable:

The density

INQUIRY 2.2 QUESTION

Will all of the blocks have the same density?

LESSON 2.2- LESSON 2.2- HYPOTHESISHYPOTHESIS

If we compare the densities of the blocks, then the aluminum will have a larger density because it is a metal.

LESSON 2.2- PROCEDURE

Step 1- measure the length x width x height Step 2- mass each item on the balance Step 3-divide the mass by volume to get density

Comparing the Densities of Comparing the Densities of Different SubstancesDifferent Substances

Substance

Length (l)(cm)

Width (w)(cm)

Height (h)

(cm)

Volume (v)

(cm3)(v=l x w

x h)

Mass(m)(g)

Density

(g/cm3)

(m/v)

WAXTRANSPA

RENTWHITE PLASTICALUMINU

M

LESSON 2.2- LESSON 2.2- CONCLUSIONCONCLUSION

Are the densities of the different substances the same or different? DifferentHow could this information be used to identify the substance from which an object is made? YOU COULD IDENTIFY THE OBJECTS BY CALCULATING THE DENSITY AND COMPARING IT TO A DENSITY CHART

NEXT STEPNEXT STEP

Measure objects with IRREGULAR shape

INQUIRY 2.3 QUESTION

How do you measure the density of irregular objects?

Or Which of the irregular objects will have the

greatest density?

LESSON 2.3- LESSON 2.3- HYPOTHESISHYPOTHESIS If we measure all of the objects, then the copper

cylinder will have the greatest density because it

has more mass than the steel bolt and nylon

spacer.

STEP 1: MEASURE MASS OF OBJECT

STEP 2: ADD H2O TO THE GRADUATED CYLINDER

STEP 3: ADD OBJECT TO THE GRADUATED CYLINDER

STEP 4: CALCULATE DENSITY

LESSON 2.3- LESSON 2.3- PROCEDUREPROCEDURE

STEP 1- Measure the mass of the objects using the balance STEP 2- Fill the graduated cylinder with enough water to cover the objects and record the volume STEP 3- Insert the object into the graduated cylinder STEP 4- Subtract the two volumes and record the volume of the object STEP 5- Calculate density

ObjectObject MassMass(g)(g)

Volume of Volume of water water

without without object (mL)object (mL)

Volume of Volume of water and water and

object (mL)object (mL)

Volume of Volume of object (mL)object (mL)

DensityDensity(g/mL)(g/mL)

COPPERCOPPERCYLINDERCYLINDER

STEELSTEELBOLTBOLT

NYLONNYLONSPACERSPACER

INQUIRY 2.3: COMPARING THE COMPARING THE DENSITIES OF DIFFERENT DENSITIES OF DIFFERENT SUBSTANCESSUBSTANCES

LESSON 2.3- LESSON 2.3- CONCLUSIONCONCLUSION

1. Are any of the blocks from inquiry 2.2 or objects from this inquiry made from the same substance?

2. What evidence do you have for your answer?

3. How do the densities of these objects compare with water?

REFLECTING QUESTIONSREFLECTING QUESTIONS

A. What is the difference between mass and volume?

Mass is the amount of matter in an object

Volume is how much space it takes up

REFLECTING QUESTIONS REFLECTING QUESTIONS CONT…CONT…

B. What units did you use to measure mass/volume?

g or kg/ ml and cm3.


C. How did you calculate the density of an object?

D=m/v


D. What units did you use for density?

g/cm3 or g/ml


E. Does changing the amount of a substance change its density?

no

CONCLUSION QUESTION CONCLUSION QUESTION CONT…CONT…

F. If two objects are made of the same substance, will they have

the same density?

Yes

LESSON 2.3- ERROR LESSON 2.3- ERROR ANALYSISANALYSIS

Not completely submerging the object

Spilling water/splashing some water

Incorrect calculationsNot using the volume of the

object

LESSON 2- CONCLUSIONoDensity is calculated by dividing the mass

by the volume; measured in grams per cubic centimeter (g/cm3).

oMass is the amount of matter in an object; measured in grams.

oVolume is the amount of space taken up by an object; measured in ml or cm3.

oDifferent objects made of the same material will have the same density.

(characteristic property)

LESSON 2 – CONCLUSION CONT.

oChanging the amount of a substance does not change the

density of the substance.oMass is not affected by shape.

oDensity is a characteristic property of matter.

oCharacteristic property - property that is independent of mass, volume,

and shape.

LESSON 3 – DENSITY PREDICTIONS

You will predict whether the blocks you investigated in Inquiry 2.2 will

float or sink. After finding the density of three liquids, you will predict the order in which the

liquids will layer when you build a density column. You will calculate and predict whether objects will

float or sink in the density column.

ANTICIPATION/REACTION ANTICIPATION/REACTION GUIDE - INQUIRY 3GUIDE - INQUIRY 3

Yes No Statement Yes No

1. All objects that float are hollow or contain air.

2. density indicates thickness

3. viscous liquids are denser than thin liquids

Before After

LESSON 3 - QUESTION

If we mix the syrup, oil, and water how will they

behave?

LESSON 3 - HYPOTHESIS

If… then… because…

LESSON 3- HYPOTHESISLESSON 3- HYPOTHESIS

If we add all 3 ingredients together, then the corn syrup

will sink because it has the greatest density

LESSON 3- RESULTS OF FLOATING & SINKING OBSERVATIONS

SubstanceDensity (g/cm3)

Floats or sinks?

Prediction Results

wax block

white plastic block

transparent plastic block

aluminum block

LESSON 3- PROCEDURE

Step 1- Take the mass of graduated cylinder A & B

Step 2- Add 25ml of corn syrup to graduated cylinder A / 25ml of oil to B

Step 3- Take the mass of both again

Step 4- Subtract to get the mass of the liquids

Step 5- Calculate using mass/volume

CALCULATING DENSITY – LESSON 3

LiquidVolume

(cm3)

Mass of graduated cylinder

only

(g)

Mass of graduated cylinder

plus water

(g)

Mass of liquid

(g)

Density

(g/cm3)

Vegetable oil

Corn syrup

Water __ ___

CONCLUSIONCONCLUSION

Do the liquids mix (miscible) or not (immiscible)?

ImmiscibleWhat is the relationship between the density of a liquid and its position?

A higher density liquid is on bottomA lower density liquid is on top

REAL LIFE APPLICATION

Oil is less dense than water. It can be applied

to cleaning up a spill from an oil tanker.

HOW COULD YOU CLEAN UP 11 MILLION GALLONS

OF OIL?

ANSWERS

Dilute the oil using chemicals.Breaks down oil into small particles so that it can spread throughout the ocean. Then bacteria break it down further.

Set the oil on fireDrawback: causes a lot of pollution

Suction the oil with a vacuum, skimmers

INQUIRY 3.1

Independent variable25ml of liquidThe type of liquid

Dependent variableThe position of the objects in the liquid due to the density

INQUIRY 4.1: GETTING STARTED

Step 1- the air occupied all of the space and prevented the liquid from passing through. Step 2- The other syringe is pushed out Step 3- Air has mass and volume or density

LESSON 4 – DO GASES HAVE DENSITY

You will determine the mass, volume, and density

of a bottle of air.

LESSON 4 - QUESTION

If air has mass & volume, what is

the density of air?


If air has density, then it should be less than 1g/cm3 because air floats and is less dense than water.

LESSON 4- PROCEDURE

(1-2)

Step 1- measure the entire apparatus with air Step 2- suction the air out using the pump Step 3- re-measure the entire apparatus with out air Step 4- subtract the 2 masses

LESSON 4- PROCEDURE

(2-2)

Step 5-fill the container with water and add valve until water overflows Step 6- measure water with grad. cylinder Step 7- divide the mass by volume in step 6

LESSON 4- FINDING THE DENSITY OF AIR

Mass of bottle,

washer, & rubber valve, pump

(g)

Mass of bottle,

washer, & rubber valve

after removing

air, pump (g)

Mass of air

(g)Volume of

air

(cm3)

Density of air

(m/v)

(g/cm3)

LESSON 4- CONCLUSIONCONCLUSION

How does the density of air compare with the density of solids and liquids? The density of air is much smaller than the density of solids and liquids


Are the results the same? No


Why do some things float in air?

Because their overall density is less

CONVERSIONS

STANDARD FORM

0.00082g/cm3

0.00094g/cm3

SCIENTIFIC NOTATION

8.2 x 10-4 g/cm3

9.4 x 10 –4 g/cm3

NEXT STEP/NEW QUESTION

The water is pumped into the ballast to sinkTo rise air is pumped in pushing the water out

How is density used to control the floating and sinking of a submarine?

ERROR ANALYSIS

Different amounts of air was removedDifferent number of pumps at each groupMeasured the water incorrectlyAir may have seeped back into the bottle

REAL-LIFE APPLICATION Bony fish have a swim bladder

It is filled with gases produced in the fish’s blood

Swim bladder fills with gas= floats

Swim bladder empties gas= sinks

VARIABLES

INDEPENDENT The amount

of air evacuated or

removed

DEPENDENT The density of

air

HIGH DENSITY VS. LOW DENSITY

Brick wall Are the

particles close together or far

apart? High density or

low density?

HIGH DENSITY OR LOW HIGH DENSITY OR LOW DENSITYDENSITY

What gas do cows give off?

Methane helps replace carbon in our environment

Are the gas particles close together or far

apart?

High density or low density?

DEADLY DENSITY PG. 44

STUDY TIME! TEST ON LESSONS

1-4

DON’T FORGET…

Independent variable- The variable you control/the one you change on purpose Dependent variable- The variable that is controlled by the independent variable/the one you measure

BE ABLE TO LIST 6 SIGNS OF A CHEMICAL REACTION:

Gas/bubblesExpandedChange in temperatureChange in formChange in colorChange in texture( from soft to hard)

How do you find density?Mass/ Volume

Define massThe amount of matter in an object

Define volumeThe amount of space an object takes up

QUICK REVIEW:

WHAT 2 PIECES OF EQUIPMENT MEASURE VOLUME?

Graduated cylinder

Ruler

L x W x H

Look at the numbers on the side.

CHARACTERISTIC PROPERTY

Density is a characteristic property.

This means it is used to identify different objects because it never changes!

DENSITY NEVER CHANGES!

Know the density of water1g/cm3

MassGrams (g)Volumeml, cm3

Density g/cm3

EQUIPMENT

BALANCE-MEASURES MASS

A graduated cylinder is used when:A liquid is being measuredAn irregular object is being measured

A ruler is used when: A regular object is being measuredblock

SINKING AND FLOATING

Know the relationship between sinking and floating

If the density of an object is higher than the liquid it is in-sinks

If the density of an object is lower than the liquid it is in-floats

IMMISCIBLE OR MISCIBLE?

If 2 liquids do not mix, then they are called__________.

Immiscible

If 2 liquids do mix, then they are _______.

miscible

Oil and water do not mix.

Oil is less dense than water

Oil is non-polar

Water is polar

LESSON 5 – TEMPERATURE & DENSITY

You will investigate the effect of temperature on the volume of

matter by building and calibrating a thermometer filled with water. After constructing the liquid-filled thermometer, you will replace the

water with air. You will also observe the effect of heat on a

bimetal strip.

LESSON 5 – GETTING GETTING STARTEDSTARTED 2a. Temperature 2b. The bulb 2c. The bulb 2d. -20 to 110, 1 degree Celsius 2d. Top of the red liquid 2f. They are the same

LESSON 5 – GETTING GETTING STARTED CONT…STARTED CONT…

3a. The liquid in the thermometer rises if the room temperature is below body temp.3b. Body temperature will appear to be about 37 degrees celsius3c. Liquid contracts as temp goes down3d. Because the bulb is in the air, they are measuring air temp3f. Liquid expands when heated

ANTICIPATION/REACTION GUIDE INQUIRY 5.1

Before After

YES NO STATEMENT YES NO

Temperature is a measure of the heat of an object.

Thermometers measure heat.

“Heat” refers to objects that are hot compared with the reference point of

body temperature.

Heat is a fluid-like substance that flows from one place to another.

“Cold” can move into an object.Ex) “cold” from ice water moves into

thermometers, pushing the liquid down

Liquid in a thermometer goes up the tube because hot substances-such as

hot air in a balloon- rise.


What is the relationship between temperature

and density?

LESSON 5 – HYPOTHESIS

If the temperature increases, then

density will decrease because the particles

are moving farther apart.

LESSON 5 – PROCEDURE

oDraw your design for a thermometer.

oFill test tube with water

oInsert tubing with stopper into the test tube

oPlace in cold water bath and mark the line (5 min)omeasure the temp._____ ** before removing

oPlace in hot water bath and mark the line (5 min)omeasure the temp._____ ** before removing

oMeasure the distance between the two lines in mm

LESSON 5 – PROCEDURES CONT…PROCEDURES CONT…

To get equal increments:Divide (distance in mm) = every 1 degree

(temp. difference)Celsius

Next, multiply by 5 to get 5 degree increments

Finally, mark off the temp. scale in 5 degree increments

Test your thermometer by measuring room temperature and comparing it to the lab thermometer

LESSON 5 – RESULTSRESULTS

Temp. of Cold water

bath (oC)

Temp. of Hot water

bath (oC)

Temperature difference

(oC)

Distance between

markings (mm)

LESSON 5 – CONCLUSIONCONCLUSION

1. What reading did your thermometer give for room

temperature? What reading did the lab thermometer give?


2. How accurate is your thermometer?


3. How quickly does your thermometer respond to temperature changes?

Student thermometers respond more slowly than alcohol

thermometer


4. When the temperature increases, what happens to the volume of

water?

An increase in volume with an increase in temp

5. when the temperature increases, do you think the total

mass of water changes?

No change in mass.


6. If you decreased the size of the bulb, how would the

accuracy and response time change?

Smaller bulbs would be quicker to respond but would be less

accurate


7. How could you improve the design of the thermometer?

Using different liquids, thinner tubes


LESSON 5 – VARIABLESVARIABLES

Independent Variable

Type of tubing (plastic)

Type of liquidTemp. of water

Amount of time in bath

Size of bulbAmt. Of tubing

inserted

Dependent Variable

Distance between markings

Temperature readings

LESSON 5 – ERROR ANALYSIS

1. Incorrectly calibrating thermometer

2. Incorrectly measuring temp

3. Waiting too long to mark the plastic tubing

LESSON 5.2- GETTING 5.2- GETTING STARTEDSTARTED

1a. By adding a small water column 1b. By the distance the water column moves

What effect will replacing the liquid-filled thermometer

with air have on density?

INQUIRY 5.2

LESSON 5.2 – HYPOTHESISHYPOTHESIS

If we place the air-filled thermometer in the hot water bath, then it will be less dense because

the particles are expanding.

LESSON 5.2 – CONCLUSIONCONCLUSION

3a. What problems did you encounter when calibrating your air-filled thermometer?

3b. How did the sensitivity of your air-filled thermometer compare with that of your liquid-filled one?The sensitivity is much greater for the air-filled thermometer

REAL-LIFE APPLICATIONREAL-LIFE APPLICATION

Gases expand when heated-density decreases Gases contract when cooled-density increasesDuring winter= over inflate your tiresDuring summer= under inflate your tires

REAL LIFE APPLICATION REAL LIFE APPLICATION CONT..CONT..

When heated -water expands

When cooled -water expandsIf the temp. is going to be below freezing, then you want to run water through your pipes because your pipes will freeze and expand and the pipes will burst

INQUIRY 5.3-QUESTIONINQUIRY 5.3-QUESTION

How will the metals react when heated?

LESSON 5.3– HYPOTHESISHYPOTHESIS

If we heat the bimetal strip, then the strip will

expand and the density will decrease because the particles are moving apart as it

gains energy

LESSON 5.3– RESULTSRESULTS

1. What do you think will happen when the metal strip

is heated?(sample answer) It should

curve or bend

RESULTSRESULTS

2. What did you observe when the strip was heated?

One side of the strip expands faster causing the metal to curve because the heat is causing one

metal to gain kinetic energy faster

RESULTSRESULTS

3. What happens after the strip is cooled?

It returns to normal after the flame is removed by

contracting

LESSON 5.3– RESULTS RESULTS CONT…CONT…

4. What did you observe when the strip was heated on the

other side? The metal still curved in only

one direction

LESSON 5.3– RESULTS RESULTS CONT…CONT…

5. Why do you think the strip behaves this way?

One metal is expanding more because it is gaining kinetic

energy faster

LESSON 5.3– REFLECTING QUESTIONS

A. What do these 3 inquiries tell you about how the volume of matter is affected by temp.?Matter usually increases in

volume when heated/ decreases when cooled


B. How does the change in volume of air differ from the change in volume of liquid? Air expands more rapidly


C. How does this change in volume affect the density of solids, liquids, and gases?

Increase in volume = decrease in density, particles expand more

rapidly


D. When measuring the density of a substance why is

it important to record the temperature of the substance?

Because of fluctuations


E. Are there any other uses for the expansion and contraction

of matter?

Yes


F. Could expansion or contraction cause problems?

yes

REAL-LIFE APPLICATION REAL-LIFE APPLICATION

When metal is heated= expansion

When metal cools= contraction

Examples: bridges, bldg., railroads

ANTICIPATION/REACTION EXPLANATION

Temperature is a measure of the

kinetic energy of particles.

Thermometers measure

temperature.

Density changes with temperature:

As temperature increases, density will decrease and

volume will increase (mass stays the same).expansion

LESSON 5- CONCLUSION

Heat is a form of energy that can move from a hot place to a cooler

place (measured in joules). Temperature is a measure of kinetic energy of particles of

matter (measured by a thermometer in degrees Celsius).


Density changes with temperature:

As temperature decreases, density will increase and volume

will decrease (mass stays the same).

contraction



32. heat - a form of energy that can move from a hot place to a cooler place; the transfer of energy from one body to another.

33. temperature - a measure of the kinetic energy of the particles that make up matter; the measurement of how hot something is.

34. Celsius - a temperature scale with the melting point of ice at 0 degrees and the boiling point of water at 100 degrees.


35. Fahrenheit - a temperature scale with the melting point of ice at 32 degrees and the boiling point of water at 212 degrees.

36. Kelvin - a temperature scale with the lowest possible temperature at the zero point, which is called absolute zero; ice melts at 273 K.

37. calibrate - set; measure to scale


38. expansion - the increase in the volume of matter that occurs when matter is heated.

39. freeze - the change in state in which a liquid turns into a solid.

LESSON 6- ANTICIPATION/REACTION GUIDE

Yes

No

StatementYes

No

Matter is destroyed during chemical reactions.

Reactants disappear.

Gases produced during a chemical reaction is a phase

change.

A phase change is a chemical reaction.

Before

After

LESSON 6 – APPLYING THE HEAT

You will heat pure substances and

observe and classify changes

that occur.


How will the pure substances react when we

apply heat?


If… then… because…


If we heat the chemicals, then we will

notice chemical changes because each

one has different chemical properties.

LESSON 6- PROCEDURE(1-2)

Step 1-Place one lab scoop of the first substance into a test tube.Step 2- record the appearance before heating in the tableStep 3- attach the test tube clamp near the mouth of the test tube

LESSON 6- PROCEDURE(2-2)

Step 4- heat the bottom of the test tube for 1-2 min. while it is in constant motion from side to side at an angleStep 5- observe any changes and record in the tableStep 6- place the test tube in a 250-ml beaker and allow to cool for 1 min.Step 7- Repeat procedure for the other substances

LESSON 6- RESULTS

Substance

Appearance

before heating

Changes

observed

during heatin

g

Appearance

after cooling

Ammonium chloride

Copper (II) sulfateSodium chloride

Zinc oxideSulfur

Copper carbonate

LESSON 6- CONCLUSION(1-3)

1. Which substances (if any) showed no change when heated?

NaCl


2. Which of the substances produced a new substance when

they were heated?

Ammonium chloride, sulfur, copper carbonate, copper sulfate


3. How can heating a substance help you identify it?

It shows you its characteristic properties

NEXT STEP, NEW QUESTION

1) What happens to copper sulfate when water is added after it has been heated?

2) The test tube gets hot3) It turns blue again

A. EXOTHERMIC REACTION4) Sound given off

LESSON 6- ERROR ANALYSIS

Heating the substance too long or not long enough

Adding too much substanceHeating incorrectly

Cross contamination

REAL LIFE APPLICATION

1. When cooking, food changes from one form to another. This is a chemical change.

2. Burning chemicals to get rid of pests

Independent variables

Substance: Amount and Type

Heating timeAngle of heating

Dependent variables

Appearance/odor/sound of substance

state of matter

Lesson 6- VARIABLES

CHARACTERISTIC PROPERTIESCharacteristic Property: An attribute that can be used to help identify a substance. A characteristic property is not affected by the amount or shape of a substance.

Density The way a substance behaves when it is heated


Physical and chemical changes result from the application of heat. The way a substance behaves when it is heated is a characteristic property of that substance. Sublimation, evaporation, and condensation are caused when heat energy overcomes the forces that hold a solid together or keep a liquid in a fluid state.


Heating may cause a chemical change, phase change, or no change at all. When cooling occurs after heating, changes in substances may be reversible or irreversible. If a chemical reaction occurs, new substances with different observable properties are formed. Chemical reactions have reactants and products………..


chemical reaction - a change in which new substances are formed; has reactants and products.

reactant - the starting substances in a chemical reaction.

product - a substance formed by a chemical reaction.


physical change - reversible through physical means and do not involve the formation of new substances; no change in chemical properties.

chemical change - not readily reversible and do involve the formation of new substances with different properties.


sublimation - physical change in which a substance goes directly from a solid to a gas and then back to a solid.

evaporation - the change of a substance from a liquid to a gas

condensation - the change of state from a gas to a liquid

Yes

No StatementYes

No

Increasing the heat input when boiling a substance raises the melting or

boiling point

Water always boils at 100 o Celsius

Changes of state are related to temperature.

Substances that boil are always hot

A phase change is a chemical reaction

When matter changes state, there is no loss of mass.

Melting and dissolving are the same.

Freezing points are lower than melting points.

Before

After

ANTICIPATION/REACTION GUIDE (INQUIRY 7.1)

LESSON 7 – JUST A PHASE

As ice is heated, you will observe the phase

changes that occur. You will also observe melting

and boiling points.

LESSON 7 – GETTING GETTING STARTED STARTED

A. increase the pressure or decrease the pressure in a vacuumB. the ice absorbs heat energy from the surrounding environment. Heat flows from a high concentration to an area of low concentration. KE increases and the ice melts (melting and freezing point are the same)

LESSON 7 – GETTING GETTING STARTED STARTED

C. Not enough energy to change to the liquid phase because the specific heat is so highD. The energy transfer is not quick/ surface area is a factor (crushed vs. chunks)E. no. During a phase change the surface tension is broken, but has not acquired enough energy to burn. Frozen just means a phase change


What will happen when we add heat energy to a sample

of ice?

LESSON 7 – HYPOTHESIS

If we add heat energy to the sample of ice,

then it will melt because the particles

are gaining kinetic energy

LESSON 7 – PROCEDUREPROCEDURE

Step1- fill beaker with ice (50 ml)Step 2- add a small amount of waterStep 3- heat ice and record changesContinue to heat the ice 3 min. after it has begun to boil vigorouslyRemember : Do not stop the stop watch to check the time

Time(min. and

sec.)

Temperature of water (C degrees)

Observations

0

30 s

1 min

1 min, 30 sec

2 min

2 min, 30 sec

3 min

3 min, 30 sec

4 min

4 min, 30 sec

GRAPHING TIME!!!GRAPHING TIME!!!

LESSON 7 – REFLECTING QUESTIONS (1-2)

A. How does the shape of your curve compare to those produced by other groups? Different temp. reading for the different phase changes B. Do any changes in the direction of your curve match the point at which the ice melted or the water boiled? The plateau indicates a phase change taking place/the diagonal line indicates that the substance is gaining energy

LESSON 7 – REFLECTING QUESTIONS (1-2) C. How can you use the curve on your graph to determine the temp. at which ice melted and water boiled? Match the observation to the corresponding temperature reading D. Are these temps. what you expect? No, I expected that water would boil at 100 degrees Celsius

LESSON 7 – ERROR ANALYSIS (1-2)

Not centering the flameAlcohol burners giving off different amt. Of energyMoving the thermometerAccuracy of timing using the stopwatchRead the thermometer incorrectly

LESSON 7 – ERROR ANALYSIS (2-2)

The flame going outDifferent quantities of iceThe thermometer touching the beakerDue to changing water levels, the thermometer reads water and air temps. simultaneously

LESSON 7 – VARIABLES

INDEPENDENT VARIABLE

Amount of Ice

Flame

Time

Amount of water

DEPENDENT VARIABLE

Temperature

CHARACTERISTIC CHARACTERISTIC PROPERTIESPROPERTIES

1. DENSITY

2. THE WAY A SUBSTANCE BEHAVES WHEN HEATED

3. MELTING POINT/ FREEZING POINT

4. BOILING POINT

LESSON 7 – CONCLUSION (1-4)

•Phase changes are dependent on temperature and pressure.•Three phases or states of matter: solid, liquid, gas•Phase changes take place when molecules lose or gain kinetic energy (heat energy) and can be related to a change in temperature.


Lose kinetic energy – molecules move

closer – (gas > liquid > solid).Gain kinetic energy – molecules move

apart – (solid > liquid > gas)A change of state is not the result of a chemical reaction.

•The melting point and boiling point of a substance is a characteristic property of the substance.•Freezing and melting points are the same.


•An increased input of heat has no effect on the boiling point of a substance, although it will make a fixed mass of matter change state faster.•Substances that boil are not always hot. Many substances melt and boil below 0 degrees C



melting - the phase change in which a solid turns into a liquid.

melting point - the temperature at which a solid turns into a liquid; the same temperature as freezing point; altered by changes in pressure.


boiling - the process by which a liquid changes into a gas at its boiling point.

boiling point - the temperature at which a liquid changes into a gas; boiling point depends on air pressure.

condense - changing from a gas to a liquid

Mass is conserved due to the LAW OF CONSERVATION OF

MASS: Mass is neither created or

destroyed; the total mass of all substances remains the same

regardless of any changes in phase or chemical reactions that occur.


LESSON 10WHAT HAPPENS WHEN

SUBSTANCES ARE MIXED WITH WATER?

You will mix several pure substances with water

and observe what happens.

ANTICIPATION/REACTION GUIDE (INQUIRY 10.1)

Yes

No StatementYe

sNo

Solutes disappear when added to water

The solute becomes water when it dissolves

Solute particles can be removed by filtration or settle out of solution

over timeThe solute and solvent become a

single substanceThe addition of solute does not add

any volume to the solution

LESSON 10.1- GETTING STARTED

oIt is liquidoIt looks uniform throughoutoTranslucentoAble to see through colored substance*note: substances in solution are the

most finely divided and dispersed mixtures that exist

LESSON 10 - QUESTION

What will happen when we mix the substances with

water?

LESSON 10.1- HYPOTHESIS

If we mix the solutes with water, then they

will dissolve and form a mixture because they

now have different chemical and physical

properties.

•Homogeneous- looks evenly distributed•Heterogeneous- looks like more than one substance

LESSON 10.1- VOCABULARY

LESSON 10.1- PROCEDURE (1-2)

•Step 1- Put one lab scoop of copper (II) sulfate into a test tube•Step 2- Add water to a depth of 5cm•Step 3- Seal the test tube with a rubber stopper•Step 4- Shake the mixture 20 times

LESSON 10.1- PROCEDURE (2-2)

•Step 5- observe and fill in the table•Step 6-label the plastic cup with your group/period and pour the 2 test tubes of copper (II) sulfate solution into them

LESSON 10- RESULTS

Name of substance added to water

Appearance after being shaken 20

times

Does it dissolve

?(Yes or

No)

Sodium chloride (NaCl)

Copper (II) sulfate (CuSO4)

Zinc Oxide (ZnO)

Sulfur (S)

Powdered Sugar

LESSON 10- CONCLUSION QUESTIONS (1-4)

1. Explain what happens to solutes when they mix

with water?

Some dissolve and others do not


2. Do they disappear?

If they dissolve they do not disappear they evenly spread out within the

solvent


3. Does the solute become water?

No, still 2 different substances that are well

mixed.


4. Can solute particles be removed by filtration or over time settle out of

solution? No. evaporation must occur.

LESSON 10- DEFINITIONS LESSON 10- DEFINITIONS (1-5)(1-5)

Soluble- Able to dissolve


Insoluble- Unable to dissolve


Solvent- Substance that

dissolves the solute in a solution


Solute- Substance added to

the solvent and is dissolved


Solution- Homogeneous

mixture of solute(s) and solvent


1)Adding incorrect amount of solute

2)Adding incorrect amount of water

3)Different amount of energy added by shaking

REAL LIFE APPLICATIONREAL LIFE APPLICATION

Liquids dissolved in liquidsrubbing alcohol in water

Solids dissolved in liquidsSalt dissolved in water

Gases dissolved in liquidsOxygen dissolved in water (fish tank)Sulfur dioxide dissolved in water = acid rain

Solids dissolved in solidsBrass (zinc in copper)

LESSON 10- VARIABLES

Independent variable

Type of substance

Amt. of energy added

Amt. of water

Amt. of substance

Dependent variable

Solubility

CHARACTERISTIC PROPERTIES

1.Density

2.The way a substance behaves when heated

3.Melting/ freezing point

4.Boiling point

5.Solubility

CHEMICAL EQUATIONS/SOLUBILITY

NaCl (s) Na+ (aq) + Cl- (aq)

CuSO4 (s) Cu+2 (aq) + SO4-2

(aq)

S (s) S (s)

Reactants Yield Products

LESSON 10- DEFINITIONSLESSON 10- DEFINITIONS

mixture - two or more elements or compounds that are mixed together but are not chemically combined

pure substance - either an element or a compound; has definite chemical and physical properties

LESSON 11 –HOW MUCH SOLUTE

DISSOLVES IN A SOLVENT?

You will make a saturated copper sulfate solution. You will also conduct an investigation to determine the solubility of two

different chemicals.

GETTING STARTED

The liquid is blue and translucent

Blue crystals are at the bottom

Liquid is probably a solution or a pure blue liquid rather than a solution

The solute in the solution is probably blue

The crystals at the bottom could be un-dissolved solute


Which of the two substances will

have the greatest solubility?

LESSON 11 - HYPOTHESIS

If we add NaCl & NaNO3

to water, then the NaCl should have the highest solubility because the water should dissolve

more.

LESSON 11- HINTS/ TIPS LESSON 11- HINTS/ TIPS 1. What will you need to measure?

a. The mass of the jar without the lid

2. How will you know when you have a saturated solution?

a. No more substance will dissolve so the substance will begin to collect at the bottom of the tube

3. How will you calculate the amount dissolved?

a. By measuring the mass before and after, then subtract

PROCEDURE(1-3)

Step1- Fill test tube with 10mL of water Step 2- Mass the jar of NaCl without lid Step 3- Add one level lab scoop of sodium chloride to the test tube

PROCEDURE(2-3)

Step 4- Shake the test tube using the stopper for 30 sec. *Be sure to not hit the test tube on the table*

Step 5- If it completely dissolves, keep adding more salt until you see it collecting at the bottom Step 6- Count the number of scoops added and then subtract one

PROCEDURE(3-3)

Step 7- Re-mass the jar Step 8- Repeat steps 1-7 for sodium nitrate

LESSON 11- RESULTS

• ____ scoops of NaCl dissolved in 10mL of water

• ____ scoops of NaNO3 dissolved in 10mL of water

LESSON 11-CONCLUSIONLESSON 11-CONCLUSION1. How do you know that no more

solute would dissolve? a) The substance started collecting

at the bottom of the test tube

2. What is your definition of a saturated solution?

a) A solution that has the maximum number of solute particles dissolved in a solvent

LESSON 11- LESSON 11- CONCLUSIONCONCLUSION

1. Are different substances equally soluble in water?

a) No. They have different physical properties.

2. How could you use the property of solubility to help identify a type of matter?

a) You could try dissolving different unknown substances and then compare them to a solubility chart to identify them.

Solubility is affected by temperature. Solids dissolved in water may increase in solubility with the rise in temperature or

increase with a drop in temperature.

Gases always decrease in solubility with increased temperature.

LESSON 11-CONCLUSIONLESSON 11-CONCLUSION

NEXT STEP/NEW NEXT STEP/NEW QUESTIONQUESTION

Calculate how many grams of sodium chloride and sodium

nitrate that could dissolve in 1 liter of water. One liter is 1000

ml.

2.4 (g) = X (g)

10(ml) 1000(ml)


1. Measurement of scoop level2. Incorrect calculations3. Incorrect water amounts4. Not adding enough or too much heat

energy through shaking5. Not giving substance enough time to settle6. Loss of liquid due to shaking7. Temperature of water/room temperature8. The mass of un-dissolved solute in the

bottom of the test tube

VARIABLES

INDEPENDENT The amount of

solute The volume of

water Temp. of water The amount of energy added by shaking the test

tubes The type of solute

DEPENDENT

solubility


Solubility is the amount of a solute that will completely dissolve in a given amount of a solvent.Solubility is a characteristic property of matter.Different substances are not equally soluble in water.


A saturated solution has the maximum amount of solute dissolved in it.When an unsaturated solution of a solid is cooled, it may become saturated.Recrystallization occurs when a solution of a solid is cooled and some solid solute precipitates out.


Solubility is affected by temperature. Solids dissolved in water may increase or decrease in solubility with the rise in temperature. Gases always decrease in solubility with increased temperature.

LESSON 11 – (1-3)

solubility - the amount of solute that will completely dissolve in a given amount of a specific solvent at a given temperature and pressure; the ability of one substance to dissolve in another

solute - the substance that dissolves in a solvent; the substance in the smaller proportion.

solvent - the substance that the solute is dissolved in; the substance present in the larger proportion.

LESSON 11 – (2-3)

saturated solution - a solution that has the maximum amount of solute dissolved in it at a specific temperature and pressure.

exothermic reaction - heat is given off (increase in solubility with a decrease in temp.)

shauna webb, amsti adapted by ashlynn frith properties of matter study ppt for lessons 1-11

Documents

volume of matter

state of matter

phase of matter

conclusion matter

volume of air

definite volume

different states of

volume measurements