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TABLE OF CONTENTS

Solids, Liquids, and Gases


Teacher Notes

31

States of Matter
What Are Solids, Liquids, and Gases?

39

Modeling Particles

40

As Thick as Honey

41

How Do the Particles in a Gas Move?

42

What Happens When You Breathe on a Mirror?

43

Melting Ice

Keeping Cool

44
45
49
53

Observing Sublimation

54

How Can Air Keep Chalk From Breaking?

55

How Are Pressure and Temperature Related?

56

Hot and Cold Balloons

57

Its a Gas

58

Changes of State

Pre Lab
Directed Inquiry
Open Inquiry

Gas Behavior

30

States of Matter
Answering the Big Question
The activities in this lesson will help students
answer the Big Question by providing opportunities to work with substances in different states
and to infer how the particles behave in each
state.

Modeling Particles
Unlocking the Key Concept
This activity will help students understand the
arrangement of particles in a solid by modeling
how that arrangement contributes to matter
having a definite volume and a definite shape.
Inquiry Focus
Make Modelscreating a physical model of a
solid and then observing the arrangement of
the particles in it

What are Solids, Liquids,


and Gases?
Inquiry Focus
Form an Operational Definitioncreating a
definition of the terms solid, liquid, and gas by
observing the three states at the same time in a
closed system
Group Size Individuals or pairs
Class Time 10 minutes
Alternative Materials
Fizzing antacid powders are also suitable. They
react far more quickly than tablets.
Procedure Tips
1. Use only seltzer-type antacid tablets.
2. Tablet pieces should be relatively uniform in
size so they fit easily into the mouth of the
balloon.
3 Students should use care not to nick or tear
the balloon when inserting the tablet pieces.
4. Have some students use two tablets and predict what will happen.
5. Provide paper towels to clean up any spills.
Answers
1. The balloon contained air and was filled
with carbon dioxide while the tablets were
dissolving. The water in the bottle was about
the same level but with a few specks floating
in it. The tablet pieces disappeared.
2. Look for answers that include some or all of
the following: Solids: bottle, balloon, tablets;
Liquid: water; Gases: bubbles in the water,
and the gases that filled the balloon.
3. Sample Answer: Solids keep their shapes.
Liquids take the shape of their containers.
Gases are invisible and can inflate a balloon.

Group Size Individuals or pairs


Class Time 10 minutes
Safety
Remind students that they should never taste
any materials used in the science classroom.
Advance Preparation (10 minutes)
1. Sand should be damp enough to mold, but
not too wet. If you use brown sugar, check
that the brown sugar has not dried out.
2. Cutting squares of the waxed paper before
class will save time.
Procedure Tips
A light tap on the top or side of the cup may
aid in releasing the material from the cup.
Answers
1. The grains are closely packed.
2. Sample Answer: The grains are closely
packed and do not move relative to
each other.
3. The sand or sugar grains are not vibrating in
place like the particles in a solid do.

As Thick as Honey
Unlocking the Key Concept
This activity will help students understand how
the attractions among the particles in a liquid
affect viscosity.

31
SOLIDS, LIQUIDS, AND GASES

Inquiry Focus
Draw Conclusionsanalyzing two different liquids to make a statement about their viscosities
Group Size Pairs
Class Time 10 minutes
Safety
Remind students that they should never taste
any materials used in the science classroom.
Advance Preparation (10 minutes)
Fill the jars in advance. Tall, narrow jars work
best as they allow the bubble that forms when
the jars are tipped to travel a greater distance.
Any vegetable oil should work well.
Alternative Materials
Use clear plastic jars to avoid broken glass.
Clear corn syrup or clear liquid soap can be
used as a substitute for honey.
Procedure Tips
1. Tell students to make sure the lids are tightly
closed before they turn the jars upside down.
2. Wipe up any spills with paper towels.
Answers
1. Honey has the greater viscosity.
2. The air bubble in the jar of vegetable oil rose
faster than the air bubble in the jar of honey.
3. The particles in the vegetable oil have weaker
attractions to each other, causing the oil to
flow faster.

How do the Particles in a


Gas Move?
Unlocking the Key Concept
This activity will help students understand the
motion of particles in a gas by illustrating how
the particles in a gas are in constant random
motion, completely filling the container they
occupy regardless of its size or shape.
Inquiry Focus
Make Modelscreating a physical representation of the particles in a gas and then demonstrating the motion of those particles

Group Size Pairs


Class Time 10 minutes
Advance Preparation (10 minutes)
1. You may want to use scissors to cut the foam
packing pieces into smaller pieces prior to
the activity
2. Thin zipper bags will expand more easily
than thick ones when students blow into
them.
Alternative Materials
Most small, puffed cereal can be used in place
of the foam packing.
Procedure Tips
1. Students should not try to seal the bag completely. They must leave a small space for air
to escape.
2. Tell students that gentle blowing on the
straw will prevent the bag from unzipping.
3. The bag will need to be completely inflated
before the foam pieces start moving around.
Answers
1. The foam pieces were in constant motion
and moved in random directions.
2. The foam pieces moved faster when I blew
harder than when I blew gently.
3. The fast motion of the foam pieces models
the particles in a gas at a high temperature.
4. The foam pieces would move in random
directions regardless of the size of the bag.
In a big bag, the foam pieces would spread
out to fill the space. In a small bag, the foam
pieces would be closer together.

Changes of State
Answering the Big Question
The activities in this lesson will help students
answer the Big Question by allowing them to
observe condensation and sublimation; explore
how energy and temperature are related;
observe factors related to changes in states of
matter; and understand the relationship among
gases, pressure, and temperature.

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SOLIDS, LIQUIDS, AND GASES

What Happens When You


Breathe on a Mirror?
Inquiry Focus
Develop a Hypothesismaking a testable
statement about the cause of and the factors
influencing condensation on a mirror when
the mirror is breathed upon
Group Size Individuals or pairs
Class Time 10 minutes
Safety
Caution students about the hazards of broken
glass if glass mirrors are used.
Advance Preparation (5 minutes)
The mirrors should be kept in a relatively cool
location to ensure good results. Glass mirrors
should be checked for cracks.
Alternative Materials
Metal mirrors or polished stainless steel cooking pots, pans, or lids can be substituted for the
mirrors. Plastic mirrors do not work well and
should be avoided.
Procedure Tips
If students have trouble producing condensation on their mirrors, suggest that they hold
their breath for a few seconds before breathing
out.
Answers
1. The surface of the mirror is clear and shiny.
2. Something clouded the surface of the mirror.
3. Sample Hypothesis: Water vapor in warm
breath condenses on the cool surface of the
mirror, producing a cloudy appearance. The
water vapor molecules lose energy when they
touch the mirrors surface, causing the vapor
to condense to form a liquid.
4. Look for answers that state that at greater
distances the water vapor in the breath disperses or cools in the air before it reaches the
mirrors surface.

Melting Ice
Unlocking the Key Concept
Both Versions This activity will help students
understand energy changes by showing an
example in which a substance, water, changes
state by absorbing energy from the surroundings. Students will learn that absorbed energy
causes the temperature of the surroundings to
decrease.
AnswersPre Lab
Both Versions:
1. They will take the same amount of time
to melt.
2. If one ice cube absorbs energy faster, the
temperature of the water in that cup will
decrease more quickly than the temperature
in the other cup.
Inquiry Focus
Directed Inquiry:
Predictconfirming or rejecting the original
hypothesis based on the analysis and interpretation of time and temperature data collected as ice melts in surroundings of different
temperature
Open Inquiry:
Predictusing prior knowledge to make an
educated guess about which ice cube will melt
faster
Interpret Datarecording and analyzing measurement data and observations to explain the
melting process
Inferusing data to draw conclusions about
the thermal energy source used to melt the ice
Group Size
Directed Inquiry Pairs or groups
Open Inquiry Groups
Class Time
Both Versions 30 minutes
Safety
Both Versions:
Remind students that thermometers are fragile
and should be used with care. They should not
be used to stir the water and ice mixtures.
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SOLIDS, LIQUIDS, AND GASES

Advance Preparation (15 minutes)


Both Versions:
1. Make enough ice cubes for the class. For
the Directed Inquiry version, the ice cubes
should be small and of uniform size. For the
Open Inquiry version, the ice cubes should
be small but of varying sizes.
2. Heat water or use warm tap water.
Procedure Tips
Directed Inquiry:
1. If possible, provide two thermometers per
station so students do not have to move
thermometers from one cup to the other.
2. If students will use probeware, demonstrate
its use.
3. Emphasize the importance of recording
time and temperature at the instant of total
melting.
4. Students sometimes use lab thermometers
as if they were fever thermometers. Tell students to be sure to read the thermometer
while the bulb is still immersed in the liquid.
5. Make sure students realize that the quantities
of water and ice need to be identical. Help
students understand the need to keep these
factors constant so that the only variables are
time and temperature.
6. Students sometimes think that all ice is at
0C. In fact, it will be at the temperature of
the freezer, which is usually well below 0C.
As a result, students may not see melting
until the ice warms to 0C.
7. If students read temperatures at constant
time intervals, they can graph the data showing temperature change over time. The
results from the two cups should be graphed
on the same axes but in two different colors.
8. Sample Prediction for Procedure Step 1: The
ice cube in the warm water will melt first.
Open Inquiry:
1. Begin by discussing states of matter. Ask:
What are the different states of matter?
(solid, liquid, gas) Ask: What are the different states of H2O called? (ice, water, water
vapor) Lead the discussion toward changing states of matter. Ask: How does matter
change state? [If necessary, be more specific.
For example, how does a liquid change to
a gas?] (melting, freezing, vaporization, etc.)

Ask: What needs to happen for matter to


change states? (Energy must be taken in or
given off.)
2. Tell students they are going to demonstrate
how temperature affects the change in state
from solid ice to liquid water. Distribute the
materials. If students will be using probeware to measure temperature, demonstrate
its use.
3. Look over the students procedures and data
table set-ups. Offer guidance before allowing them to proceed with their tests. Some
suggestions for students to achieve accurate
results include the following:
Keep the bulb of the thermometer completely immersed at all times.
Wipe away any melted water from the ice
cube before putting it in the water.
Emphasize the importance of recording
the time and temperature at the instant of
total melting.
4. Sample Prediction for Procedure Step 1: The
ice cube placed in warm water will melt first
because the warm water has greater thermal
energy. I predict that it will melt in 5 minutes.
AnswersAnalyze and Conclude
Directed Inquiry:
1. If students predicted that the ice cube in the
warmer water would melt first, their hypotheses were probably supported by the experiment. The warmer water had more thermal
energy than the cooler water.
2. Students are likely to find that the temperature changed the most in the cup with warm
water because there was a greater difference
between the initial temperature of the warm
water and the melting point of ice, 0C.
3. Two cubes of the same size will have to
absorb the same amount of thermal energy
from the same amount of water to melt.
When these factors are kept constant, the
only variable is temperature change.
4. The source was the thermal energy of the
water in each cup.

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SOLIDS, LIQUIDS, AND GASES

Open Inquiry:
1. Sample Answer: I predicted that the ice cube
in warm water would melt faster, and that is
what happened in the experiment.
2. Sample Answer: The temperature changed
the most in the cup with warm water. It took
3 minutes, 20 seconds for the ice cube in the
warm water to melt. The final temperature
was 38C. The ice cube in the room-temperature water took 5 minutes, 2 seconds to
melt, with a final temperature of 32C.
3. The source of energy was the thermal energy
of the water in each cup.
4. Look for answers that describe the flow of
energy from the hotter substance to the
colder substance. Sample Answer: Thermal
energy from the stove burner is transferred
to the soup particles through the metal pot.
When the warm soup is placed in the refrigerator, heat will flow from the soup to the air
in the refrigerator.
5. Sample Answer: I would put a small amount
of water in a graduated cylinder. I would
record the volume of water in the cylinder
before and after I put each ice cube in it.
The difference in the volume would be the
volume of the ice cube. Then I could calculate how long it took to melt per unit of
volume (mL).

AnswersPost Lab
Directed Inquiry:
1. Students should generally see the same results.
Discrepancies could occur from using different-size ice cubes, different amounts of water,
or water of different temperatures. Much will
depend on how much heat the cups absorb
from or release to the environment. So if the
cups differ, so might the results.
2. If the water is not stirred, a region of cold
water will develop around the ice cube and
melting will be slowed.
3. Students should describe what they learned
by observing the difference in temperature
change and melting time between the two
cups. For example, the difference in temperature change and melting time can be attributed to the different amount of thermal
energy available in the two cups. Students
may still want to know why the melting ice
remains at 0C. Some students may wonder

why there is a difference in temperature and


melting time, considering that ice cubes of
equal size must absorb the same amount of
thermal energy in order to melt.
CommunicateSample Answer: Errors could
include misreading the thermometer or not
measuring the time correctly. Taking the final
temperature too late will increase the time
measurement. Having one person assigned the
task of watching the ice cubes carefully might
help overcome this error. Also, error can result
from not using identical cups, ice cubes, and
amounts of water.
Open Inquiry:
1. Sample Answer: Errors could include misreading the thermometer or not measuring the time correctly. Taking the final
temperature too late will increase the time
measurement.
2. Sample Answer: I would change the water
into water vapor, the gas state of matter.
This could be done by adding more thermal
energy to the water by heating it on a stove
until it boiled or leaving it in the sun until it
evaporated.
3. Students should describe what they learned
by observing the difference in temperature
change and melting time between the two
cups. For example, the difference in temperature change and melting time can be attributed to the different amount of thermal
energy available in the two cups. Students
may still want to know why the melting ice
remains at 0C. Some students may wonder
why there is a difference in temperature and
melting time, considering that ice cubes of
equal size must absorb the same amount of
thermal energy in order to melt.
CommunicateStudent responses should
clearly demonstrate how thermal energy flows
from a warmer object to a cooler object. Student
responses should also demonstrate that they
understand how thermal insulation works and
how you can slow down the flow of thermal
energy to and from the drinks.

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SOLIDS, LIQUIDS, AND GASES

Keeping Cool
Unlocking the Key Concept
This activity will help students understand the
process in which a liquid evaporates to form
a gas. Students will infer that evaporation
absorbs energy from the surroundings and that
some substances evaporate faster than others.
Inquiry Focus
Interpret Dataanalyzing and drawing conclusions from the way temperature data change
over time as two different liquid substances
evaporate
Group Size Pairs or groups
Class Time 15 minutes
Safety
1. Caution students that thermometers are
fragile. Students should wear safety goggles.
2. Rubbing alcohol is flammable. Make sure
there are no open flames.
Advance Preparation (10 minutes)
1. For rubbing alcohol, use 95 percent
isopropyl alcohol. Some rubbing alcohol is
73 percent isopropyl alcohol, which does not
evaporate as rapidly.
2. Lay pairs of thermometers on paper towels
at lab stations.
Answers
1. Sample Answer: The rubbing alcohol evaporated faster because the temperature of the
thermometer with the alcohol-soaked gauze
decreased more rapidly than the temperature
of the thermometer with the water-soaked
gauze.
2. Look for answers that suggest that the rubbing alcohol evaporates rapidly, absorbing
heat from the patients body.

Observing Sublimation
Unlocking the Key Concept
This activity will help students identify examples of sublimation and condensation.

Inquiry Focus
Inferobserving what happens when dry ice is
placed in water and inferring what changes of
state are occurring
Group Size Pairs
Class Time 20 minutes
Safety
1. Do not handle dry ice with bare hands. It
damages skin tissue on contact.
2. Wear safety goggles, a lab apron, and leather
gloves when handling dry ice.
3. Use forceps to place a pea-sized piece of dry
ice into each flask.
4. Caution students not to touch dry ice and to
use care when handling glassware to avoid
breakage.
Advance Preparation (15 minutes)
1. Obtain dry ice from a local supplier or from
a scientific supply house, ice cream wholesaler, or compressed gas dealer.
2. Do not store dry ice in an airtight container.
3. Leave a window open in your car if you have
dry ice in the car.
4. Dry ice is usually sold in blocks. Use a hammer to carefully break off pea-sized pieces
of dry ice. Wear safety goggles, a lab apron,
and leather gloves when breaking the dry ice.
Make sure students are not in the area when
you are breaking up the dry ice.
Alternative Materials
A 250-mL beaker or larger can be used instead
of the Erlenmeyer flask.
Answers
1. Sample Answer: Bubbles formed in the water
and fog formed above the water. The temperature of the water decreased.
2. Sample Answer: No, the water was not at
100C when bubbles appeared, so it did not
boil.
3. Carbon dioxide gas from the dry ice
4. Look for answers that show students understand changes of state. Cold carbon dioxide
gas chilled the air above the water, causing
water vapor to condense into a liquid.
5. Sublimation of carbon dioxide and condensation of water took place.
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SOLIDS, LIQUIDS, AND GASES

Gas Behavior
Answering the Big Question
The activities in this lesson will help students
answer the Big Question by demonstrating
the relationship among gases, pressure, and
temperature.

How Are Pressure and


Temperature Related?

How Can Air Keep Chalk


From Breaking?

Inquiry Focus
Infersuggesting a possible explanation or
drawing a conclusion about a basic property
of gasesthat is, when the volume is held constant, gas pressure increases when temperature
increases

Inquiry Focus
Inferusing prior knowledge or experience
to make a statement that explains how the air
trapped in bubble wrap can prevent an object
from being broken when the object is dropped
onto a hard surface
Group Size Pairs
Class Time 10 minutes
Safety
Caution students to use care when getting on
or off the chair.
Advance Preparation (10 minutes)
Cut the wax paper or plastic wrap and the bubble wrap into appropriately sized sheets. Using
bubble wrap with small bubbles, of about 1 cm
diameter, works better than bubble wrap with
large bubbles.
Procedure Tips
1. Suggest that students drop the chalk at a
slight angle relative to the floor.
2. One student should act as a spotter to prevent the other student from falling off the
chair.
Answers
1. The unwrapped chalk broke when it was
dropped and when it was wrapped in waxed
paper or plastic wrap. The chalk did not
break when it was wrapped in bubble wrap.
2. Look for answers that include some understanding of air particles and how they compress together on impact, cushioning the
chalk and absorbing the force of impact.

Unlocking the Key Concept


This activity will allow students to observe how
temperature affects the pressure of a gas at constant volume.

Group Size Pairs


Class Time 20 minutes
Safety
Students should use caution with hot water.
Advance Preparation (15 minutes)
The activity will take less time if the baths are
set up ahead of time.
Alternative Materials
Hollow, gas-filled playground balls may also be
used. In addition to comparing squeezing force,
students can compare how well the hot and
cold balls bounce.
Procedure Tips
1. Check to be sure that caps will seal so that
the bottles are airtight.
2. Use plastic bins, dishpans, or tubs for the
ice bath and the hot water bath. Use hot tap
water for the hot water bath.
Answers
1. The temperature increased.
2. Students should infer that the pressure of
the air inside the bottle increased, because it
takes more force to squeeze the bottle.
3. Sample Answer: Hot air molecules move
faster than cold air molecules. The faster gas
particles move, the more frequently they collide with the walls of their container, increasing the force, or pressure, on the inner walls
of the container.

37
SOLIDS, LIQUIDS, AND GASES

Hot and Cold Balloons


Unlocking the Key Concept
This activity will help students understand that
the volume of a gas increases due to increased
molecular motion as the temperature of the gas
increases.
Inquiry Focus
Observeusing senses to gather information as
two balloons containing the same volume of air
at room temperature are cooled and heated
Group Size Pairs or groups

2. Students should find that the balloons


returned to equal size as they warmed or
cooled to room temperature.
3. Sample Answer: Heating increases molecular
motion and causes air molecules to strike the
walls of the container more often. Because
the wall of the balloon is flexible, the molecules push it out to a larger volume. The
effect in the cold balloon is just the opposite
because molecular motion slows down with
a decrease in temperature.

Class Time 25 minutes

Its a Gas!

Materials
1. Use small party balloons that are roughly
spherical when inflated.
2. Use plastic dishpans or similar tubs for water
baths.

Unlocking the Key Concept


This activity will help students understand the
relationship between gas volume and pressure
by observing how the volume of a gas changes
as pressure increases.

Safety
Check the temperature of hot tap water and
regulate it so that the warm water baths do not
exceed 50C.

Inquiry Focus
Draw Conclusionsanalyzing the relationship
between the pressure exerted on a gas and the
volume occupied by the gas and then concluding
that the volume occupied by a gas is inversely
proportional to the pressure applied to the gas

Advance Preparation (15 minutes)


Set up hot and ice-cold water baths. For safety,
the warm water baths should not exceed 50C.
Procedure Tips
1. Tell students to stretch the balloons several
times to make them easier to blow up.
2. The difference in volume for balloons at 0C
and 50C is only about 18%, so students
should compare the balloons quickly after
removing them from the baths. Students
could wrap a piece of string around the
circumference of the balloons and mark it
before the balloons are heated or cooled.
Then they could quickly wrap the same piece
around the balloons after they are removed
from the baths. Using the string emphasizes
the change in size.
Answers
1. Students should observe that the balloon in
the cold bath is smaller than the one in the
warm bath.

Group Size Pairs


Class Time 15 minutes
Advance Preparation (10 minutes)
1. The plungers of the syringes must move
freely or results will be poor.
2. Lubricate sticky syringe plungers with silicone grease. Do not use petroleum-based
grease, as it will dissolve the rubber plunger.
Procedure Tips
1. Explain to students how to read the volume
markings on a syringe.
2. Tell students to make sure that their syringe
is sealed with the clay.
3. If students have trouble balancing the books
on the syringe, glue thick cardboard about
10 cm square to the top of the plunger.
Answers
1. The volume of air in the syringe decreased.
2. The volume of air in the syringe increased.
3. Sample Answer: The volume of a gas is inversely
proportional to the pressure applied to it.
38

SOLIDS, LIQUIDS, AND GASES

Name

Date

Class

What Are Solids, Liquids, and Gases?


How do you distinguish one state of matter from another? In this activity,
you will observe the three states of matter. You will then form your own
definition of each state based on the physical properties that you observe.
INQUIRY FOCUS Form an Operational Definition

Procedure
1.

Put on your safety goggles. Break an antacid


tablet into three or four pieces. Place them inside a
large, uninflated balloon.

2. Fill a 1-L plastic bottle about halfway with water.


Stretch the mouth of the balloon over the top of the
bottle, taking care to keep the tablet pieces inside
the balloon.

Materials
antacid tablet (fizzing
type)
large balloon
1-L plastic bottle
water

3. Lift the balloon and jiggle it so the tablet pieces fall


into the bottle. Observe what happens for 2 minutes.
4. Remove the balloon and examine the contents of the balloon and of the bottle.
5. Dispose of the contents in the bottle and the balloon in the area designated by
your teacher. Wash your hands with soap.

Think It Over
Describe the contents of the balloon and of the bottle in Step 4.

Identify examples of the different states of mattersolids, liquids, and gasesthat


you observed in this activity.

Define each of the three states of matter in your own words.

39
STATES OF MATTER

Name

Date

Class

Modeling Particles
The arrangement of the particles causes a solid to have a definite shape and
volume. In this activity, you will make a model of the particles in a solid.
INQUIRY FOCUS Make Models

Procedure
1.

Put on your safety goggles. Place damp sand


or brown sugar into the small cup. Use the spoon to
pack the sand or sugar very tightly in the cup. Completely fill the cup and level the surface.

2. Carefully turn the cup upside down on the wax paper


to release the contents without disturbing the shape
of the sugar or sand.

Materials
damp sand or brown
sugar
small paper or plastic cup
scoop or spoon
magnifying lens
wax paper

3. Use the magnifying lens to observe the grains of


sand or sugar.

Think It Over
How are the grains of sand or sugar arranged?

Why do the sand or sugar grains model the particles in a solid?

What property of the particles in a solid do the sand or sugar grains not show?

40
STATES OF MATTER

Name

Date

Class

As Thick as Honey
Viscosity measures a liquids resistance to flow. It is directly related to the
attractions between particles in the liquid. Liquids with a high viscosity
flow more slowly than liquids with a low viscosity.
INQUIRY FOCUS Draw Conclusions

Procedure
1.

Obtain 2 jars from your teacherone containing


honey and one containing vegetable oil.

2. Place both jars on a table. Check that the lids are


tightly sealed.
3. Turn both jars upside down at the same time.
Observe what happens.

Materials
1 clear jar containing
honey
1 clear jar containing
vegetable oil
paper towels

4. Turn the two jars right-side up and again observe


what happens.

Think It Over
Which liquid has the greater viscosity?

What evidence led you to this conclusion?

In which liquid do the particles have weaker attractions to each other? Explain.

41
STATES OF MATTER

Name

Date

Class

How Do the Particles in a Gas Move?


The particles in a gas spread apart and fill all available space. In this
activity, you will create a model to show how the particles in a gas move.
INQUIRY FOCUS Make Models

Procedure
1. Open a quart-sized plastic zipper bag. Place a
handful of foam pieces into the bag; put a straw
into the bag so that about 23 cm of the straw is
inside the bag. Then zip the bag closed leaving
about half a centimeter unzipped.

Materials
clear zipper plastic bag,
1 quart size
foam packing pieces
plastic drinking straw

2. Hold the bag at the zipper where the straw is inserted


and use the straw to blow gently into the bag.
Observe the motion of the foam pieces.
3. Blow a little bit harder and observe what happens.

Think It Over
Use the terms constant and random to describe the motion of the foam pieces
when you blew into the bag.

How did the motion of the foam pieces change when you blew harder into the bag?

Which measurementpressure, temperature, or volumeis the motion of the


foam pieces modeling when you blew harder into the bag? Explain.

How would the motion of the foam pieces change if the bag were larger or smaller?

42
STATES OF MATTER

Name

Date

Class

What Happens When You Breathe


on a Mirror?
Changes of state happen when energy is added to a material or when a
material loses energy. In this activity, you will observe a change of state and
form a hypothesis to explain why it happened.
INQUIRY FOCUS Develop a Hypothesis

Procedure
1.

Pick up the hand mirror. Use a dry cloth to clean


the surface of the mirror. Record the appearance of
the mirrors surface.

Materials
hand mirror
dry cloth

2. Hold the mirror about 15 cm from your face. Breathe


out of your mouth toward the mirrors surface.
3. Keep breathing and move the mirror closer to your face.
Stop moving the mirror when your breathing produces
a visible change on the mirror. Observe what happens and
describe your observations.

Think It Over
Describe the appearance of the mirror in Step 1.

What did you observe in Step 3?

Write a hypothesis to explain your observation in Step 3. Why did that happen?

Why did you get different results when the mirror was held at greater distances
from your face?

43
CHANGES OF STATE

Name

Date

Class

Lab Investigation

Melting Ice
Reviewing Content
The change in state from a solid to a liquid is called
melting. In most pure substances, melting occurs at a
specific temperature called the melting point. The melting
point of water is 0C. During melting, solid water (ice)
absorbs energy from its surroundings. As a result, the
water molecules overcome the strong attractions that hold
them in place in the ice crystal. Once the molecules are free,
they can slide past one another becoming liquid water.
The temperature remains at 0C as the ice melts. The
temperature of the ices surroundings decreases as thermal
energy is absorbed by the melting ice.
In this lab, you will compare the melting rate of two ice
samples when they are in contact with cooler water and
warmer water. You will then use your observations to draw
conclusions about energy changes that take place when
matter changes state.

Reviewing Inquiry Focus


After experimenting to test a hypothesis, the next step is to draw
conclusions. When you draw conclusions you confirm or deny the
original hypothesis based on the analysis and interpretation of data
collected in the experiment. Often, repeated trials are needed. In
this experiment, you will record temperature changes and the time
needed for melting.
Preview the Lab Investigation and answer the questions in the
space provided.
If two ice cubes of the same size absorb energy at the same rate, what would you
expect to observe?

If one ice cube absorbs energy faster than the other, what would you expect to
happen to the temperatures of the water in the two cups?

44
CHANGES OF STATE

Name

Date

Class

Melting Ice
Problem
INQUIRY FOCUS
Draw Conclusions

How does the temperature of an ice cubes surroundings


affect the rate at which the ice melts?

Materials

Procedure

stopwatch or timer
thermometer or
temperature
probe
2 identical plastic
cups, 200-mL
2 plastic spoons
ice cubes, about
2 cm on each side
warm water, about
4045C
water at room
temperature,
about 2025C

1. In this activity, you will compare the melting rates of


two ice cubes when each is in a different-temperature
liquid. Read the following procedure. Based on your
own experience, predict which ice cube will melt faster.
Write your prediction below.

2.

Fill a cup halfway with warm water (about 40C to


45C). Fill a second cup to the same depth with water
at room temperature.

3.

Measure the temperature of the water in each


cup. If you are using a temperature probe, see your
teacher for instructions.

4. Record the temperatures in the data table on the


next page.
5. Obtain two ice cubes that are as close to the same size
as possible.
6. Place one ice cube in each cup. As soon as the ice
meets the water, begin timing with a stopwatch or a
clock with a second hand.
7. Gently stir each cup with a plastic spoon until the ice has
completely melted. Observe both ice cubes carefully.
8. At the moment one of the ice cubes is completely
melted, record the time and the temperature of the
water in the cup.

45
CHANGES OF STATE

Name

Date

Class

Lab Investigation
MELTING ICE continued

9. Continue stirring until the second ice cube melts. Record its melting time and the
water temperature.

Data Table
Cup

Beginning
temperature (C)

Time to melt (s)

46
CHANGES OF STATE

Final temperature
(C)

Name

Date

Class

Lab Investigation
MELTING ICE continued

Analyze and Conclude


Draw Conclusions Was your prediction in Step 1 supported by the

results of the experiment? Explain why or why not.

Interpret Data In which cup did the water temperature change the

most? Explain.

Control Variables Why is it important to use two ice cubes of identical

size and the same amount of water in each cup?

Infer When the ice melted, its molecules gained enough energy to

overcome the forces holding them together as solid ice. What is the
source of that energy?

47
CHANGES OF STATE

Name

Date

Class

Lab Investigation

Melting Ice
Draw Conclusions Compare your results with the results of other

groups. Give reasons for any conflicting results.

Infer Why do you think it was important to stir the liquid in the cups

as the ice melted?

Summarize Describe what you learned about the rate that ice melts in

water of different temperatures. List anything you still want to know.


What I learned

What I still want to know

Analyze Sources of Error Write a paragraph describing how errors in measurement


could have affected your conclusions in this experiment. Tell what you would do
differently if you repeated the procedure. Hint: How well were you able to time the
exact moment that each ice cube completely melted?

48
CHANGES OF STATE

Name

Date

Class

Melting Ice
Problem
INQUIRY FOCUS
Predict,
Interpret Data, Infer

How does the temperature of an ice cubes surroundings


affect the rate at which the ice melts?

Materials

Design an Experiment

`
stopwatch or timer
thermometer or
temperature
probe
2 plastic cups
2 plastic spoons
2 ice cubes, about
2 cm on each side
warm water,
4045C
room-temperature
water, 2025C

1. In this activity, you will explore how the temperature of


liquid water affects how quickly ice melts. First, you will
make a prediction about the results of the experiment
using your background knowledge and experience with
ice. Include how long you think it will take each ice cube
to completely melt into water.

2. Now design an experiment to test your prediction. Use


the notebook on the next page to write the procedure
you will follow. Think about the following questions
when designing your experiment.
a. At what points will you measure the temperature
of the water?
b. How might the size of the ice cubes affect
your results?
c. Will the amount of water in each cup affect
your results?
d. What effect, if any, will stirring have on
your results?
e. How can you maintain a control so that you
are only testing the effect of the surrounding
temperature and not other factors?
3. Use the space on the next page to create a data table
to record your observations and measurements. Be sure
to use the correct metric units in your data table.
4. Tell your teacher your hypothesis and describe your
procedure before testing it. Once your procedure is
approved, run your experiment and record your results
in the data table.

49
CHANGES OF STATE

Name

Date

Class

Lab Investigation
MELTING ICE continued

Procedure

Data Table

50
CHANGES OF STATE

Name

Date

Class

Lab Investigation
MELTING ICE continued

Analyze and Conclude


Predict Was your not. prediction supported by the results of the experi-

ment? Explain why or why not.

Interpret Data In which cup did the water temperature change the

most? Discuss your results.

Infer When the ice melted, its molecules gained enough energy to

overcome the forces holding them together as solid ice. What was the
source of that energy?

Draw Conclusions Using your understanding of temperature and

heat, explain what happens when you heat a pan of soup on the stove,
then put some leftover warm soup in the refrigerator.

Design an Experiment How could you improve the experiment

to account for the potentially different volumes of the ice cubes?

51
CHANGES OF STATE

Name

Date

Class

Lab Investigation

Melting Ice
Analyze Sources of Error Describe how errors in measurement could

have affected your conclusions in this experiment. Explain what you would
do differently if you repeated the procedure. Hint: How well were you able
to time the exact moment that each ice cube completely melted?

Design an Experiment Describe how you could change liquid water

to the state of matter that is not mentioned in this experiment.

Summarize Describe what you learned about the rate at which ice melts

in surroundings of different temperatures. List anything you still want to


know.
What I learned

What I still want to know

Troubleshoot Imagine its the first weekend of summer and you are going to the
beach for the day with your friends. You are in charge of bringing cold drinks and
keeping them cold. Describe how you would pack the drinks to keep them cold all
day. Explain why your method would work. Also, come up with a backup method that
would cool the drinks in case your first plan failed, but this time think of how you
might use only the natural environment to do so. Consider ways to:
prevent thermal energy from entering the drinks
use thermal energy to your advantage
remove thermal energy once it has been added

52
CHANGES OF STATE

Name

Date

Class

Keeping Cool
When a liquid evaporates, it absorbs energy from its surroundings so that
the molecules of the liquid can escape into the air. In this activity, you will
measure the temperature change that occurs when two liquids evaporate.
INQUIRY FOCUS Interpret Data

Procedure
1.

Materials

Wrap the bulbs of two alcohol


thermometers with equal amounts of gauze.

2 thermometers
2 pieces of gauze
paper towel
2 droppers
2 pencils
water
rubbing alcohol

2. Place a pencil on the paper towel, then lay the


thermometers across the pencil so that the bulb
ends are raised.
3. Use a dropper to put 10 drops of water on the
gauze surrounding the bulb of one thermometer.
4. Put 10 drops of rubbing alcohol on the gauze
surrounding the bulb of the second thermometer.
5. Read and record the temperatures on the two
thermometers every minute for five minutes.
Time
(in minutes)

Temperature
Thermometer with water

Thermometer with rubbing alcohol

1
2
3
4
5

Think It Over
Look at your data. Which liquid evaporates faster? How do you know?

Why do you think nurses used to use rubbing alcohol on a patient who had a
fever?

53
CHANGES OF STATE

Name

Date

Class

Observing Sublimation
Some solids can sublime, or skip the liquid state and go directly to the gas
state. Dry ice, or solid carbon dioxide, can sublime at room temperature.
INQUIRY FOCUS Infer

Procedure
1.

Pour 150 millimeters of water into a


250-mL Erlenmeyer flask. Place a thermometer in
the flask. CAUTION: Wipe up any spilled water
right away to avoid slips and falls.

2. Observe what happens after your teacher adds a small


piece of dry ice to the flask. CAUTION: Dry ice can
damage skin on contact. Do not touch the dry ice.

Materials
250-mL Erlenmeyer flask
graduated cylinder
thermometer
dry ice

3. Record the temperature of the water just after the dry


ice is added and again after it is no longer visible.

Think It Over
What happened when the dry ice was added to the water?

Did adding the dry ice cause the water to boil? Explain your answer.

What was the source of the bubbles in the water?

What caused a cloud to form above the flask?

What changes of state occurred in the flask?

54
CHANGES OF STATE

Name

Date

Class

How Can Air Keep Chalk


From Breaking?
Bubble wrap is a sheet of plastic with air bubbles trapped in it. In this activity
you will test how well bubble wrap prevents an object from breaking. Then
you will use previous knowledge to explain how bubble wrap works.
INQUIRY FOCUS Infer

Procedure

Materials

1. Set aside one piece of chalk. Wrap a second piece of


chalk in plastic food wrap or wax paper. Secure with
tape. Wrap a third piece of chalk in plastic bubble
wrap. Secure with tape.
2.

Stand on a chair. Drop the unwrapped piece


of chalk on a hard floor. Observe what happens
to the chalk.

3 pieces of chalk
sheet of wax paper or
plastic food wrap
sheet of bubble wrap
tape

3. Drop the piece of chalk wrapped in plastic wrap or


wax paper from the same height as used in Step 1.
Observe the results.
4. Drop the piece of chalk wrapped in bubble wrap from
the same height as used in Step 1. Observe the results.

Think It Over
Compare the results from Steps 2, 3, and 4.

What properties of the bubble wrap accounted for the results in Step 4?

55
GAS BEHAVIOR

Name

Date

Class

How Are Pressure and


Temperature Related?
When a gas is heated, the particles move faster and collide more often with
the walls of their container. This causes increased pressure within a closed
container. In this lab, you will observe how a gass temperature affects its
pressure.
INQUIRY FOCUS Infer

Procedure

Materials

1. Put the cap on the bottle but do not tighten. Squeeze


the bottle to make sure air can enter and leave.
2. Place the bottle in the ice bath and let it cool for
10 minutes. Do not allow water to enter the bottle.
3. Tighten the cap to seal the bottle before removing it
from the ice bath. Squeeze the bottle and note the
amount of force it takes.
4.

empty 1-L bottle with


cap
ice
tap water
2 plastic bins (for water
baths)

Remove the bottle from the ice bath and place it in


the hot water bath for 10 minutes. You might want to keep
your hand on the bottle to keep it in the water.

5. Again, squeeze the bottle and note the amount of force it takes.
6. Loosen the cap slightly and note what happens.

Think It Over
How did the air temperature in the bottle change when you put it in hot water?

What happened to the air pressure in the bottle when you put it in hot water?
How do you know?

Explain how the motion of the gas particles inside the bottle compared in Steps 3
and 5.

56
GAS BEHAVIOR

Name

Date

Class

Hot and Cold Balloons


As the temperature of a gas increases, so does the gass volume. This is
because the particles move faster and spread out. In this lab, you will
observe what happens when a gas is heated.
INQUIRY FOCUS Observe

Procedure
1.

Put on your safety goggles and apron. Blow


up two balloons so they are exactly the same size.
Knot the ends so air does not escape. Do not inflate
the balloons too much.

2. Place one of the balloons in the tub of ice water


and the other balloon in the tub of warm water. Use
the rulers to push down on the balloons so they are
mostly underwater. Hold the balloons underwater for
two minutes.

Materials
2 identical, small balloons
2 rulers
small tub of hot water
small tub of ice water

3. Quickly remove the two balloons from the water and compare their sizes.
4. Allow the balloons to sit on the table for 10 minutes and compare the sizes again.

Think It Over
Describe the sizes of the balloons the moment you removed them from the water.

How did the sizes of the balloons change as they sat on the table for 10 minutes?

Use your knowledge of molecular motion to explain what you observed.

57
GAS BEHAVIOR

Name

Date

Class

Its a Gas!
There is a definite relationship between the volume of a gas and the
pressure applied to it. In this activity, you will change the pressure
applied to a gas and note how the gass volume changes.
INQUIRY FOCUS Draw Conclusions

Procedure
1. Pull back the plunger of the syringe as far as it will go
without going past the markings. Use a small ball
of clay to seal the small opening of the syringe.
Be sure the seal is airtight.
2. Hold the syringe upright with the sealed end on
a table. Have your partner place one book on the
plunger of the syringe. Steady the book so that it
does not fall.

Materials
sturdy plastic syringe,
35-cc or 60-cc capacity
modeling clay
3 books of identical
weight

3. Note the volume shown by the plunger. Add a second


book, then a third, and note the volume each time.
4. Remove the books one at a time and note the volume
after each book is removed.

Think It Over
What happened to the gas volume when you added books (increased pressure)?

What happened to the gas volume when you removed books (decreased pressure)?

How would you describe the relationship between the volume of a gas and the
pressure applied to it?

58
GAS BEHAVIOR

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