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31
States of Matter
What Are Solids, Liquids, and Gases?
39
Modeling Particles
40
As Thick as Honey
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42
43
Melting Ice
Keeping Cool
44
45
49
53
Observing Sublimation
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55
56
57
Its a Gas
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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
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.
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.
32
SOLIDS, LIQUIDS, AND GASES
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.
33
34
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
35
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.
36
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.
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.
37
SOLIDS, LIQUIDS, AND GASES
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.
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
Name
Date
Class
Procedure
1.
Materials
antacid tablet (fizzing
type)
large balloon
1-L plastic bottle
water
Think It Over
Describe the contents of the balloon and of the bottle in Step 4.
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.
Materials
damp sand or brown
sugar
small paper or plastic cup
scoop or spoon
magnifying lens
wax paper
Think It Over
How are the grains of sand or sugar arranged?
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.
Materials
1 clear jar containing
honey
1 clear jar containing
vegetable oil
paper towels
Think It Over
Which liquid has the greater viscosity?
In which liquid do the particles have weaker attractions to each other? Explain.
41
STATES OF MATTER
Name
Date
Class
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
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?
How would the motion of the foam pieces change if the bag were larger or smaller?
42
STATES OF MATTER
Name
Date
Class
Procedure
1.
Materials
hand mirror
dry cloth
Think It Over
Describe the appearance of the mirror in Step 1.
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.
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
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
2.
3.
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)
46
CHANGES OF STATE
Final temperature
(C)
Name
Date
Class
Lab Investigation
MELTING ICE continued
Interpret Data In which cup did the water temperature change the
most? Explain.
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
Infer Why do you think it was important to stir the liquid in the cups
Summarize Describe what you learned about the rate that ice melts in
48
CHANGES OF STATE
Name
Date
Class
Melting Ice
Problem
INQUIRY FOCUS
Predict,
Interpret Data, Infer
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
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
Interpret Data In which cup did the water temperature change the
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?
heat, explain what happens when you heat a pan of soup on the stove,
then put some leftover warm soup in the refrigerator.
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?
Summarize Describe what you learned about the rate at which ice melts
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
2 thermometers
2 pieces of gauze
paper towel
2 droppers
2 pencils
water
rubbing alcohol
Temperature
Thermometer with water
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.
Materials
250-mL Erlenmeyer flask
graduated cylinder
thermometer
dry ice
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.
54
CHANGES OF STATE
Name
Date
Class
Procedure
Materials
3 pieces of chalk
sheet of wax paper or
plastic food wrap
sheet of bubble wrap
tape
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
Procedure
Materials
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
Procedure
1.
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?
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
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