Properties of Matter Wendy Bramlett Eastwood Middle School.

Properties of Matter Wendy Bramlett Eastwood Middle School

1.0 1.1 1.2 1.3 1.4 1.5 7.1 Lesson 1 -COS

Objectives Discuss your definitions of the term “matter” Observe some properties of matter Use your own words and ideas to explain these properties

Getting Started In your notebook, write down what you think the word “matter” means.

Lesson 1 – (1-2) 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. immiscible - liquids that are unable to dissolve in one another. 5. miscible - liquids are able to dissolve in one another.

Lesson 1 - (2-2) 6. density - the mass of a known volume of a substance; measured in g/cm3 7. mass - the amount of matter in an object; measured in g or kg. 8. volume - the amount of space occupied matter; measured in L, mL, cm3, or m3.

SAFETY Wear your safety goggles throughout the lesson. The purple substance in Inquiry 1.4 can stain clothing and hands; use forceps when handling this subtance. If you are allergic to latex, notify your teacher.

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 – Our Ideas About Matter

Lesson 1 – Matter - the physical material that has mass and occupies space. 1.1 - Temperature change affects the volume of air. 1.2 - The shape of the object does not affect its volume or mass. 1.3 - Air is a gas. 1.4 – Pure substance or mixture? 1.5 - Some matter is soluble in water. 1.6 - Some liquids do not mix (immiscible) 1.7 - Buoyancy 1.8 - Air and gases are forms of matter even though they are invisible.

Lesson 2 – Determining Density You will use mass and volume measurements to calculate the densities of water, regular shaped objects, and irregular shaped objects.

1.0 1.1 1.2 1.3 1.4 1.5 Lesson 2 –COS

Objectives Discuss the terms “mass” and “volume”. Find the mass of a known volume of water. Calculate the mass of 1.0 cubic centimeter of water. Measure the mass and volume of some regular and irregular objects. Calculate the density of these objects.

Getting Started In your notebook, write what you think the difference is between mass and volume. What units of measurement are used for mass and volume? Read “Useful Calculations” on page 16.

Lesson 2 - (1-2) gram - a metric unit used to measure mass milliliter – unit used to measure volume cm3 – unit used to measure volume g/cm3 – unit of measure of density water displacement – method used to find the volume of irregular-shaped objects

Vocabulary Density: The mass of a known volume of a substance, usually measured in g/cm 3. Mass: A measure of the amount of matter in an object, usually measured in grams or kilograms Volume: The amount of space occupied by a sample of matter, usually measured in liters (L), milliliters (mL) for liquids and cubic centimeters (cm 3 ) and cubic meters (m 3 ) for solids.

Lesson 2 - (2-2) Weight: A measure of the force of gravity, measured in Newtons. L x W x H: Method used to find the volume of a square or rectangular object 1 g/cm 3 : The density of water Characteristic property: An attribute that can be used to help identify a substance. It is not affected by the amount or shape of a substance

Does changing the volume of water change the density of water? Lesson 2.1 –

If…. then… because….. Lesson 2.1

1. Use the balance to find the mass of the graduated cylinder. 2. Add 50 mL of water to the graduated cylinder. Mass the graduated cylinder with water. 3. Subtract the initial mass of the graduated cylinder from the mass of the graduated cylinder with water.

2.1 Calculating Mass Volume of Water (cm3) Mass of Graduated Cylinder (g) Mass of Graduated Cylinder and Water (g) Mass of 1 cm3 of water (density in g/cm3) 25 50

Lesson 2.1 - Density is calculated by dividing the mass by the volume; measured in grams per cubic centimeter (g/cm3). Volume is the amount of space taken up by an object; measured in mL or cm3. (space) Changing the amount of a substance does not change the density of the substance. Density is a characteristic property of matter. Characteristic property - property that is independent of mass, volume, and shape….

Do the substances making up different regular-shaped objects have the same density? Lesson 2.2 –

Materials: Metric ruler Electronic balance A variety of objects 1.Gather materials. 2.Construct a data table. 3.Use the metric ruler to measure the length, width, and height of each object. 4. Use the electronic balance to mass each object 5. Calculate the density of each object. Lesson 2.2 –

2.2 Comparing the Densities of Different Substances SubstanceLength (l) (cm) Width (w) (cm) Height (h) (cm) Volume (v) (cm3) (v=l x w x h) Mass (m) (g) Mass of 1 cm3 (density in g/cm3) (m/v) Wax block White plastic Clear plastic Aluminum

Lesson 2.2 Conclusion The shape of an object does not change the density of the substance of which it is composed. The volume of a regular shaped object is found by measuring l x w x h; measured in cm3(one mL = one cm3) The mass of a regular-shaped object is found by using an electronic balance; measured in grams. Density is a characteristic property of matter; measured in g/cm3. Characteristic property - property that is independent of mass, volume, and shape….

Do the substances making up different irregular-shaped objects have the same density? Lesson 2.3 –

Materials: Graduated cylinder Water Electronic balance Irregular-shaped objects 1.Gather materials. 2.Construct a data table. 3.Use the electronic balance to mass each object. 4.Use the graduated cylinder and water to find the volume of each object by water displacement. 5. Calculate the density of each object. Lesson 2.3 –

Object/ substance Mass (g) Volume of water without object (mL) Volume of water and object (mL) Volume of object (mL) Density (g/cm3)

Lesson 2.3 - Different irregular-shaped objects made of the same material will have the same density (characteristic property). Different materials have different densities.

Lesson 3 – Density Predictions You will predict whether the blocks you investigated in Inq. 2.2 and 2.3 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.

1.0 1.1 1.2 1.3 1.4 1.5 Lesson 3 - COS

Objectives Predict whether an object will float or sink on the basis of how it feels Use density to predict whether a substance will float or sink in water Determine the density of different liquids Build a density column Use density to predict how solids will behave when they are placed in density columns

Getting Started Take the blocks of aluminum, wax, white plastic and transparent plastic and predict whether each object will sink or float and explain how you reached your prediction beside each. Is there a relationship between density and floating or sinking in water? Describe the relationship.

Lesson 3 - floating - matter is less dense than substance it is in sinking - matter is more dense than substance it is in Miscible: A term used to describe liquids that are able to dissolve in one another. Immiscible: A term used to describe liquids that are unable to dissolve in one another.

How can you determine if an object will float or sink when placed in water? Lesson 3.0 -

If ….. then… because…. Lesson 3.0

Lesson 3.0 - 1.Collect the materials used in Inq. 2.2 and 2.3. 2.Construct a data table. 3.Use the data from Inq. 2.2 and 2.3 to record the density of each object. 4.Predict whether each object will float or sink when placed in water. 5.Test your predictions.

L3.0 Results of Floating & Sinking Observations SubstanceDensity (g/cm3) Floats or sinks? PredictionResults wax block white plastic block clear plastic block aluminum block steel (short nail) copper rod nylon spacer (bolt)

Solids have density. Density can be used to predict whether an object will float or sink. An object floats when its’ density is less than that of the liquid in which it is placed. An object sinks when its density is more than that of the liquid in which it is placed……….. Lesson 3.0 - Conclusion

How can you determine if an object will float or sink when placed in water? Lesson 3.1 -

If ….. then… because…. Lesson 3.1

Lesson 3.1 - 1.Use the procedure from Inquiry 2.1 (determining the density of water) to find the density of corn syrup and vegetable oil. Use 25 mL of each substance. 2.Predict what you think will happen it you mix together the vegetable oil, corn syrup, and water. 3.Pour 25 mL of vegetable oil into the graduated cylinder containing the corn syrup. 4.Add 25 mL of colored water. Allow the contents to settle. 5.Fill in and label the diagram on the student sheet. 6.Use information you learned in Inquiry 2.1 to predict what will happen when you drop the copper cylinder and nylon spacer into the density column. 7.Drop the copper cylinder, then the nylon spacer into the density column. Record your results.

L3.1 Calculating Density LiquidVolume (cm3) Mass (g) Density (g/cm3) Grad. Cylinder Grad. Cylinder and substance Substance Vegetable oil Corn syrup Water

Lesson 3.1 - Liquids and solids have density. An object or substance floats when its density is less than that of the liquid in which it is placed. An object or substance sinks when its density is more than that of the liquid in which it is placed. Some liquids are immiscible (insoluble in one another.)………

1.0 1.1 1.2 1.3 1.4 1.5 Lesson 3 - COS

Lesson 4 – Do Gases Have Density You will determine the mass, volume, and density of a bottle of air.

Lesson 4 - COS 1.0 1.1 1.2 1.3 1.4 1.5

Objectives Find out whether air has volume. Design an experiment that can be used to find out the mass of a sample of air. Try to measure the mass of a sample of air. Discuss the accuracy of the procedure.

Getting Started Describe what happens when colored water is poured into each of the two funnels. Explain why water behaves differently in each funnel.

Lesson 4 - vacuum - space without matter. gas - a state or phase of matter in which a substance has no definite shape or volume…………… Matter: anything that takes up space and has mass

Lesson 4 - Do gases (air) have density?

Lesson 4 If ….. then …. because….

Lesson 4 - 1.Determine the approximate volume of the bottle by filling it with water and then measuring the water by pouring it into the graduated cylinder. 2.Find the mass of the bottle of air, the washer, and the rubber valve. 3.Use the pump to remove air from the bottle. 4.Re-mass the bottle, the washer, and the valve. 5.Calculate the mass of air removed from the bottle. 6.Calculate the density of air.

Volume of bottle (mL or cm3) Mass of air, bottle, washer, & rubber valve (g) Mass of bottle, washer, & rubber valve after removing air (g) Mass of air (g) Density of air (m/v) (g/cm3)

Lesson 4 – Gases have mass, volume, and density. Air is less dense than liquids and solids……………

Lesson 5 – Temperature & Density You will observe the effect of heat on a bimetal strip. You will investigate how temperature affects the volume of matter by using a glass tube in a rubber stopper placed in a test tube filled with water.

1.0 1.1 1.2 1.3 1.4 1.5 7.0 Lesson 5 – COS

Objectives Use a thermometer and discuss the purpose of its different parts. Build a working thermometer and use it to measure temperature. Discuss how your thermometer works and relate this to changes in the volume and density of matter.

Lesson 5 – (1-2) 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. temperature - a measure of the kinetic energy of the particles that make up matter; the measurement of how hot something is. Celsius - a temperature scale with the melting point of ice at 0 degrees and the boiling point of water at 100 degrees.

Lesson 5 – (2-2) Fahrenheit - a temperature scale with the melting point of ice at 32 degrees and the boiling point of water at 212 degrees. Kelvin - a temperature scale with the lowest possible temperature at the zero point, which is called absolute zero; ice melts at 273 K. Expansion: The increase in the volume of matter that occurs when matter is heated. Contraction: The decrease in the volume of matter that occurs when matter is cooled.

What is the relationship between temperature, heat, and density? Lesson 5 –

If….. then ….. because ….. Lesson 5

SAFETY Do not shake the thermometers. Unlike medical thermometers, the lab. thermometers do not require “shaking down” and shaking increases the chances of breakage. Always place the thermometers in a safe spot—do not let them roll off the table. Handle the thermometers gently.

Lesson 5 - 1. Gather materials. 2.Put the glass tubing in a rubber stopper. 3.Place the rubber stopper in a test tube. 4.Place the test tube assembly in a hot pot. 5.Record observations. 6.Place test tube assembly in cold water. 7.Record observations. 8.Observe a thermometer – how does it work?

Lesson 5

Lesson 5 - 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 increases, density will decrease and volume will increase (mass stays the same). expansion –As temperature decreases, density will increase and volume will decrease (mass stays the same). contraction Gas or liquid-filled thermometers work as the result of expansion or contraction………….

Lesson 6 – Applying the Heat You will heat pure substances (solids) and observe and describe changes that occur.

Lesson 6 – COS 1.0 1.1 1.2 1.3 1.4 1.5 6.2 7.0 7.1

Objectives Review what you already know about how heating affects substances. Observe and record the effects of heating on different substances. Discuss the results of the Inquiry

Getting Started Think of two familiar household substances that you have heated. In your notebook, write what happened when you heated the two substances.

Lesson 6 – (1-2) 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.

Lesson 6 – (2-2) 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 ….. heat – the energy transferred between objects that are at different temperatures thermal decomposition – A chemical reaction in which a compound is decomposed by heating.

Lesson 6 – How does heat affect pure substances (solids)?

Lesson 6 – COS If…… then…. because…..

SAFETY Use safety goggles at all times. Tie back long hair and restrict loose clothing. Never smell or taste chemicals. Handle chemicals only with the lab scoop. Use only a test tube holder to pick up the test tubes. Never move around with a lit burner.

SAFETY Never refill the alcohol burners. Do not walk around while substances are being heated; remain at your work station at all times. Follow classroom procedures for disposing of broken glassware and cleaning up spills. Wash your hands at the end of the lesson.

SAFETY Do not walk around while holding the hot test tube. Hold the test tube at an angle of about 45 o to the flame. Make sure you are not pointing the open end of the test tube at yourself or anyone else.

Lesson 6 - 1. Gather materials. 2.Construct data table. 3.Put on safety goggles. 4.Light alcohol burners. 5.Add ½ to 1 scoop of a chemical to a test tube. 6.Heat the chemical over the alcohol burner and observe what happens. 7.Place the test tube in the test tube rack, in order of your data table, and allow the chemical to cool. 8.Record observations after cooling. 9.Remove and clean goggles.

L6 Results - Heating substances SubstanceAppearance before heating Changes observed during heating Appearance after cooling Potassium permanganate Ammonium chloride Copper sulfate Sodium chloride (I) Sodium chloride (NI) Zinc oxide Sulfur Copper carbonate

Lesson 6 – 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. Evaporation and condensation results when heat energy is greater than 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………..

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 – COS 1.0 1.1 1.2 1.3 1.4 1.5 7.0 9.1

Objectives Discuss your current knowledge of phase change. Observe what happens to ice as it is heated. Measure the temperature of ice water as it is heated. Plot a graph of your measurements. Interpret your graph and other observations.

Getting Started Answer the following questions: A.How could you make spaghetti cook faster? B.Why does ice melt? C.Why can you play in the snow when its warm outside? D.Why doesn’t ice melt immediately when you add it to a soft drink? E.Are things that are boiling always hot? Are things that are frozen always cold? F.What are some of you own questions about what happens when ice melts and water boils?

Vocabulary Phase or state – solids, liquids and gases are the three main states of matter. Two other states include plasma’s and Bose Einstein condensate’s solid: A phase or state of matter in which a substance has a definite shape and volume Liquid: A phase or state of matter in which a substance has a definite volume but no definite shape. Liquids take the shape of their container. Gas: A state or phase of matter in which a substance has no definite shape of volume.

Lesson 7 – (1-1) 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 the freezing point 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.……

Vocabulary Freezing: The change in state in which a liquid turns into a solid freezing point – The temperature at which a liquid turns into a solid (altered by changes in pressure) Vaporization/ evaporation – The change of a substance from a liquid to a gas. Condensation – The change of state from a gas to a liquid Phase change - change from one state to another

Lesson 7 – How does heat affect phase changes?

Lesson 7

SAFETY Tie back long hair Wear safety goggles throughout the inquiry Be careful when you handle hot apparatus

Lesson 7 1.Gather materials. 2.Construct a data table. 3.Pour 1 cm. of water into a beaker. Add ice. 4.Measure and record temp. of ice water. 5.Place beaker on stand over alcohol burner. 6.Record temp. every 30 seconds. 7.When water boils, continue to record temp. for 3 more minutes (30 second intervals). 8.Graph the data.

L 7.1 Temperature v. time Time (min. and s) 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

Lesson 7 – (1-2) 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.

Lesson 7 - (2-2) 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…...

Lesson 8 – Changing Matter and Mass You will determine what happens to the mass of ice when it melts and water when it freezes.

Lesson 8 - COS 1.0 1.1 1.2 1.3 1.4 1.5 4.0

Objectives Discuss what happens to the mass of substances when they change state. Conduct an experiment to investigate whether any changes of mass occur when ice melts. Discuss sources of experimental error within your experiment Design an inquiry to test your own prediction about any changes of mass that may occur when water freezes.

Getting Started What happens to the mass of matter when it changes phase? Write in your notebook your prediction of what will happen to the mass of the matter in the following situations A.The mass of an ice cube when it melts B.The mass of the water in an ice cube tray when it freezes C.The mass of the water in a tea kettle when it boils

Lesson 8 - 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. phase - solids, liquids, and gases are three phases or states of matter……….

Lesson 8.1 - What happens to the mass of water when it changes from a solid to a liquid (ice to water)?

Lesson 8.1 If ….. then …. because ….

Lesson 8.1 1.Get the mass of an empty bottle with the lid on and record. 2.Put 1 ice cube in the bottle, re-cap it and get the mass. 3.Subtract mass of empty bottle from mass of bottle with ice to get mass of ice. 4.Shake bottle of ice until it melts and get the mass of the bottle with water. 5.Subtract mass of empty bottle from mass of bottle with water. 6.Compare the mass of ice to that of water

8.1 Determining a Change in Mass Group #Mass of Ice and Bottle Mass of Water and Bottle Change in Mass ( + or -)

Lesson 8.1 - Mass is conserved as matter goes through phase changes………

Lesson 8.2 - What happens to the mass of water when it changes from a liquid to a solid (freezes)?

Lesson 8.2 If ….. then …. because ….

Lesson 8.2 1. Pour 25 mL of water in the soda bottle. 2.Screw on the lid. 3.Measure the mass of the bottle and water. 4.Place the bottle in a freezer and allow it to freeze. 5.Remove the bottle from the freezer and measure its’ mass. Use a paper towel to wipe any condensation off the outside of the bottle. 6.Re-mass the apparatus. Subtract to find the change in mass.

L8.2 Determing a Change in Mass GroupMass of Bottle and Water Mass of Bottle and Ice Change in Mass (+ or -)

Lesson 8.2 - Mass is conserved as matter goes through phase changes………

Lesson 9 The Mystery Object In this lesson, you will use your measurement skills, you knowledge of density and a data table to determine the substance that makes up a mystery object.

Objectives Discover the identity of the matter that makes up our mystery object. Use your knowledge and skills to solve problems related to the characteristic properties of matter.

Lesson 9 - composite - a material made from two or more substances material - the substance from which something is made

Question What substance is the mystery object made of?

If _______________________, then ____________________, because _________________.

Use any of the apparatus, a balance, water and Table 9.1 to identify the substance that makes up your mystery object.

Use table 9.1 to identify your mystery object.

Lesson 10

Lesson 11 – Pure Substance or Mixture You will examine eight different substances to determine if they are pure substances or mixtures.

Lesson 11 – COS 1.0 1.1 1.2 1.3 1.4 1.5

Objectives Discuss the meaning of the term “pure substance”. Discuss how you can distinguish between pure substance and mixtures. Use your own techniques to discover whether several samples of matter are pure substances or mixtures.

Getting Started What is your definition of a pure substance? Give two examples of a pure substance and for each example, explain why you think it is pure. If you were given an unknown sample of matter, how could you tell whether it was pure or not?

Lesson 11 – (1-1) pure substance - matter that has definite chemical and physical properties; either an element or a compound mixture - two or more elements or compounds that are mixed together but are not chemically combined; differ in physical and chemical properties. heterogeneous - different (poorly mixed) homogeneous - same (well-mixed) solution - a homogeneous mixture of a solvent and a solute

Vocabulary Colloid: A mixture containing small, undissolved particles that do not settle out. Suspension: A mixture in which particles can be seen and easily separated by filtration or settling. Emulsion: A suspension of tiny droplets of one liquid in a second liquid. Alloy: A mixture of two or more elements, one of which is a metal

Lesson 11 – How can you determine the difference between pure substances and mixtures?

Lesson 11 If…. then…. because …..

SAFETY Wear your safety goggles throughout the inquiry. Do not taste any of the substance.

Lesson 11 1.Gather materials. 2.Construct a data table. 3.Place one lab scoop of a substance in a petri dish or a test tube. 4.Use the magnifier, magnet, or water to investigate the substance. 5.Repeat with each substance. 6.Record observations.

L11 Identifying Pure Substances or Mixtures SamplePure Substance or Mixture? How did you reach your conclusion?A B C D E F G H

Lesson 11 – A pure substance has definite physical and chemical properties. A mixture is made of two or more substances with each substance keeping its’ own properties. Solutions are mixtures. Compounds are not mixtures…..

Lesson 12 – What Happens When Substances are Mixed with Water? You will mix several substances with water and observe what happens.

Lesson 12 - COS 1.0 1.1 1.2 1.3 1.4 1.5 6.0

Objectives Make observations of what happens when different substances are mixed with water. Identify the characteristics of solutions. Define and use some terms that describe the parts of a solution and the processes that take place when solutions are formed.

Getting started Your group will be given a test tube containing a mixture of food coloring and water. In your notebook, write all the properties of this mixture that you can observe.

Lesson 12 - (1-2) soluble - substances that will dissolve insoluble - substances that will not dissolve solubility - the amount of solute that will dissolve in a solvent at a given temperature and pressure; the ability of one substance to dissolve in another. solvent - the substance that the solute is dissolved in; the substance present in the larger proportion

Lesson 12 - (2-2) solute - the substance that dissolves in a solvent; the substance in the smaller proportion; may be solids, liquids, or gases. aqueous solution - solution in which water is the solvent dissolving – The process that takes place when a solvent is mixed with a solute to make a solution.

Lesson 12 - What property of matter determines what type of mixture a substance will form when mixed with water?

Lesson 12 If…. then…. because ….

SAFETY Wear safety goggles throughout the lesson. If you splash a solution in your eyes, immediately flush out your eyes with a bit of water and report the accident to your teacher. Do not mix the contents of different test tubes. When you complete the Inquiry wash your hands.

Lesson 12 1.Gather materials. 2.Construct a data table. 3.Put one lab scoop of a substance in a test tube. 4.Add water to a depth of about 10 cm. 5.Shake ten times. 6.Record observations. 7.Repeat with each substance.

L 12 What Happens to a Solid? Name of Substance added to water Appearance after being shaken 10 times Does it dissolve? (Yes or No) Sugar Sodium chloride Sulfur Zinc oxide Copper sulfate

Lesson 12 – Solubility is a characteristic property of matter. Solutions consist of a solvent and a solute. A solvent is the substance present in the larger proportion in a solution. A solute is the substance present in the smaller proportion. The components of a solution can be solids, liquids, or gases. When a solid is passed into solution, it is said to dissolve…………..

Lesson 13 – How Much Solute Dissolves in a Solvent? You will make a saturated sodium chloride solution. You will also conduct an investigation to determine the solubility of two different chemicals.

Lesson 13 – COS 1.0 1.1 1.2 1.3 1.4 1.5 6.0 6.1 6.2

Objectives Make solutions using different amounts of solute. Discover what is meant by the term “saturated solution”. With your class, design and conduct an experiment to determine the solubility of two different substances. Discuss the design of your inquiry. Discuss solubility as a characteristic property of matter.

Getting Started Look at the test tube of blue liquid. What do you observe in the tube? Write down your observations in your notebook. What can you conclude from your observations.

Lesson 13 – (1-1) saturated solution - a solution that has the maximum amount of solute dissolved in it at a specific temperature and pressure. exothermic - heat is given off (increase in solubility with a decrease in temperature) endothermic - heat is taken in (increase in solubility with increase in temperature) recrystallization - occurs when an unsaturated solution of a solid is cooled and becomes saturated and some solid solute precipitates out, usually as crystals Solubility - The amount of solute that will dissolve in a solvent at a given temperature and pressure

Lesson 13 – Are different substances equally soluble in water?

Lesson 13 If….. then…. because….

SAFETY Wear your safety goggles at all times.

Lesson 13 – 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. 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. Recrystallization occurs when a solution of a solid is cooled and some solid solute precipitates out………….

Lesson 14 – Mass, Volume, and Dissolving You will use equal volumes of water and alcohol (you will mass each one separately) and will predict what will happen to the mass and volume after mixing the two substances. You will also conduct an investigation to determine what happens to the mass of salt when it is dissolved in water.

Lesson 14 - COS 1.0 1.1 1.2 1.3 1.4 1.5 4.0

Objectives Predict what happens to the mass and volume of a solute and a solvent when these substances are mixed together to form a solution. Perform an inquiry to test your predictions. Design and conduct an inquiry to investigate whether a change in mass occurs when sodium chloride dissolves in water.

Getting Started In your notebook, answer the following: Why is mass, and not volume, used to measure the amount of matter in an object?. Go over the proper procedure to pour an exact volume of water into a graduated cylinder.

Lesson 14 No new vocabulary (solubility, volume, mass, solid..)

Lesson 14.1 – Is the volume and mass of a solution different from the combined volume and combined mass of the two separate substances that make up the solution?

Lesson 14.1 If….. then…. because…

SAFETY Wear your safety goggles throughout both inquiries. If you spill the ethyl alcohol, immediately tell your teacher.

Lesson 14.1 - 1.Gather materials. 2.Construct a data table. 3.Pour 50 mL of water (colored) into a graduated cylinder. 4.Pour 50 mL of ethyl alcohol into another graduated cylinder. 5.Mass & record each cylinder and contents. 6.Predict what the volume and mass will be after you mix the water and ethyl alcohol. 7.Pour the ethyl alcohol into the graduated cylinder with water. Record volume. 8.Mass both graduated cylinders and the combined liquids. Record mass.

14.1 Mixing Water and Alcohol LiquidVolume of liquids (mL) Mass of liquids and cylinders Water50.0 Alcohol50.0 Predicted measurements (water and alcohol) Actual measurements (water and alcohol) Differences

Lesson 14.1 – Water has space between the molecules that allows soluble substances to occupy that space. The combined volume of a separate solvent and a solute is greater than that of the solution they form. Mass, not volume, is conserved during dissolving.

Lesson 14.2 – What happens to the mass and volume of one type of matter when it is dissolved in another type of matter?

Lesson 14.2 - 1.Dry the beaker and place it on the table. 2.Put a small quantity (about two lab scoops) of salt into a test tube. Stand the test tube in the beaker. 3.Pour water in a second test tube to a depth of 4 cm. Ensure that the outside of the tube is dry. Stand this in the beaker. 4.Measure the mass of the tubes and beakers on the balance. 5.Pour the water carefully into the salt. 6.Gently shake the tube side to side until the salt is dissolved. Do not put your finger over the end of the test tube. 7.Measure the mass of the two tubes, the solution, and the beaker. Calculate any changes in mass.

14.2 Dissolving a Solid & Measuring Mass Initial mass of test tubes, beaker, salt and water (g) Final mass of test tubes, beaker, and dissolved salt solution (g) Difference/ change in mass (g)

Lesson 14.2 – Water has space between the molecules that allows soluble substances to occupy that space. The combined volume of a separate solvent and a solute is greater than that of the solution they form. Mass, not volume, is conserved during dissolving………….

Lesson 15 - Separating a Soluble and an Insoluble Substance You will focus on two separation techniques that relate to solubility: filtration & evaporation. You will use a filter to determine which substances will pass through.

Lesson 15 - COS 1.0 1.1 1.2 1.3 1.4 1.5 6.0 6.1

Objectives Discuss evaporation as a separation technique. Filter mixtures containing water. Design and conduct an inquiry to clean rock salt.

Getting Started Use a magnifying loupe to examine the blue substance for you group’s plastic cup from Lesson 12. Then, answer the following in your notebook. A.What do you think this blue substance is? B.How did it get there? C.Where did the water go? Predict what you think will happen if you add 25 ml of water to the cup. Record prediction in notebook. Test your prediction and write your results.

Lesson 15 - (1-1) filtration - the process of separating a solid and a liquid by passing a mixture of the two through a mesh or filter paper. Filtrate: the part of the solution that goes through the filter. residue - remains of a substance sedimentation - the process by which a solid settles out from a solid/liquid mixture…..

Notes On Separation Techniques When separating substances, you must select the correct separation technique. A separation technique is a method used to separate the components of a mixture from each other There are three main separation techniques.

Filtration If you want to separate insoluble impurities from salt, you use filtration. In filtration, a filter is used to let soluble solutes and the solvent pass through and large pieces of insoluble impurities are left on the filter paper as a residue. The soluble parts that pass through the filter are called filtrate.

Sedimentation In sedimentation, large pieces of insoluble substances will settle out of a mixture to the bottom. Then, the liquid part can be poured off, leaving the sediment.

Evaporation To separate a solid solute from a solvent, you would use evaporation. In evaporation, water is allowed to evaporate from a solution. As water evaporates, the solution becomes more concentrated and it becomes more saturated and eventually crystallizes.

Evaporation If you want small crystals, you need to increase the temperature so your solution will evaporate quickly. If you want large crystals, you need to let your solution evaporate slowly, so you need a lower temperature.

Desalination In deslination, sea water is heated to boiling. The vapors are collected and allowed to condense in a separate collection chamber where it is turned into fresh water. The salt is left behind as a solid.

Lesson 15 - How can you separate soluble and insoluble components of a mixture?

Lesson 15.1 - 1.Gather materials. 2.Construct a data table. 3.Mix water and copper sulfate and filter it through a funnel. 4.Record observations. 5.Repeat with zinc oxide and water.

15.1 Filtering a Solution Continue to Procedure for Inquiry 15.2 MixturePredictionResult Copper (II) sulfate and water Zinc oxide and water

Lesson 15.2 - 1.Gather materials. 2.Construct a data table. 3.Mix water and rock salt and filter through a funnel into a test tube. 4.Pour the contents of the test tube into a petri dish. Observe over a few days. 5.Record observations.

Lesson 15.2

Lesson 15 - Filtration can be used to show that insoluble substances will not pass through a filter. Solutions (the solvent and the solute) will pass through a filter. Evaporation can be used to recover a solid from a solution. The rate of evaporation could be increased by heating, increasing the surface area, or increasing airflow over the surface of the solution. Dissolving the solute in the least amount of solvent greatly reduces evaporation time. …………..

Lesson 16 - Researching Solvents You will conduct an investigation to show how solvents can remove stains.

Lesson 16 - COS 1.0 1.1 1.2 1.3 1.4 1.5 5.0

Objectives Discuss solvents and their uses. Design and conduct an inquiry on stain removal. Present your results to the rest of the class.

Getting Taken to the Cleaners What is dry cleaning?

Getting Taken to the Cleaners Cleaning without using water

Getting Taken to the Cleaners List 3 reasons why you may want/need to have your clothes dry cleaned?

Getting Taken to the Cleaners 1.To clean clothes that might otherwise be harmed by water. 2. To prevent clothes from shrinking 3. To remove stains that are insoluble in water.

Getting Taken to the Cleaners What was the 1 st dry cleaning solvent?

Getting Taken to the Cleaners kerosene

Getting Taken to the Cleaners Why isn’t it used anymore?

Getting Taken to the Cleaners Because it is flammable

Getting Taken to the Cleaners What solvent is currently used?

Getting Taken to the Cleaners tetrachloroethylene

Getting Taken to the Cleaners What is a disadvantage of this solvent?

Getting Taken to the Cleaners It has toxic fumes in enclosed spaces.

Getting Taken to the Cleaners Explain how dry cleaning works

Getting Taken to the Cleaners Clothes are placed in a giant machine similar to a washing machine. Tetrachloroethylene is mixed with a very small amount of water and a special detergent. This solvent flows through the machine until the clothes are clean. The solvent remaining on the clothes evaporates and is recycled.

Getting Started In your notebook, list several examples of liquids that do not contain water.

Lesson 16 - No new vocabulary.

Lesson 16 - How effective are various solvents at removing a variety of stains?

Lesson 16 If….. then…. because…

SAFETY Wear your safety goggles throughout the inquiry. Take care not to get solvents or stains on your clothes. Do not taste any of the substances. If you spill rubbing alcohol or kerosene, immediately tell your teacher.

Lesson 16 - Design a test that can be used to compare the effectiveness of three solvents (water, rubbing alcohol, kerosene) to remove stains (ketchup, chocolate syrup, vegetable oil, ink).

Results StainSolvent results WaterIsopropyl alcohol Kerosene Ketchup Chocolate syrup Vegetable oil Marker pen ink Ballpoint pen ink

Lesson 16 - Water and other liquids can act as solvents……….

Lesson 17 - Separating Solutes You will use paper chromatography to separate solutes and to compare the dyes found in different colored inks.

Lesson 17 - COS 1.0 1.1 1.2 1.3 1.4 1.5 6.0

Objectives Use paper chromatography to analyze and identify inks. Apply paper chromatography techniques to “solve a crime”.

Getting Started Pour about 25 mL of water into the 250 mL beaker. Quickly (about 1 or 2 seconds) dip the tip of the green marker into the water and observe what happens. In your notebook answer the following: A.What happened when you put the tip of the green marker into the water? B.Based on your observations, what do you know about the ink?

Lesson 17 - (1-1) chromatography - a process used to separate different solutes from a solution by passing them through a medium. absorption - one substance penetrates into the inner structure of another….

Lesson 17 - What does the process of paper chromatography indicate about an ink solution?

Inquiry 17.1 - Analyzing Inks Place a spot of green ink (2mm) on one piece of chromatography paper. Fold end of paper and hang the paper over a pencil. Place the pencil and paper over the beaker, with the tip of the paper in the water. Observe what happens over the next five minutes. Write conclusions on the student sheet.

Inquiry 17.2 Comparing Inks 1.Gather materials. 2.Place one dot of each of the following colors on the chromatography paper: green, red, black and brown. 3.Fold the paper about 3 cm. from the top and hang it over a pencil resting across the top of a beaker. 4.Observe. Describe and draw what happens with each dye color. G R BL BR

Lesson 17.3 - ( Inquiry 17.3 Identifying Inks

Lesson 17 -

Lesson 17 - (1-2) Ink is made up of several dyes of different colors that are dissolved in water. Chromatography is a technique used to analyze solutions. Solutes in the ink must be soluble in the solvent for the chromatogram to be produced. Different solutes move through paper at different speeds. As the solution moves up the paper, the various components of the solution separate out and occupy distinct areas on the paper.

Lesson 17 - (2-2) Less soluble dyes move slower that more soluble dyes. The faster moving, more soluble dyes will eventually separate. The characteristic properties of each solute determine the way in which that solute separated from a mixture of solutes in a solution. Chromatography does not separate colors; it separates solutes. Chromatography is often used to separate colorless substances……….

Lesson 18 - Changing Mixtures You will investigate how adding salt affects the melting and boiling points of water. You will also investigate the melting points of three different tin alloys.

Lesson 18- COS 1.0 1.1 1.2 1.3 1.4 1.5 6.0 7.0

Objectives Measure the effect of different quantities of salt on melting and boiling points. Compare the melting points of different alloys. Discuss the technological applications of solutions and other mixtures.

Getting Started Answer the following in your notebook: A.Can you think of at least one mixture that has the properties of “both” substances from which it is composed? B.Can you think of at least one mixture that has the properties of only “one” of the substances from which it is composed? C.Can you think of at least one mixture that has properties completely “different” from the properties of the substances from which it is composed?

Lesson 18 - alloy - solutions of solid metals metal - group of elements; usually hard solids; have common characteristics - shiny, good conductivity, and malleability concentration – the amount of a particular substance in a given quantity of mixture smelting – The process by which a metal is extracting from ore. It involves heating the ore, usually with a source of carbon.

Lesson 18.1 - Does adding salt change the melting point of ice?

SAFETY Wear your safety goggles throughout the lesson. Carefully follow your teacher’s instructions for the use of burners. Tie back long hair. Be careful when handling hot objects.

Lesson 18.1 - 1. Label beaker A and beaker B. 2.Place a small amount of ice in each beaker. 3.Place a thermometer in each beaker. Measure the temperature of the ice in each beaker. 4.Add 2 teaspoons of salt to Beaker A only. 5.Observe and record the temperature of the ice in each beaker. 6.After observing for several minutes, add another 2 teaspoons of salt to Beaker A. 7.Observe and record the temperature.

Lesson 18.1

Lesson 18.1 - Adding salt to ice lowers the melting point. The change in the melting point of a solvent is directly proportional to the amount of solute in the mixture.

Lesson 18.2 - Does adding salt change the boiling point of water?

Lesson 18.2 - 1.Pour 100 mL of hot water in a 250-mL beaker. Place a thermometer in the beaker. 2.Ignite the alcohol burner. 3.Place the thermometer and beaker on the stand and heat the water until it boils. 4.Predict what will happen if you add 2 teaspoons of salt to the boiling water. 5.Add 2 teaspoons of salt to the water. Observe the boiling water and the thermometer. Record observations. 6.Add an additional 2 teaspoons of salt to the boiling water. Record observations.

Lesson 18.2

Lesson 18.2 - The boiling point of water rises when salt is added to water because solute particles interfere with the evaporation of a solvent.

Lesson 18.3 - Do all metal alloys have the same melting point?

Lesson 18.3 - Follow procedure in Student Book, pp. 155-156.

Lesson 18.3

Lesson 18.3 - The properties of a mixture can be very different from the properties of the individual components that make up the mixture. An alloy is a mixture that contains at least one metal………………

Lesson 19 - Assessing Our Progress You will investigate a mixture.

Objectives Determine the physical properties of substances that make up a mixture. Answer questions based on the first two parts of this module.

Lesson 19 - Physical property: All the characteristic properties of a substance except those that determine how it behaves in a chemical reaction. Examples: shape, color, state

Lesson 19 - What are the physical properties of substances that make up a mixture?

SAFETY Wear your safety goggles throughout Inquiry 19.1

Lesson 19 - Physical properties can be used to identify the substances that make up a mixture.

Lesson 20 - Breaking Down a Compound You will use electrolysis to break down water.

Lesson 20 - COS 1.0 1.1 1.2 1.3 1.4 1.5

Objectives Conduct an experiment to determine what happens when electricity is passed through water. Investigate some physical and chemical properties of gases. Discuss the differences between compounds and elements.

Getting Started In your notebook, do the following: A.Write a definition for the terms “element” and “compound”. B.For each term, write down two examples.

Lesson 20 - (1-1) Compound: A pure substance consisting of two or more elements combined such as sodium and chlorine which make sodium chloride. Element: A substance that can not be broken down into any other substances by chemical or physical means (except by nuclear reaction). Electrolysis: The process by which some liquid compounds or some compounds in solution are split into their constituent parts by passing electricity through them.

Vocabulary Decomposition Reaction: A reaction in which a single compound breaks down to form two or more simpler substances. Burning: A rapid chemical reaction between a substance and a gas that produces heat or light. Most burning or combustion takes place in air and has oxygen as one of its reactants.

Lesson 20 - Can compounds (such as water) be broken down?

SAFETY Wear safety goggles throughout inquiry. Tie back long hair.

Lesson 20 - Follow procedure in Student Book, pp. 172- 175.

Lesson 20 - Use Student Sheet 20.1

Water is a compound made of the elements hydrogen and oxygen. Compounds are pure substances made of more than one element. Elements are pure substances that cannot be broken down. Some pure substances are composed of two or more pure substances combined. Compounds of pure substances can be broken down by a chemical reaction….. Lesson 20 -

Lesson 21 - Examining and Grouping Elements You will study the characteristics of 25 elements and look at how they are grouped on the Periodic Table.

Lesson 21 - COS 1.0 1.1 1.2 1.3 1.4 1.5 3.1

Objectives Describe the appearance of several elements. Perform tests and make observations to determine some physical properties of elements. Collect information on elements and organize it into a table. Use the information collected to classify elements into groups. Compare your classification system with one used by chemists.

Getting Started Make a list of “characteristic properties” of elements (properties that would help you identify an element).

Lesson 21 - (1-1) reactivity - the readiness of a substance to react chemically. conductivity - able to allow electricity or heat to pass through conductor - carries electricity or heat magnetic - a substance that is attracted to a magnet Malleable: can be hammered into thin sheets Ductile: Can be drawn into thin wires Periodic Table: Arrangement of chemical elements according to their atomic numbers

Lesson 21 - What properties of elements can be used in grouping elements?

Lesson 21 - Follow procedure in Student Book, pp. 188- 193.

Lesson 21 - Use Student Sheet 21.1a.

Lesson 21 - Elements are grouped according to similar chemical and physical properties. The Periodic Table is used in predicting the chemical and physical properties of elements. Each element can be identified by its characteristic properties……….

Lesson 22 - Combining Elements You will examine four substances and determine how they fit into two groups: metals and nonmetals.

Lesson 22 - COS 1.0 1.1 1.2 1.3 1.4 1.5 3.1 5.0

Objectives Examine the properties of four elements. Place the four elements into two major groups. Identify these groups on the periodic table. Make a compound from elements in these two groups. Construct a simple chemical equation for the reaction that has taken place. Discuss the differences between reactants and products.

Getting Started Imagine you have to split the elements into two groupings. Answer the following in your notebook: A.How would you select the groupings? B.What properties (criteria) would you use to decide which elements go into which groupings? (the best groupings may use more than one property as criteria). C.What names would you give each grouping? D.What are some elements you would put into each group?

Lesson 22 - (1-2) chemical equation - a representation of a chemical reaction that uses symbols to show the relationship between the reactants and products. Reactant: The starting substances in a chemical reaction Product: Substance formed by a chemical reaction (ending substance) compound: A pure substance consisting of two or more elements combined.

Vocabulary metal: A group of elements that are usually hard solids and that have the following common characteristic properties: shiny appearance, good conductivity, malleability, ductility. nonmetal: A group of elements with characteristic properties that are different from the characteristic properties of metals. Nonmetals are nonconductive, brittle, unmalleable, not ductile and dull

Vocabulary Metalloid: Elements that have properties of both metals and nonmetals. Synthesis reaction: A chemical reaction in which the reactants are elements that combine to form a compound as a product Alchemy: An early form of chemical science and philosophy. Distillation: The process of evaporating a solution and then condensing the various fractions back into a liquid in order to separate them.

Lesson 22.1 - What are the two main groups of elements?

Lesson 22.1 - Follow procedure in Student Book, p. 200 to complete the Venn diagram.

Lesson 22.1

Lesson 22.1 - The two major groups of elements are metals and nonmetals.

Lesson 22.2 - What happens when elements combine?

Lesson 22.2 - Follow procedure in Student Book, pp. 201- 202. Use Student Sheet 22.2.

Lesson 22.1

Lesson 22.2 - Elements combine to form new substances. Compounds are substances formed by a chemical reaction between two or more elements. Chemical reactions can be represented in the form of equations. Iron + oxygen produces iron oxide……

Lesson 23 - Chemical Reactions You will combine four different metals with hydrochloric acid and look for the reactivity of the metals. You will also compare the corrosion of the four metals.

Lesson 23 - COS 1.0 1.1 1.2 1.3 1.4 1.5 7.1

Objectives Conduct an inquiry to compare how different metals react with acid. Discuss how differences in the chemical properties of metals affect how they are extracted from their ores and used. Design and conduct an experiment to compare how different metals corrode.

Getting Started In your notebook, write how you think metals may differ in their properties. Use the information you collected in Table 1 on student sheet 21.1a and your observations from Inquiry 22.2 to find out the following metals react with oxygen in air: Copper, iron, magnesium, sodium, aluminum, zinc, calcium, and tin

Lesson 23 - reactivity - the readiness of a substance to react chemically. corrosion: a chemical reaction, usually between a metal and the air. Example: iron reacts with oxygen in the air to form rust. chemical property: A characteristic of a substance that involves chemical reactions.

Lesson 23.1 - Why are some elements more reactive than others?

SAFETY You must wear your safety goggles throughout the lesson. You will be handling dilute hydrochloric acid. If you spill it on your clothes or your skin, wash it of immediately with lost of water. If you get some in your eyes, wash it out with lots of water. If you spill it on the bench, immediately inform your teacher. Immediately inform your teacher of any accidents you have involving acid.

Lesson 23.1 - - Follow procedure in Student Book, pp. 210- 211.

Lesson 23.1 - Use Student Sheet 23.1.

Lesson 23.1 - Some metals are more reactive than others. The reactivity of metals determines how they can be used. Metals on the right side of the periodic table are less reactive than the other elements. Exothermic reactions give off heat……

Lesson 23.2 - Do certain conditions prevent corrosion?

Lesson 23.2 - - Follow procedure in Student Book, pp. 211 – 212.

Lesson 23.2 - Use Student Sheet 23.2.

Lesson 23.2 - Corrosion is a chemical reaction that causes the disintegration of a substance……

Lesson 24 - Countering Corrosion You will compare different substances that prevent rusting from occurring.

Lesson 24 - COS 1.0 1.1 1.2 1.3 1.4 1.5 7.1

Objectives Discuss ideas about the nature and causes of rusting. Design and conduct an inquiry to compare the effectiveness of different rust- prevention techniques. Explain results in terms of the chemical reaction involved in the rusting process.

Getting Started Answer the following in your notebook: A.What is rust? B.What conditions are required for rusting to take place? C.Why is rusting a problem? D.What are some methods to prevent rusting?

Lesson 24 - Rusting: the reddish brown or reddish yellow coating that forms on iron or steel when it is exposed to oxygen and moisture in the air. Galvanized: a metal that has been treated (with zinc) to prevent or reduce rusting. Ungalvanized: A metal that has not been treated (with zinc) to prevent rusting.

Lesson 24 - What causes rusting and how can it be prevented?

Lesson 24 - 1.Cut a paper towel and place in the bottom of a petri dish. Moisten the paper. 2.Wrap a piece of magnesium ribbon around a steel nail. Place it in the petri dish. 3.Coat one nail with petroleum jelly and place it in the petri dish. 4.Leave one nail untreated and place it in the petri dish. 5.Place a painted nail, a stainless steel nail, and a galvanized nail in the petri dish. Record observations.

24.1 TreatmentAppearance of Nail No treatment Paint Galvanizing Petroleum jelly Magnesium wrapped Stainless steel nail

Lesson 24 - Rusting occurs when iron is combined with oxygen. Rusting is a chemical reaction with reactants and products………

Lesson 25 - Mass and Chemical Reactions You will place an effervescent tablet in water in an open container and in a closed container. You will measure the mass before and after adding the tablet to see if the law of conservation of mass can be applied to chemical reactions.

Lesson 25 - COS 1.0 1.1 1.2 1.3 1.4 1.5 7.1

Objectives Conduct an Inquiry to compare the mass of the reactants and the mass of the products in the chemical reaction that takes place when an effervescent tablet is added to water in both open and closed containers. Determine whether the law of conservation of mass can be applied to chemical reactions.

Getting Started Write in your notebook a definition of “the law of conservation of mass”. Answer the following in your notebook: A.Can the law of conservation of mass be applied to chemical reaction

Getting Started Con’t Think about a chemical reaction you have observed and answer the following in your notebook: What were the reactants and the products of the reaction? Were they all the same phase of matter? Do you think the phase of matter affects the mass of the matter? Consider a burning candle. What do you think happens to the mass of matter in this chemical reaction?

Lesson 25 - burning - a rapid chemical reaction between a substance and a gas that produces heat and light; most burning takes place in the air and has oxygen as one of its reactants Law of Conservation of Mass – Mass is neither created or destroyed in ordinary chemical and physical changes. The total mass of reactants must always equal the total mass of products.

Lesson 25 - What happens to the mass of matter in a chemical reaction?

SAFETY Wear your safety goggles throughout the inquiry.

Lesson 25 - 1.Pour 50 mL of water into a beaker. 2.Place the beaker and half of an effervescent tablet on the balance. 3.Record the total mass. 4.Remove the beaker and tablet from the balance. Place the tablet in the beaker. 5.Wait 2-3 minutes and re-mass the beaker. 6.Repeat the procedure, but this time use the plastic bottle instead of the beaker.

Lesson 25 - Use Student Sheet 25.1

Lesson 25 - In a chemical reaction, the total mass of the reactants and the products is the same. The conservation of mass is demonstrated in a closed system………

Lesson 25 - COS 1.0 1.1 1.2 1.3 1.4 1.5 7.1

Lesson 26

Properties of Matter Wendy Bramlett Eastwood Middle School.

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Properties of Matter Wendy Bramlett Eastwood Middle School.

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