1. Investigation I: Locating Matter
Weather Unit
Investigation I: Locating Matter
Lesson 1: Weather or Not
Lesson 2: Raindrops Keep Falling . . .
Lesson 3: Having a Melt Down
Lesson 4: It’s Sublime
Lesson 5: Water World

2. Weather Unit – Investigation I
Lesson 1:
Weather or Not

3. ChemCatalyst
Below are a picture and weather report of a hurricane off the coast of Florida in the United States.
(cont.)
Unit 3 • Investigation I

4. (cont.)
FORECAST FOR THE MIAMI AREA: The tenth depression of the season in the Atlantic has become Hurricane Jan. The center of Jan is southeast of Florida. The maximum sustained winds are near 120 miles per hour. The estimated minimum central pressure is inches. Skies over Miami are mostly cloudy. The temperature is 35C / 95F with 90% humidity.
(cont.)
Unit 3 • Investigation I

5. What are hurricanes and what do you think causes them?
(cont.)
Jan is expected to drop as much as 10 inches of rain in the southern part of Florida with rising temperature and humidity.
What are hurricanes and what do you think causes them?
What is weather? What causes weather?
How do meteorologists predict things like hurricanes?
Unit 3 • Investigation I

6. The Big Question
What causes water to ‘cycle’ or move around on the planet?
Unit 3 • Investigation I

7. You will be able to: Explain what causes rain on the planet Earth.
Unit 3 • Investigation I

8. Activity
Purpose: In this activity you will heat and cool water in a flask with a balloon attached. Your observations will help you determine what makes the water “cycle.”
(cont.)
Unit 3 • Investigation I

9. Materials: (for each team of two students) 250 mL Erlenmeyer flask
(cont.)
Materials: (for each team of two students)
250 mL Erlenmeyer flask
25 mL graduated cylinder
Medium sized party balloon
5 mL of water
Hot plate
Oven mitt
Bucket or large beaker with ice and water
Unit 3 • Investigation I

10. Making Sense
Based on this experiment, explain what causes water to “cycle” around the planet?
Unit 3 • Investigation I

11. Notes
Evaporation is the changing of a substance from the liquid phase to the gas phase. Condensation is the changing of a substance from the gas phase to the liquid phase.
Gas, liquid, and solid are three different phases of matter. A phase change refers to the conversion of a liquid to a gas or a solid, or vice versa.
A physical change is one in which the form or temperature of a substance is changed without changing its chemical make-up.
(cont.)
Unit 3 • Investigation I

12. Notes (cont.)
Humidity is a measure of the amount of water vapor (or gaseous water) in the air.
Unit 3 • Investigation I

13. Check-In Answer the following question:
Using what you learned today about the movement of water, explain what causes rain on the planet Earth.
Unit 3 • Investigation I

14. Wrap-Up
Weather is an interaction between the sun (a heat source), the water on the planet, the Earth’s surface, and the Earth’s atmosphere.
Water moves around through phase changes.
Phase changes affect the volume of substances.
Unit 3 • Investigation I

15. Weather Unit – Investigation I
Lesson 2:
Raindrops Keep
Falling . . .

16. ChemCatalyst Annual rainfall in the United States (cont.)
Unit 3 • Investigation I

17. How much rain fell where you live? How is rainfall measured?
(cont.)
How much rain fell where you live?
How is rainfall measured?
What type of instrument or container is used to measure rainfall?
Unit 3 • Investigation I

18. The Big Question How do meteorologists keep track of rainfall?
Unit 3 • Investigation I

19. You will be able to: Relate volume of water to rainfall amount.
Unit 3 • Investigation I

20. Activity
Purpose: This lesson introduces you to precision in measurement and allows you to explore measuring rainfall in inches and milliliters.
(cont.)
Unit 3 • Investigation I

21. Materials: (per team of 2 students) 25 mL graduated cylinder
(cont.)
Materials: (per team of 2 students)
25 mL graduated cylinder
100 mL beaker
12 inch ruler
Water bottles (use plastic pipettes or droppers if you do not have water bottles)
Unit 3 • Investigation I

22. Making Sense
Meteorologists can keep track of the amount of rainfall by measuring either the volume or the height of rainfall in a rain gauge.
If the amount of rainfall increases, do both the volume and height of water in the rain gauge keep track of this increase? Explain your thinking.
(cont.)
Unit 3 • Investigation I

23. (cont.)
What does the precision of measuring height and volume depend on? Is there a difference in the precision of measuring height or volume? Explain your thinking.
(cont.)
Unit 3 • Investigation I

24. (cont.)
Unit 3 • Investigation I

25. Notes
Significant figures are the numbers one can read off of an instrument or piece of equipment, plus one more estimated number. The glassware or instrument being used in a measurement determines how many significant figures can be recorded. 55 50
(cont.)
Unit 3 • Investigation I

26. number of significant figs
Notes (cont.)
Significant Figures
Glassware
# of decimal places
reading: 10 ml of liquid
number of significant figs
Beaker
10 mL 2
Erlenmeyer Flask
Graduated Cylinder 1
10.0 mL 3
Graduated Pipette
10.00 mL 4
(cont.)
Unit 3 • Investigation I

27. Measuring Rainfall Data
Notes (cont.)
Measuring Rainfall Data
Height (inches)
0 in
7/8 in
1 7/8 in
2 7/8 in
3 7/8 in
Volume (milliliters)
0 mL
5 mL
10.0 mL
15.0 mL
20.0 mL
(cont.)
Unit 3 • Investigation I

28. Notes (cont.)
Two quantities are proportional if a graph of the two variables results in a straight line that passes through the origin (0, 0).
(cont.)
Unit 3 • Investigation I

29. Notes (cont.)
/ / / /2 4
Unit 3 • Investigation I

30. Check-In Answer the following question:
Suppose you find that 1.0 inch of rainfall in a graduated cylinder has a volume of 4.0 mL. What volume would you measure for 2.0 inches of rainfall?
A) 4 mL B) 4.0 mL C) 4.00 mL D) 8 mL E) 8.0 mL F) 8.00 mL
Explain your thinking.
Unit 3 • Investigation I

31. Wrap-Up
Precision differences in measurements are a result of the glassware or instrument that is used.
Significant figures are defined as all of the numbers that can be read directly from an instrument, plus one estimated number.
(cont.)
Unit 3 • Investigation I

32. (cont.)
The volume of water in a cylindrical container is directly proportional to the height of the water.
Graphs of two variables that are proportional always lead to a straight line through the origin.
Unit 3 • Investigation I

33. Weather Unit – Investigation I
Lesson 3:
Having a Melt Down

34. ChemCatalyst
Meteorologists measure the snowpack in the mountains to predict the amount of water that will fill the lakes and reservoirs. Do you think that 3 milliliters of snow is the same as 3 milliliters of rain? Explain your reasoning.
Unit 3 • Investigation I

35. The Big Question
How can you convert from volume of snowfall to volume of liquid water?
Unit 3 • Investigation I

36. You will be able to:
Understand the relationship between density, mass and volume.
Unit 3 • Investigation I

37. Notes
The density of a substance is the slope of the line for a graph of mass vs. volume.
Density = Mass/Volume
(cont.)
Unit 3 • Investigation I

38. Notes (cont.)
The slope of a line is the change in y divided by the change in x.
For a line that goes through the origin (0, 0), the slope is simply any value of y divided by the corresponding value of x.
(cont.)
Unit 3 • Investigation I

39. Notes (cont.)
Slope = Density
Unit 3 • Investigation I

40. Activity
Purpose: This activity allows you to relate volume of snowfall with volume of rainfall by using the density of snowfall and rainfall.
(cont.)
Unit 3 • Investigation I

41. Materials: (for each team of four students) 25 mL graduated cylinder
(cont.)
Materials: (for each team of four students)
25 mL graduated cylinder
Scale
Water bottle (small dropper or plastic pipette if water bottles are not available)
(cont.)
Unit 3 • Investigation I

42. Mass of water plus graduated cylinder (g)
(cont.)
Mass of the graduated cylinder empty: ______
Measured
Calculated
Mass of water plus graduated cylinder (g)
Mass of water (g)
Volume of water (mL)
Mass/volume (g/mL)
Unit 3 • Investigation I

43. Making Sense
Explain how you can relate volume of snow to volume of rain.
(cont.)
Unit 3 • Investigation I

44. (cont.)
water
snow
ice
(cont.)
Unit 3 • Investigation I

45. (cont.)
m1 / V1 = slope = m2 / V2
(cont.)
Unit 3 • Investigation I

46. Proportional Analysis
(cont.)
Example Problem I:
Imagine you have a box that is 5.0 mL in volume. What mass of ice will just fit this box?
Proportional Analysis
0.92 g = _ x __
1 mL mL
x = (0.92)(5.0) = 4.6 g
Dimensional Analysis
5.0 mL g = 4.6 g
1 mL
(cont.)
Unit 3 • Investigation I

47. Proportional Analysis
(cont.)
Example Problem II:
You have 20 grams of snow with a density of 0.50 g/mL. What volume does this snow occupy (how many milliliters)?
Proportional Analysis
0.5 g = g
1 mL x mL
x = (20) = 40 mL
Dimensional Analysis
20 g mL = 40 mL
0.5 g
Unit 3 • Investigation I

48. (cont.)
Example Problem III:
If you have 100 mL of snow, what volume of water do you have? (You must first find out what mass of snow you have and then convert that to volume of water.)
(cont.)
Unit 3 • Investigation I

49. Step 1: Proportional Analsysis Step 2: Proportional Analsysis
(cont.)
Step 1: Proportional Analsysis
0.5 g = x g
1 mL mL
x = (0.5)(100 mL) = 50 grams
Step 2: Proportional Analsysis
1 g = g
1 mL x mL
x = (1)(50) = 50 mL
Unit 3 • Investigation I

50. Step 1: Dimensional Analysis Step 2: Dimensional Analysis
(cont.)
Step 1: Dimensional Analysis
100 mL g = 50 grams
1 mL
Step 2: Dimensional Analysis
50 mL g = 50 mL
Unit 3 • Investigation I

51. Check-In
You have equal masses of snow and rain. Which has a greater volume? Explain your thinking.
What is the mass of 14 mL of rainwater?
Unit 3 • Investigation I

52. Wrap-Up
Density is a measure of the mass of a substance per unit of volume.
If the ratio between two quantities is constant then a graph of these two quantities will be a line that passes through the origin.
(cont.)
Unit 3 • Investigation I

53. (cont.)
Water can have different densities depending on whether it is snow, ice or liquid (rain).
When a substance changes phase (from solid to liquid to gas) it changes density.
Unit 3 • Investigation I

54. Weather Unit – Investigation I
Lesson 4:
It’s Sublime

55. ChemCatalyst Describe the differences between the two.
Why do you think one is called “dry” ice?
Unit 3 • Investigation I

56. The Big Question
How different are the densities of a solid and a gas of the same substance?
Unit 3 • Investigation I

57. You will be able to:
Understand the change in density as a substance goes from a solid to a gas.
Unit 3 • Investigation I

58. Activity Materials: 5-20 grams of dry ice per team of students
Styrofoam cooler or ice chest
Scale
Medium plastic garbage bags—five-gallon size
Twist tie
(cont.)
Unit 3 • Investigation I

59. (cont.)
2 Oven mitts
Five gallon bucket or other cylindrical receptacle (Note: 5 gallons ~19 liters)
(cont.)
Unit 3 • Investigation I

60. Copy this table into your notebook.
(cont.)
Copy this table into your notebook.
Note: This table is different than the one in your book.
(cont.)
Unit 3 • Investigation I

61. Safety Note: Use gloves – dry ice can cause frostbite.
Unit 3 • Investigation I

62. Making Sense
If you sublime 1 mL of CO2 (s), what volume will the gas occupy?
How many times larger than the volume of the solid carbon dioxide is the volume of the carbon dioxide gas?
(cont.)
Unit 3 • Investigation I

63. (cont.)
(cont.)
Unit 3 • Investigation I

64. Which model is correct? (cont.) (cont.)
Solid CO Gas Model A Gas Model B Gas Model C
Which model is correct?
(cont.)
Unit 3 • Investigation I

65. How do we find the volume of the solid? D = m/V or V = m/D
(cont.)
How do we find the volume of the solid?
D = m/V or V = m/D
We know m = g (from our data table)
D = 1.56 g/mL (from graph)
So do the math . . .
Unit 3 • Investigation I

66. Sample Data
Unit 3 • Investigation I

67. Wrap-Up
Sublimation occurs when a substance goes directly from a solid phase to a gas phase (or vice versa).
The density of a gas is about 1/1000 the density of the same solid.
Unit 3 • Investigation I

68. Weather Unit – Investigation I
Lesson 5:
Water World

69. ChemCatalyst
Suppose a quantity of rainwater occupies a volume of 1 mL.
What volume do you think the rainwater occupies as water vapor? Explain your thinking.
When water changes phase what other changes take place? Name at least three changes.
Unit 3 • Investigation I

70. The Big Question
How are volume, density, and phase of water related to weather?
Unit 3 • Investigation I

71. You will be able to:
Explain the increase in volume as 1 mL of water goes from a liquid to a gas.
Unit 3 • Investigation I

72. Activity
Purpose: The purpose of this lesson is to explore how phase changes are related to volume changes, density changes, and the water cycle in general.
Part I: Comparing densities
Densities of various substances have been labeled in the Density Landscape handout.
(cont.)
Unit 3 • Investigation I

73. (cont.) (cont.) cloud rain H2O (l), 1.00 g/mL ice H2O (s), 0.92 g/mL
happy bear
carbon dioxide subliming from dry ice, CO2 (g), g/mL
iron anchor
Fe (s), 7.87 g/mL
mine shaft leading to gold, Au (s), g/mL
oil
pine log
0.5 g/mL
helium blimp
g/mL
water vapor subliming from snow, H2O (g), g/mL
aluminum cooler
Al (s),
2.70 g/mL
dry ice to preserve fish
CO2 (s), g/mL
fire extinguisher containing liquid carbon dioxide
CO2 (g), 1.2 g/mL
lake
snow
H2O (s), g/mL
air at 3000 m above sea level
g/mL
air at sea level
g/mL
molten lava
2.2 g/mL
solid lava
2.4 g/mL
(cont.)
Unit 3 • Investigation I

74. Part II: Average rainfall
(cont.)
Part II: Average rainfall
A map of average rainfall in the United States (in inches/yr) is shown below.
Unit 3 • Investigation I

75. Making Sense
How are volume, density, and phase of water related to the weather?
Unit 3 • Investigation I

76. Notes Phase Change Drives the water cycle and weather
Results in changes in volume and density
Unit 3 • Investigation I

77. Check-In As water moves around the water cycle, its volume changes.
If rainwater occupies a volume of 1 mL, what volume will it occupy when it forms water vapor?
What is the main reason for the increase in volume during this phase change?
Unit 3 • Investigation I

78. Wrap-Up
The density of a substance in the solid phase is nearly the same as its density in the liquid phase.
The density of a substance in the gaseous phase will be much lower than its densities in the liquid and solid phases. Gases are about 1000 times less dense than liquids and solids.
(cont.)
Unit 3 • Investigation I

79. (cont.)
The density of a substance has a great deal to do with where that substance can be found on the planet in relationship to other substances.
Unit 3 • Investigation I