Properties of Matter Solids, Liquids, & Gases

1. Properties of MatterSolids, Liquids, & Gases

2. Matter • What is matter? • What are three common states of matter? • How are molecules of a solid, liquid, and gas arranged? • Do the molecules of a solid vibrate? • How would you describe a solid? • How would you describe a liquid? • How would you describe a gas?

3. BB Demonstration • Solids- The molecules are tightly packed. • Liquids- The molecules are loosely packed and take the shape of the container. • Gases- The molecules are free to move around within their container. * Draw the model include “vibration” marks * Human model

4. Water changing states • What kind of energy must be added in order for a solid to become a liquid? • What kind of energy must be taken away in order for the liquid to become a solid? • What kind of energy must be added in order for a liquid to become a gas? • What kind of energy must be removed in order for the gas to become a liquid? • What does gas vapor look like? Can you see it?

5. Food Coloring and Water • Fill a beaker with ice. • Fill a beaker with room temperature water. • Add a thermometer to each beaker. • Remove the beaker. • Add two drops of food coloring to each of the beakers and OBSERVE how the molecules act as they mix inside the two beakers. • Be ready to describe what each one looks like. • Teacher demonstration of boiling water.

6. Questions following • What is the freezing point of water in Degrees Celsius? • What is the melting point of water in Degrees Celsius? • What is the boiling point of water in Degrees Celsius? • Why did water reform into a liquid on the mirror when the water began to boil? • Can any substance turn from solid to liquid?

7. Properties of Matter: Relative Density/Mass

8. Density • Density is a very specific property of matter that can be CALCULATED. • The density of an object will remain the SAME, regardless of how big or small the object is. • Density can be used to IDENTIFY an unknown substance. • The density of water is 1.0 g/cm3

9. Will it sink or float? • If a substance is DENSER than water, its relative density will be GREATER than one and the substance will SINK if placed in water. • If it is LESS dense than water, it will have a relative density LESS than one and the substance will FLOAT if placed in water.

10. What do you think? • A substance has a relative density of 0.1 g/cm3. • A substance has a relative density of 1.1 g/cm3. • A substance has a relative density of 2.0 g/cm3. • A substance has a relative density of 0.8 g/cm3. • A substance has a relative density of 1.9 g/cm3. • A substance has a relative density of 0.3 g/cm3. • A substance has a relative density of 4.0 g/cm3. • A substance has a relative density of 0.3 g/cm3. • A substance has a relative density of 0.9 g/cm3.

11. Begin Lab • Draw the container of water in your lab notebook. • Label it “Density Predictions”. • Write the name of the soda above the container if you predict it will float. • Write the name of the soda below the container if you predict it will sink.

12. Lab continued… • Draw a second container of water in your lab notebooks. • Label it “Density Results”. • Record the actual results . • Write the name of the soda above the container if it floated. • Write the name of the soda below the container if it sank.

13. Triple Beam Balance • We will now use a Triple Beam Balance to measure the mass of each can of soda

14. Predict & Record the Mass • Make a T chart • Label one side “Prediction” and the other side “Actual Mass” • Make your predictions. • Measure the actual mass. • After you have measured the mass with the Triple Beam Balance, record the results in your T chart.

15. Conclusions • Why do you think some sodas floated and others sank? • Did the sugar content have anything to do with the soda’s relative density?

16. Properties of Matter: Solubility in Water

17. Stations for Solubility • Rotate through the four stations. • Read directions for each station. • Don’t forget to observe and record in your lab notebook.

18. Clear Soda • Draw the unopened soda bottle • Draw the open bottle

19. Questions to answer • How would you define “dissolve”? • What evidence can you share from the lab activity that shows how different substances dissolve?

20. Explanations • Some substances are able to dissolve in water and some are not. • Solids, liquids, and gases can all dissolve in water. • In the stations you observed, a solid (salt) and a liquid (food coloring) dissolve in water. • The soda demonstrated a gas (CO2) dissolved into water under pressure. • When the pressure was released, the gas came out of the solution. • Sand and vegetable oil were examples of a solid and liquid that will not dissolve in water.

21. Properties of Matter: Electrical Conductors

22. Complete a circuit • Using the wire, battery, and light bulb, build a complete circuit. • Once the light bulb lights up, draw a picture of the circuit in your lab notebook. Label all parts of the circuit. • How did you make the light bulb light up? • What role did the battery play in your circuit? • What role did the wire play in your circuit?

23. Switch • Use the three insulated wires to create an open and closed circuit. • Once you demonstrate you have an open and closed circuit, draw a picture of it in your lab notebook. • Were you able to make a circuit complete with the use of a switch? • Define closed circuit. • Define open circuit.

24. Test for conductors • Take each item and use your complete circuit to test whether it is a conductor of electricity or not. • If the bulb lights up when you add the item to your circuit, the item is a conductor. • If the bulb does not light up, the object is an insulator. • Draw and label the items as electrical conductors or electrical insulators in your lab journal.

25. Findings • Discuss findings about conductors and insulators • Remember that wood, glass, air, wax, cloth, and rubber are all insulators • All metals we tested were conductors. • Your body contains water and since water is a conductor of electricity, our bodies can get an electrical shock.

26. Definitions • Electrical Conductors- Conductors are materials that electricity easily passes through. They do not resist the flow of electricity. • Electrical Insulators- Insulators are materials that resist the flow of electricity. Electricity does not pass easily through them.

27. Discussion questions • What patterns did you observe in testing the electrical conductivity of the materials? • Where do you see examples of electrical conductive and insulating materials?

28. Properties of Matter: Thermal Energy

29. Materials • Thermometer • Jar with lid • Scissors • Roll of tape • Type of thermal insulating material

30. Purpose • What is the variable you will be testing in this experiment?

31. Procedure • Wrap and tape the insulation material around your jar. • Record the materials in your lab notebook. • After the jar gets wrapped, I will pour hot water into the jar. • Place a thermometer into the jar. • Record the temperature in Celsius in the table. • Do not pick up hot jar. • Each group share your initial temperature so all students can record the starting temperature. • All students record the initial temperature of each jar.

32. Spoon Dilemma • Feel the three types of spoons and rank each one from COOLEST to HOTTESTin your lab notebook. • Put spoons in hot water and put all three spoons the container. • Set timer for 3 minutes. • Read the temperature after 3 minutes and record in your lab notebook. • Touch each spoon handle and rank the spoons from COOLEST to HOTTEST in your lab notebook. • Was the ranking the same as before?

33. Thermal Insulators & Conductors • Thermal conductors allow heat to flow faster and easier. • Thermal insulators stop or slow down the flow of heat.

34. Heat Wrappers • Take the temperature of the jars again. • Record the temperatures in you lab notebook. • Each group share the “Final Temperature” with the rest of the class. • Each student record the temperature in your lab notebook.

35. Conclusions • Thermal conductors allow heat energy to go through materials. • Thermal insulators stop heat energy from going through materials quickly. • Which wrappers kept the heat from leaving the jars the best? • Which wrappers allowed the most heat to escape from the jars? • Why do you think some materials held heat and others did not?