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Chapter 3 – Particular Properties

Chapter 3 – Particular Properties. Chapter 3. Write the Section Header “Particular Properties” in your notebook. Update your Table of Contents with the correct page number. Let’s look at the chapter planner (p. 100)

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Chapter 3 – Particular Properties

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  1. Chapter 3 – Particular Properties

  2. Chapter 3 Write the Section Header “Particular Properties” in your notebook. Update your Table of Contents with the correct page number. Let’s look at the chapter planner (p. 100) Linking Question: How does the property of electrical conductivity sort materials into categories. Key Idea: Characteristics of the charge of materials help classify matter.

  3. Particular Properties • Readpages 104-105 (Explore Particular Properties) • Notes: You will work in teams to investigate the properties of several common chemical compounds. • You will organize the compounds based on the results of your investigation. • You will learn what is happening at the microscopic level to explain your macroscopic observations. • You will be performing 6 different tests on 8 compounds. • You will use your observations and logic to sort the substances into groups with similar properties

  4. Write down the Materials List from page 106 into your notebook (You don’t need to include aprons and glasses but write down everything else!) Please note: when the book says “deicer”, it really means “de-icer” Please note: ADD vinegar to the list of materials.

  5. Particular Properties Create a data table in your notebook to record your data. Think about how many columns and rows you will need to record all your data. You will need 7 Columns and 9 Rows! Column Headers are: Compound Appearance Hardness Conductivity (as a solid) Solubility in H20 Conductivity (as a liquid/solution) Relative Melting Point

  6. Particular Properties Fill in the Compounds Column with the names of the 9 (NINE) compounds we will be testing. You can find the list of compounds in YOUR notebook, under the Materials section!

  7. Check Point… • What we’re testing [from the book]: • Aspirin • Cornstarch • De-icer • Epsom salts • Candle wax (paraffin) • Sugar • Table salt • Vitamin C • We are testing [added to our list]: • Vinegar

  8. Relative Comparisons vs. Numerical Measurements There is a difference between measuring and comparing objects. If we felt compelled to group mammals according to hair length we could measure everyone’s hair or we could just estimate instead. We can classify hair as ‘short’, ‘medium’, and ‘long’. We don’t have to MEASURE the hair length in order to group the subjects. This is called a “Relative Comparison”. If we spent the time to measure the average hair length on every mammal, we could group them more accurately but it would take a long time! Medium hair Long hair Short hair

  9. The Tests we’ll run…(homework if necessary) • In each group: • We are going to divide the tests into four groups: • 1) Appearance and hardness • 2) Relative Solubility (of liquids and of solids) • 3) Melting Point • 4) Conductivity • Each person pick one of the Protocols on pages 108-109. Draw a step-by-step “cartoon” of your test(s). This will serve as your procedure. Make sure to note any safety issues! • The person that drew the cartoon is the expert for that test – do what they say! This person is called the “Test Leader” for that experiment. • If you only have three people, one person should do the Appearance/Relative Hardness test AND another of their choice.

  10. Lab Rules We will be using a butane torch to determine relative melting points. Long hair and loose clothing must be tied back. Do NOT operate the torch without an adult present. Anybody who is horsing around and not following directions will be removed from class with a detention and 0 for the lab. When you are done with your investigation, you must clean all your materials and return them to the kits. You must clean up your lab station. You must “check out” with me before leaving the lab. I will check your materials and station to make sure that they are returned to their starting condition.

  11. Lab Groups – 4th Period Group 3 Harrison Jacob Julianne Hyram Group 2 Ana Alden Maddie Group 4 Hannah Emma Evan Group 1 Kaitlin Mackenzie Ashland Nicholas

  12. Lab Groups – 5th Period Group 4 Dayna Miranda Brianna Colton Group 3 Whitney Stella Kelsey Riley Group 1 Abby B. Andrew S. Cody Cierra Group 2 Isaac B. Cecilia Dana K Group 6 Chayla Annie Shaun Taylor Group 5 Veronique Isaac M. Rebekah Will Group 7 Jacob Tess Matt Group 8 Anna Katie K. Austin

  13. Lab Groups – 6th Period Group 3 Sofia Jakob Mark Mason Gavin Group 2 Dylan B. Curtis Ameya Mary Group 1 Seth Reid Tanner Anna Group 4 Spencer Jacob E. Jimmy Dylan S. Group 5 Ashley Jordan Braden Joel

  14. Day Two

  15. Appearance Test Fill in the Appearance column, using the “Appearance Test” Protocol. Follow the instructions of the “Test Leader” for the Appearance test.

  16. Paraffin Melting Test: We will “DEMO” this instead of having each group test it… cleaning the test tubes is a pain in the neck! :)

  17. Epsom salt is NOT table salt! It is actually Magnesium sulfate, a compound containing magnesium, sulfur and oxygen. It is MgSO4. Kosher vs Table salt: Chemically there is little difference between kitchen salts. Both are at least 97% NaCl. But there are significant differences in the way they are made! Table salt is mined from underground salt deposits, and includes a small portion of calcium silicate to prevent clumping. Because of its fine grain a single teaspoon of table salt contains more salt than a tablespoon of kosher or sea salt. Kosher salt contains no preservatives and is often derived from seawater. It is particularly useful in preserving, because its large crystals draw moisture out of meats and other foods more effectively than other salts. !

  18. The Rest of the Tests • Complete the remainder of the tests in any order you choose. • Follow the instructions of the “Test Leader” for each test.

  19. Day 3

  20. What do we do with the data? Categorize: try to make categories for your compounds. Can you find any patterns or trends??? Compare categories with other teams…try to come up with at least one “statement” that relates a category to conductivity. Be awesome and save the world CATEGORIZATION: don’t do it with people, but do it with this stuff

  21. Why does our room smell like marshmallows on a campfire???

  22. Group Discussion Time In your table group, pick ONE categorization Present it to the class!

  23. Videos of conducting Solid Sodium Chloride - Conductor, or Not???

  24. Reflect/Connect • Reflect/Connect: • Reflect and Connect, p. 107-108, # 1-3

  25. Reading Sidebar • Read “Electrical Conductivity”, p 110-111 • Take notes as you go along. • Anything in this section is “test-able”… do you feel comfortable that you took enough notes as you read???

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