Chemistry #3 Notebook States of Matter

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1 Name Hour Test Date Group # Chemistry #3 Notebook States of Matter LEARNING TARGETS I CAN model the motion and arrangement of particles in typical solids, liquids and gasses. I CAN describe how the motion and arrangement of particles change when a substance changes state. I CAN interpret a phase change diagram. I CAN calculate the density of rectangular prism using the correct units. I CAN calculate the density of irregular shapes using the correct units. I CAN explain why water is weird. Chemistry # 3 Vocabulary: BOILING/CONDENSATION POINT The temperature at which a liquid turns to a gas or the other way around. ENERGY The ability to cause change or do work. THERMAL ENERGY The energy in a substance due to the motion of its particles. GAS State of matter in which rapidly moving and widely spaced particles do not come in contact unless they collide. LIQUID State of matter in which particles flow and are in constant contact with each other. MELTING/FREEZING POINT The temperature at which a solid turns into a liquid or the other way around. PHASE CHANGE - A change in the state of matter caused by temperature or pressure changes. SOLID State of matter in which the closely spaced particles vibrate in place, keeping their relative location. STATE OF MATTER Describes the form (solid, liquid, gas) of the substance. DENSITY The amount of mass in a given space. g/ml The unit of measure for the density of a liquid. g/cm 3 - The unit of measure for the density of a solid.

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3 YTS #1 Modeling a Change in the Motion and Arrangement of Particles 1. SOLID - Watch as your teacher adds thermal energy to the metal sphere. What do you notice? Draw what you think may be happening to the particles that make up the metal sphere. Did this demonstration model a change in the motion of the particles or the arrangement of the particles? 2. LIQUID - Fill one container about ¾ full with hot water and the other container about ¾ full with cold water. At the same time, use droppers to put one drop of blue and one drop of yellow food coloring in each container at the exact same time. What do you notice? Did this demonstration model a change in the motion of the particles or the arrangement of the particles? 3. GAS - Fill one container about ½ full of hot water and the other container about ½ full of cold water. Take the empty water bottle and dip the top in the bubble solution so there is a thin film covering the top. Place the empty water bottle in the hot water (this will heat the air inside) and then into the cold water (the air molecules will transfer their heat to the cold water). Then, go back and forth. Draw and label a diagram to show what happens. Did this demonstration model a change in the motion of the particles or the arrangement of the particles?

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5 Melting and Freezing- Melting Freezing Boiling and Condensation-

6 Boiling Condensation You re The Scientist #2 A Strange Phase Change Can a solid turn directly into a gas? This phase change is called. An example of sublimation is. Can a gas turn directly into a solid? This phase change is called. An example of deposition is.

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8 YTS#3 - Density Boxes (Tissue Boxes) What measurement is the same between the boxes (mass or volume)? What measurement is different between the boxes (mass or volume)? Describe how you visualize the arrangement of the particles that are hidden within the boxes. Box A Box B Box C Box D Box E

9 YTS #4 Determining the relationship between mass and volume. Let s play around with the relationship between mass and volume of different objects. 1. All the cubes have the same volume. Using the formula v = l x w x h, calculate the volume of the cubes. Record this in the data table for all cubes. 2. Using a triple beam balance find the mass of four cubes. Record the mass in the data table. Cube (Letter) Volume (cm 3 ) Mass (g) Draw particles as tightly packed or loose Possible Ratios (m) OR (V) (V) (m) (m) OR (V) (V) (m) (m) OR (V) (V) (m) (m) OR (V) (V) (m) Check the key on the board for volume and mass accuracy! 3. Now that you have measured the mass of each item, draw particles in each cube in the chart to show if the particles are tightly packed or loosely spaced. 4. STOP HERE and wait for whole class instruction from your teacher. 5. Compare the volume and mass of each cube using ratios. Create two ratios (fractions) for each cube using mass and volume. Record this data in the table. 6. Circle the ratios for each cube which best shows how tightly packed the atoms may be. 7. The ratio we decided best described how closely the particles are packed was :

10 Mass = grams = g Volume milliliters ml Mass = grams = g Volume cubic centimeters cm 3 m v

11 YTS #5 Find the density to identify an unknown solid object. Most objects are not perfect rectangular prisms. What do we need to do if we can t use a ruler and a formula to find the volume of the object? What are the important things to remember when measuring the volume of a solid object with using a graduated cylinder? 1. Using a triple beam balance, find and record the mass of any 3 cylinders. 2. Using find and record the volume of same 3 cylinders. 3. Calculate and record the density of each object. Cylinder Mass (g) Volume (ml or cm 3 ) (Letter) Final Volume Initial Volume = Total Volume Density (g/ml or g/cm 3 ) 4. Use the chart to identify your three cylinders. Substance Density (g/ml or g/cm 3 ) Brass 7.5 PVC 1.4 Aluminum 2.7 Polyethylene 0.94 Nylon 1.1 Based on the density, I found cylinder to be the substance. (letter) Based on the density, I found cylinder to be the substance. (letter) Based on the density, I found cylinder to be the substance. (letter) 5. Use the key on the board to check your accuracy. If your measurements are totally off, remeasure and recalculate. 6. List all 5 substances in order from least to most dense.

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13 YTS #6 Find the Density of Water and Ice 1. Your teacher put 25 g of water into the freezer last night. Find the density of this ice. Ice Mass = Volume = Density = 2. Put 25 ml of water into a graduated cylinder and find the density. Water Mass = Volume = Density = Both the ice and water had a mass of 25g, what do you notice about the volume of ice compared to the water? What could have caused this have happened?

14 Draw a model of ice and water with same mass (same # of particles) but different volumes to show how ice can be less dense than water. This is (ice/water) This is (ice/water)

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16 Substance As it FREEZES show what happens to the motion and arrangement of the particles. As it MELTS show what happens to the motion and arrangement of the particles. Water Most other substances Time to look back at all the Learning Targets on the first page! Are you ready for the test?

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