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Station 1: Branches of Chemistry
Match the word with the correct definition, key phrase, picture, and chemist examples. Use the blank table to help you organize the cards. Repeat until you get all of the matches correct without looking at the key.
|Branch of Chemistry |Definition |Key Phrase |Picture |A Chemist of this type might… |
|Organic Chemistry |The study of most carbon containing compounds |Carbon |[pic] |Develop a new use for Buckyballs (a hollow |
| | | | |sphere made of carbon) |
|Inorganic Chemistry |The study of all substances containing elements other |No carbon |[pic] |Synthesis a new polymer made out of a compound|
| |than carbon | | |containing silicon called silicones |
|Physical Chemistry |Study of the properties and changes of matter and |Energy |[pic] |Measure the amount of energy released in an |
| |their relation to energy | | |exothermic reaction |
|Analytical Chemistry |The identification of the components and composition |Identification |[pic] |Determine the concentration and composition of|
| |of materials | | |a lake sample |
|Biochemistry |The study of the substances and processes occurring in|Living things |[pic] |Develop a new drug that slows down the adverse|
| |living things | | |effects of Parkinson’s disease |
|Theoretical Chemistry |The use of math and computers to understand chemical |Math |[pic] |Create a computer model to predict the |
| |behavior and predict the properties of new compounds | | |properties of a new type of Buckyballs made |
| | | | |with boron |
|Branch of Chemistry |Definition |Key Phrase |Picture |A Chemist of this type might… |
|Organic Chemistry | | | | |
|Inorganic Chemistry | | | | |
|Physical Chemistry | | | | |
|Analytical Chemistry | | | | |
|Biochemistry | | | | |
|Theoretical Chemistry | | | | |
Station 2: States of Matter
Draw particle diagrams for a solid, liquid, and gas. Using the cards provided, place the phrases and examples under the correct particle diagram.
|Solid |Liquid |Gas |
|Does not change shape in a container |Changes shape in a container, may not fill the entire container |Changes shape in a container, will expand to fill the entire container |
|Ice |Bottled Water |Steam |
|Particles are packed tightly together, vibrate in place |Particles can flow past one another |Particles can move about freely, collide with each other |
|Limestone |Lava |Oxygen |
|Definite volume |Definite volume |Volume is not definite |
|Definite shape |Shape is not definite |Shape is not definite |
|Not fluid |Fluid |Fluid |
|Not compressible |Not compressible |Compressible |
|Rigid |Not rigid |Not rigid |
|Most Dense | |Least Dense |
Station 3: Density
Write your answers on the white board provided. Make sure to show all of your calculations.
1. Answer the following on the white boards provided.
2. A block of aluminum occupies a volume of 15.0 mL and weighs 40.5 g. What is the density?
3. Mercury metal is poured into a graduated cylinder that holds exactly 22.5 mL. The mercury used to fill the cylinder weighs 306.0 g. From this information, calculate the density of mercury.
4. A sample of an element has a volume of 78.0 mL and a mass of 189.2 g/mL. What is the density in g/mL of the sample? Record and bubble in your answer to the nearest tenth below.
[pic]
5. Suppose you have a sample of an unknown mineral with a mass of 154 g. You place the sample in a graduated cylinder filled with water to the 36 mL mark. The sample sinks to the bottom of the cylinder and the water level rises to the 82 mL mark. What is the density of the sample?
|Substance |Density (g/cm3) |
|marble |2.7 |
|sugar |1.6 |
|table salt |2.2 |
|wax |0.87 |
6. An unidentified white substance has a mass of 33 g and a volume of 15 cm3. Based on information in the chart, the white substance is most likely—
a. marble.
b. sugar.
c. table salt.
d. wax.
7. What is the density at 20oC of 12.0 milliliters of a liquid that has a mass of 4.05 grams?
a. 0.338 g/mL
b. 2.96 g/mL
c. 16.1 g/mL
d. 4.6 g/mL
[pic]
8. A student builds the density column illustrated above. A correct conclusion is that—
a. corn oil is denser than glycerin.
b. wood is more dense than plastic.
c. rubber is less dense than corn syrup.
d. steel is the least dense material in the cylinder.
9. A block of maple wood with a volume of 405 cm3 and a density of 0.67 g/cm3 is sawed in half. The density of the two smaller blocks is now—
a. One-fourth the original density
b. One-half the original density
c. Two times the original density
d. The same as the original density
[pic]
10. The volume of a rock was found using water displacement as illustrated in the picture above. If the mass of rock is 45.6 g, what is the density of the rock? Record and bubble in your answer to the nearest tenth below.
[pic]
|Substance |Amount (mL) |Time (minutes) |
|dish detergent |5 |0.9 |
|honey |5 |1.4 |
|motor oil |5 |1.3 |
|shampoo |5 |0.7 |
11. A student records the time it takes for an equal amount of four substances to flow a distance of 5 cm down a plastic ramp. Based on the recorded data, the substance with the lowest viscosity is most likely—
a. dish detergent.
b. honey.
c. motor oil.
d. shampoo.
12. Swimmers find that they can float more easily in the ocean than in a freshwater pond. The most likely reason for this phenomenon is that the—
a. Viscosity of pond water is greater than that of ocean water
b. Density of ocean water is higher than that of pond water
c. Temperature of pond water is lower than that of ocean water
d. Mass of ocean water is greater than that of pond water
13. Which procedure is best to use when determining the density of a rock?
a. Place the rock in a water-filled beaker and find the height at which the rock floats above the water.
b. Use a ruler to measure the rock’s dimensions and then find its mass using an analytical balance.
c. Measure the mass of the rock on a balance and then find the volume of water it displaces in a graduated cylinder.
d. Place the rock in three liquids with different known densities and observe which liquid the rock floats in.
a. Station 4: Chemical and Physical Properties
PART I: Determine if the properties listed on the cards are chemical or physical. Place each of the cards on the correct side.
PART II: Determine if the physical properties listed on the cards are extensive or intensive. Place each of the cards on the correct side.
BOTH PARTS MUST BE COMPLETED TO EARN CREDIT FOR THIS STATION.
|Physical Properties |Chemical Properties |
|Physical Properties |Chemical Properties |
|Odor |Burning |
|Taste |Flammability |
|Hardness |Ability to Rust |
|Texture |Ability to Tarnish |
|Color |Requires altering the composition of the substance |
|Melting Temperature |Reacts with acid to form H2 |
|Boiling Temperature |Supports combustion |
|Density |Reacts with water to form a gas |
|Does not require altering the composition of the substance |Reacts with a base to form water |
|Solubility (dissolves) |Can neutralize a base |
|Extensive Properties |Intensive Properties |
|Extensive Properties |Intensive Properties |
|Mass |Density |
|Length |Color |
|Volume |Melting Point |
|Hardness |Boiling Point |
|Size |Freezing Point |
|Weight |Odor |
|Height |Luster |
| |Conductivity |
| |Concentration |
Station 5: Chemical and Physical Changes
PART I: Determine if the changes listed on the cards are chemical or physical. Place each of the cards on the correct side.
PART II: Fill in the following table by listing the 4 indicators of a chemical change and then describe what you might observe in the laboratory.
PART III: Determine if the following pictures are examples of physical or chemical changes. If the change is chemical, write the indicator(s) that helped you determine it was a chemical change. Record your answers on the white board provided.
All THREE PARTS MUST BE COMPLETED TO EARN CREDIT FOR THIS STATION.
|Physical Changes |Chemical Changes |
|Physical Changes |Chemical Changes |
|Boiling |Bicycle rusting after it is left in the rain |
|A sugar cube dissolving in water |Compounds are broken down into elements |
|Condensing |Souring of milk |
|Melting |Frying an egg |
|Evaporating |Digestion of food |
|Ripping Paper |Decomposition of a fallen tree |
|Ice forming when water is placed in a freezer |Photosynthesis |
|Watercolor paint drying on paper |Fireworks exploding |
|Bending wire |Glow stick |
|Candle melting |Oxidation |
|Molding clay |Tarnishing silver |
|Chopping wood |Corrosion of a battery terminal |
|A pot of water boiling |Baking a cake |
|Chewing food |Candle burning |
|Change that alters the form or appearance, but not a new substance |Elements combine to form compounds |
|Combining two colors of Play-doh |Produces new substance |
Fill in the following table by listing the 4 indicators of a chemical change and then describe what you might observe in the laboratory.
|4 Indicators of a Chemical Change |In the laboratory, |
| |this would look like… |
|1. | |
|2. | |
|3. | |
|4. | |
[pic][pic][pic][pic][pic][pic][pic][pic][pic][pic]
Station 6: Types of Matter
Determine if the matter or phrase listed on the cards are elements, compounds, homogeneous mixtures, or heterogeneous mixtures. Place each of the cards in the correct column.
|Pure Substances |Mixtures |
|Element |Compound |Homogeneous |Heterogeneous |
| | | | |
|Element |Compound |Homogeneous Mixture |Heterogeneous Mixture |
|Homogeneous (same throughout) |Homogeneous (same throughout) |Same throughout; Can be separated physically |Different throughout; Can be separated physically |
|Cannot be broken down chemically or physically |Can be broken down chemically |Individual components retain their original |Individual components retain their original |
| | |properties |properties |
|On the periodic table |2 or more elements chemically combined |2 or more elements and/or compounds physically mixed |2 or more elements and/or compounds physically mixed |
|Ca |H2O |Sugar water |Soil |
|O2 |CaCl2 |Pure air |Salad dressing |
|Au |Na2CO3 |Kool-aid |Concrete |
|One or more atoms of the same type of element |CO2 |Steel |Parts are sometimes visible |
|1 capital letter in symbol |2 or more capital letters in chemical formula |Solution |Rocky road ice cream |
Station 7: Scientific Method
PART I: Answer the questions about each Simpson’s scenarios on the white boards provided.
PART II: Answer the multiple choice questions on the white boards provided. Justify your answers.
|Smithers thinks that a special juice will increase the productivity of workers. He creates two |Identify the: |
|groups of 50 workers each and assigns each group the same task (in this case, they're supposed |1. Control Group |
|to staple a set of papers). Group A is given the special juice to drink while they work. Group B|2. Independent Variable |
|is not given the special juice. After an hour, Smithers counts how many stacks of papers each |3. Dependent Variable |
|group has made. Group A made 1,587 stacks, Group B made 2,113 stacks. |4. What should Smithers' conclusion be? |
| |5. How could this experiment be improved? |
|Homer notices that his shower is covered in a strange green slime. His friend Barney tells him |6. What was the initial observation? |
|that coconut juice will get rid of the green slime. Homer decides to check this this out by |Identify the- |
|spraying half of the shower with coconut juice. He sprays the other half of the shower with |7. Control Group |
|water. After 3 days of "treatment" there is no change in the appearance of the green slime on |8. Independent Variable |
|either side of the shower. |9. Dependent Variable |
| |10. What should Homer's conclusion be? |
|Krusty was told that a certain itching powder was the newest best thing on the market, it even |Identify the- |
|claims to cause 50% longer lasting itches. Interested in this product, he buys the itching |11. Control Group |
|powder and compares it to his usual product. One test subject (A) is sprinkled with the original|12. Independent Variable |
|itching powder, and another test subject (B) was sprinkled with the Experimental itching powder.|13. Dependent Variable |
|Subject A reported having itches for 30 minutes. Subject B reported to have itches for 45 |14. Explain whether the data supports the advertisements claims about its product. |
|minutes. | |
1. After 15 minutes the food coloring in Beaker A is evenly spread throughout the beaker, while Beaker B contains a thin layer of food coloring only at its bottom. These observations support the theory that convection currents in a fluid form more quickly if the fluid has—
a. warmer layers at the bottom
b. a covering on its surface
c. reduced pressure on the bottom
d. contact with a cooler surface
2. The smell of an ammonia solution used to clean a floor can quickly be detected throughout a house. Scientists explain this phenomenon by theorizing that gas molecules from the ammonia are in continuous random high-speed motion, drifting rapidly and permeating the air. Which statement best demonstrates the strength of this theory?
a. Scientists have observed tiny smoke particles moved by unseen particles in rapid, irregular fashion.
b. Scientists have unanimously agreed on this theory since Thomas Graham’s experiments in the 1820s.
c. The possibility of another theory being formed to explain the phenomenon as well is very remote.
d. Reason, as opposed to experimentation, is superior to any explanation found through chemical testing.
[pic]
3. Which of the following conclusions is supported by these data?
a. Alertness is directly related to level of distraction.
b. Shuffling methods can affect alertness.
c. Alertness levels vary during the day.
d. Long periods of rest improve alertness.
Clouds are more beautiful on winter
days than on summer days.
4. This statement is a poor hypothesis because it is not—
a. a question
b. testable
c. observable
d. a comparison
[pic]
5. Which is the best question to ask before developing a reasonable hypothesis for the phenomenon shown above?
a. Why does water crystallize into a solid below 0oC instead of remaining a liquid?
b. How will the freezing time from 20oC to –15oC change if each container is covered?
c. Why does boiling the water cause it to freeze more quickly when cooled from 20oC to –15oC?
d. What is the precise boiling point of the water in Sample A after it has been heated?
6. Which of these is a hypothesis that can be tested through experimentation?
a. Bacterial growth increases exponentially as temperature increases.
b. A fish’s ability to taste food is affected by the clarity of aquarium water.
c. Tadpoles’ fear of carnivorous insect larvae increases as the tadpoles age.
d. The number of times a dog wags its tail indicates how content the dog is.
7. Two science students discovered that the mass of a sample of acetone in an open beaker decreased within a few minutes. One student hypothesized that the acetone reacted with oxygen to form a gaseous compound that escaped. The other student believed that the acetone evaporated into the air. What should the students do to test these hypotheses?
a. Combine the hypotheses so they give valid predictions of the acetone’s behavior
b. Conduct a study of original papers describing the experiments leading to acetone’s discovery
c. Perform an experiment that attempts to identify the gas above the open beaker
d. Ask a classmate’s opinion about the chemical and physical properties of acetone
[pic]
8. The table shows times required for water to evaporate from identical containers. Which of these is the best question to ask before developing a reasonable hypothesis to explain the data?
a. Why does a lower temperature slow the rate of evaporation?
b. What is the boiling point of the water after both samples are heated?
c. Why does water exist as a solid at -15oC and as a liquid at 25oC?
d. How does the rate of evaporation change when a different container is used?
Station 8: Safety
PART I: The following story describes the behavior of an uninformed chemistry class regarding safety rules. You need to find 10 statements that are violations of the safety rules, number the statement, and change the statement so it follows the safety rules. Use a white board marker to write on the plastic page protector.
PART II: Name at least 5 safety rules that are being broken in the picture. Write your answers on the provided white board.
As 5th period begins, students start filtering into the science laboratory, excited about the scheduled experiment. The instructor gives detailed directions for conducting the experiment, emphasizing points to be observed for safety. The students set about their tasks. Bob has piled his books and papers on his workbench where he is going to be working with a burner and acids. Dave comes into class late and starts picking up containers of chemicals while disturbing the other students by asking questions. Jerry didn’t quite finish his lunch before class, so half a sandwich is laying on his workbench. He takes a bite as he works on his experiment and is drinking water from a beaker. Sam has been transferring dry chemicals a pinch at a time using his fingers. Nancy is pouring acid into a beaker, but has nothing to protect her clothing. Henry pours acid into a beaker. A little acid splashes onto his face dangerously close to his eye. Don and Sally are working together on a procedure that calls for heating a substance in a test tube. Sally holds the tube with the lower end in the flame of the burner. The open end is pointed directly at her lab partner. Jane is wearing an attractive blouse with large puffy sleeves and some dangling bracelets. As she reaches for a reagent, her arm passes over her burner. Having finished early, Donna decides to do a little experimenting on her own by mixing a few things together to see what will happen. Rushing to put things away before the bell rings, Larry grabs the cord to the hot plate and jerks the plug from the wall socket. The bell rings, ending another fun period in science lab.
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Liquid
Gas
Solid
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