Properties of Matter Unit Packet - Weebly



Properties of Matter Unit Packet

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Name: _____________________________ Period: _______

|Date: |Lesson/Worksheets/Labs: |Score: |

|(subject to change) | | |

|Every Day |Starter Questions (1 box/day) |/12 |

|Every Day |WS: Properties of Matter Unit Vocabulary |/58 |

|8/1 (B) or 9/1 (A) |Lesson: Properties of Matter |

| |WS: Describing Matter |/28 |

|14/1 (B) or 15/1 (A) |Lab: Crime Scene |/33 |

|16/1 (B) or 17/1 (A) |Lab: Acid Base |/63 |

|18/1 (B) or 22/1 (A) |Lesson: Phases of Matter |

| |WS: Bill Nye Phases of Matter |/30 |

|23/1 (B) or 24/1 (A) |WS: Phase Questions |/43 |

| |Lab: Boiling Water |/38 |

|25/1 (B) or 28/1 (A) |Quiz: Properties of Matter Unit |/24 |

| |WS: Properties of Matter WA Review |/36 |

|Properties of Matter Unit Walk Away |29/1 or 30/1 |

Starter Questions: (3 points each)

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(1 point each written item)

Main Concepts of Properties

1) All ________________ is made up of ______________________ and/or ___________________.

2) ______________________ are dependant upon the amount of _____________ _____________________ the substance. And how the ______________ affects ___________________________________________________ in the substance.

3) All substances __________________________ at a certain temperature unique for that substance. ___________ and ______________ don’t matter…

4) The ___________________ difference between each phase is the _____________ of _________________ the atoms and molecules have.

________________________________________________________________________

Vocabulary Terms:

1) Chemistry

Definition:

2) Matter

Definition:

3) Substance

Definition:

4) Mixture

Definition:

Examples (write multiple):

5) Elements

Definition:

Examples:

6) Molecules

Definition:

Examples:

7) Properties

Definition:

Fill in the chart:

| | |

| | |

8) Changes:

Fill in the chart:

| | |

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9) Phases:

What are phases?

What are the main phases?

10) Solid:

a. Amount of Energy:

b. Bond strength:

c. Shape:

d. Volume:

e. Molecule Distance:

11) Liquid:

a. Amount of Energy:

b. Bond strength:

c. Shape:

d. Volume:

e. Molecule Distance:

12) Gas:

a. Amount of Energy:

b. Bond strength:

c. Shape:

d. Volume:

e. Molecule Distance:

13) Melting:

__________________________ ________________________

14) Evaporation (vaporizing):

__________________________ ________________________

15) Condensing:

__________________________ _________________________

16) Freezing:

__________________________ _________________________

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Use the text book to find the answers to the questions/blanks on this worksheet:

Extra Words to Define:

1) Physical Property:

2) Chemical Property:

3) Atom:

4) Chemical Bond:

5) Chemical Formula:

6) Solution:

1. The study of the properties of matter and how matter changes is called:

2. Is the following sentence true or false? Table sugar and table salt are pure substances.

3. A(n) ________________________ property is a characteristic of a pure substance that can be observed without changing the substance into something else.

4. Complete the table by classifying each property as either a physical or chemical property.

|Properties of Matter |

|Property |Physical or Chemical? |

|Ability to Burn | |

|Color | |

|Flexibility | |

|Ability to Tarnish | |

|Ability to Freeze | |

|Ability to Rust | |

5. A pure substance that cannot be broken down into any other substances by chemical or physical means is a(n) ________________________.

6. Is the following sentence true or false?

The basic particle from which all elements are made is a molecule.

7. When atoms combine, the force of attraction that holds them together is a(n)

8. How many atoms of hydrogen are in this water molecule?

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Compounds

9. What is a compound?

10. What is the ratio of atoms in carbon dioxide, or CO2?

11. What is the chemical formula of carbon monoxide?

12. Is the following sentence true or false?

When elements chemically combine, they form compounds that have properties that

are similar to those of the uncombined elements.

Mixtures

13. A(n) ________________________ is made of two or more substances that are together in the same place but are not chemically combined.

14. What are two ways in which mixtures differ from compounds?

a.

b.

15. Circle the letter of each mixture below that is heterogeneous

a. damp soil

b. sugar water

c. brass

d. salad

16. Is the following sentence true or false? A solution is an example of a homogeneous mixture.

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Using chemistry to solve crimes is a very common practice. Chemical and physical properties of substances can be used to match a suspect to a crime scene. This is very frequently done with blood samples, but as no one was willing to donate about a quart of blood for this experiment, we will have to use simpler substances.

Question: Can you match a suspect to the crime scene?!

Materials:

-Test tube samples (given by teacher) -1 towel

-1 test tube rack -tape -pen

-Sample of iodine -sample of vinegar -sample of water

Procedure:

1-place a placemat on the desk to keep your desk clean

2-get one test tube rack

3-get 3 of each test sample for your rack

4-at your desk, label each sample (to help keep track)

5-use the medicine dropper to test each sample for each test

(Water will be added to every sample)

6-record your results in the data table on the back

7-when your tests are completed; wash out each test tube in the sink

(failure to clean up, will result in loosing 50% off your score)

8-return your CLEAN test tubes and CLEAN racks to the front

9-complete the questions that follow

KEY:

Use the following terms to fill in your table based upon the lab results:

No change = no rxn occurs (they just form a mixture)

Dissolved = the particles are simply dissolved in the liquid

Fizzed = reaction caused bubbles to actively form

Turned (Color) = describe a specific color resulting from the rxn

|Sample |Test: Adding Water |Test: Adding Vinegar |Test: Adding Iodine |

|Cornstarch (Control Sample) | | | |

|Baking soda (Control Sample) | | | |

|Baking powder (Control Sample) | | | |

|Powdered Sugar (Control Sample) | | | |

|Crime Scene (Test Sample) | | | |

|Suspects A | | | |

|(Test Sample) | | | |

|Suspect B | | | |

|(Test Sample) | | | |

Questions: 2pts each

1) Which test was most helpful to determine the different substances present for the Crime scene and the Suspects?

2) Can you connect a suspect to the crime scene?

3) Which substance did both the crime scene and the suspect have in common?

4) What were some possible factors (variables) that made analyzing the results difficult?

5) Why is a simple observation of only physical properties alone not sufficient to make solid conclusions of our substances?

6) Which suspect did you infer was the guilty one (circle one)?

SUSPECT A SUSPECT B BOTH INNOCENT BOTH GUILTY

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Lab—Cabbage Colors

In our previous labs we have been learning about using Chemical and Physical properties and changes to identify unknown substances, ingredients, and even match up suspects to crime scenes. Today, you will see how we can use Chemical and Physical properties and changes to see the types of chemicals in substances! Remember, Properties are used to identify unknown things!!!

Important Information:

*Cabbage juice can be used as an indicator. An indicator lets us know when a particular substance/ chemical is present. Cabbage juice is an indicator for acids and bases.

*All chemicals are acids, bases, or neutrals.

*Acids can range from so strong that they burn your skin, to very weak. Acids are common in food and other household substances. Acids have the chemical property of turning an indicator yellow/orange/red.

*Bases are the opposite of acids, but they can be just as dangerous. Bases are also common in food and household substances. Bases have the chemical property of turning an indicator green/blue/purple.

*Neutrals are neither acidic nor basic. Neutrals will generally not react with indicators.

Colors to look for:

Write the color each of these substances would appear if it came in contact with cabbage juice.

Acids: ______________ Bases: _____________ Neutrals: ________________

Materials:

-8 Test tubes -White “Spot Plate” -Goggles

-Substances to be tested -Medicine droppers -Beaker

-120 mL cabbage juice

Procedure:

1. Have everyone in your group put their goggles on now. (Splashed chemicals WILL damage your eyes!)

2. Look at the data table below. Make predictions as to what color each substance should turn when mixed with cabbage juice. EX: Blue and Yellow = Green

3. Add no more than 2-3 drops of the Substance to a basin on the spot plate.

4. Add no more than 2-3 drops of indicator to the same basin. Observe the color (rxn) that occurs. Be as specific as possible with your colors. EX: “Maroon” or “dark pink” instead of just saying “red”

5. Based on this reaction, decide whether the substance is an acid, base, or neutral and record it in the chart.

6. Decide if the reaction indicates a strong, weak or medium chemical and record this in the table.

7. Clean up your materials—Failure to clean up will result in 50% loss of score for ENTIRE GROUP!!!

Data Table:

|Substance |Beginning Color |Predicted |Rxn Color |Acid, Base, or |Strong, Weak or |

| | |Color | |Neutral? |Medium |

| | |(when mixed with | | | |

| | |Indicator) | | | |

|Vinegar | | | | | |

|Baking Soda Solution | | | | | |

|Alum Solution | | | | | |

|Soda Pop | | | | | |

|Ammonia | | | | | |

|Hydrochloric Acid | | | | | |

|(HCl) | | | | | |

|Citric Solution | | | | | |

|Vegetable Oil | | | | | |

Lab Questions:

1. Name TWO physical properties that the substances you were testing share.

2. What happened to the physical properties of each substance when the cabbage juice was added?

3. Name one chemical property of cabbage juice (the indicator liquid):

4. What indicator did you observe that proved a chemical change (Rxn) was occurring?

5. Which substances tested have the chemical property of being an acid?

6. Which substances tested have the chemical property of being a base?

7. If bases range from weak (greens) to strong (purples), what was the “strongest” base?

9. If acids range from weak (yellows) to strong (reds), what was the “strongest” acid?

10. Which substances were “neutral” (no acid or base indicators)?

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1) What is matter?

2) What are the three phases of matter?

3) What is the only difference between melted steel and solid steel?

4) How do you turn a liquid into a solid?

5) What happens to the heat that the freezer takes out?

6) How cold is liquid Nitrogen?

7) How much heat is required to change liquid Nitrogen into a gas?

8) What creates pressure?

9) What do scientists call “absolute zero”?

10) Why can’t we reach “absolute zero”?

11) How fast are molecules moving in a solid?

12) How fast are molecules moving in a liquid?

13) How fast are molecules moving in a gas?

14) How do we know that an invisible gas is really matter?

15) Why does gas have weight?

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Purpose: To find the boiling point of water at our elevation (1640 m, or 4790 ft) as compared to sea level. And to understand the graph that phase changes make.

Materials: 250 mL beaker, ice, thermometer, thermometer clamp, ring stand, Bunsen burner, tubing.

Procedure:

1. Set up apparatus as demonstrated

2. Add ~100 mL of water (fill with ice to top of beaker & a tbs of rock salt)

3. Record the temperature to 3 minutes (6 - 30 second intervals).

4. Light the Bunsen burner.

5. Record the temperature for every 30 seconds continuously!!!

6. Indicate on your data table when the water is boiling (as close as possible)

7. Let it boil for 3 minutes

8. Graph your results

9. Clean up the lab – prepare it for another group. Use warm water!!!

10. Answer the questions

Data: (15 points)

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Graph: Label on the graph as close as possible the boiling point of your water sample (10 points)

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Questions: (2 points each)

1. What temperature is your boiling point?

2. Share your data with 3 other groups and calculate the average; What is the average boiling point of the three groups?

3. How does your boiling point temperature compare to the boiling point of San Diego (at sea level) with a boiling point of 100°C?

4. What do you think may have caused the difference?

5. Is boiling a physical or chemical change?

6. How does this lab prove that not all substances will boil at 100 degrees Celsius?

7. What are the “bubbles” in boiling water made of?

8. What is happening to the molecules of water as they are heated?

Conclusion: What are two things you learned? Be specific and write in complete sentences.

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(2 points each)

1) What happens to our original substance in a Physical Change?

2) What happens to our original substance in a Chemical Change?

3) Do all substances change phase at the same temperatures? How can you know for sure? (use an example from our own room)

A:

Example:

4) What is the one big factor that determines which phase of matter a substance is in? (Check your notes!!!)(Hint: It is NOT temperature!!!)

5) Review your terms: The following terms describe what you have to do to change the phase of a substance. Write the starting and finishing phase for each change. (like this: “starting phase”-“final phase”) (1 point each)

A: Melting:

B: Freezing:

C: Evaporating:

D: Condensing:

6) What is the temperatures of phase changes for water (the normal ones): (1 point each)

A: Freezing:

B: Melting:

C: Evaporating:

D: Condensing:

12) If a sample of water was measured to be at 45 degrees Celsius, what phase would it be?

13) If a sample of water was measured to be at 112 degrees Celsius, what phase would it be?

14) If a sample of water was measured to be at -12 degrees, Celsius, what phase would it be?

15) A pot of water is boiling on a stove. How do you know for sure that the pot and the water sample have different boiling points?

16) Why don’t lakes of water boil?

Fill in the Blanks:

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1) In the Crime Scene lab, some of your samples “fizzed” (active spontaneous bubbling). Fizzing is an example of which type of change?

Attempt: ______________________________________________________

Correct: ______________________________________________________

2) If I were to take a metal wire and bend it around a corner, this would be an example of which type of change?

Attempt: ______________________________________________________

Correct: ______________________________________________________

3) What could we do to determine if two unknown substances were the same thing?

Attempt: _____________________________________________________

Correct: ______________________________________________________

4) All phase changes are which type of change?

Attempt: ______________________________________________________

Correct: ______________________________________________________

5) What about this phase graph would be different if we changed substances?

Attempt: ______________________________________________________

Correct: _______________________________________________________

6) What happens to a substance in ALL Physical Changes?

Attempt: ______________________________________________________

Correct: _______________________________________________________

7) Water in a pot is heated to the point of boiling. The evaporation into a vapor is which kind of change?

Attempt: _______________________________________________________

Correct: ________________________________________________________

8) A flat spot on a phase graph represents what?

Attempt: ________________________________________________________

Correct: _________________________________________________________

9) What happens to ALL substances when they are changed chemically?

Attempt: _________________________________________________________

Correct: __________________________________________________________

10) What evidence do you have that dissolving a substance in water is a physical change?

Attempt: ___________________________________________________________

Correct: ____________________________________________________________

11) How would you determine if a change of color was a chemical or physical change?

Attempt: ____________________________________________________________

Correct: _____________________________________________________________

12) Burning is always which type of change?

Attempt: ____________________________________________________________

Correct: ____________________________________________________________

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Identify each as a Chemical or Physical property: (1 point each)

|Rusted | |

|Color Change | |

|Evaporate | |

|Boiling | |

|Burning | |

|Dissolving | |

|Rough texture | |

|Fizzed | |

|Melted | |

|Density | |

|Exploded | |

Answer each question with the best possible quick answer: (1 point each)

|Which property change involves a complete change in the substance?| |

|How would we know if two substances were the same based upon 2 | |

|chemical reactions? | |

|Which property change involves NO change in the substance? | |

|What would be an example of an indicator for a chemical change | |

|(reaction) | |

Which of these reactions are the same pure substances?

Circle the two substances that are the same (1 point each)

|Substance |Added heat |Added Acid |Added Water |

|A |Melted |Fizzed |Rusted |

| B |Melted |Produced a gas |Rusted |

| C |Combusted |Turned green |Absorbed some water |

1) What did you look for to specifically match the two substances?

2) Which test(s) would be a physical change?

3) Which test(s) would be a chemical change?

A crime scene has produced blood samples that we can analyze. Blood was also found at the home of a competing business owner. If blood has been moved from one place to another, the samples can often be contaminated. But if they react in very similar ways, we can argue that they are probably the same sample:

|Blood |Added Vinegar |Added Iodine |Added Water |

|Type O |Turned green |Fizzed |No change |

|Type AB |Became transparent |Turned Purple |Fizzed |

|Crime scene |Turned green |Formed Bubbles |No change |

|Suspect |color changed |Active fizzing |No change |

(1 point each)

4) What indicators would lead you to believe this suspect might be guilty?

5) What indicators would lead you to believe this suspect might be innocent?

6) Why might the results be difficult to tell for absolute certain?

7) Which tests are physical changes?

8) Which tests are chemical changes?

List the phases and phase changes of water right on this diagram: (1 point each)

1) If a sample of water was measured to be at 65 degrees Celsius, what phase would it be?

2) If a sample of water was measured to be at 112 degrees Celsius, what phase would it be?

3) What would be the indicator for a color change being a chemical change?

4) A pot of water is boiling on a stove. How do you know for sure that the pot and the water sample have different evaporation points?

5) You open your freezer door and a small amount of your ice cubes instantly turn to water vapor. What kind of change is this?

6) In your kitchen, you mix baking soda and vinegar together. The solution begins to actively fizz. What kind of change is this?

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Being absent does not excuse you from missing work! It is your responsibility to get caught up!

Make-up labs will be scheduled during Pride Time if you miss a lab. Make sure you come to these make up days!

If you miss a starter question day, the questions are posted to the unit page on the class website after the class is over.

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If you are missing any part of this worksheet, you can view the lessons on the unit page any time. The answer key will also be posted on the website after the review day (before the test)

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Turns into

Turns into

Turns into

Turns into

Terms: Solid Condense Increase Energy Liquid Freeze Decrease Energy Gas Melt

Vaporize (boil, evaporation)

Phase Change:

Phase Change:

Phase Change:

Phase Change:

Energy:

Energy:

Energy:

Energy:

Time:

Temperature:

100°C

0°C

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If you are absent for this Lab; there will be a make up lab posted online on the unit page of the class website. If you do not have access to a computer at home, come see me in Pride Time.

If you are absent for this Lab; there will be a make up lab posted online on the unit page of the class website. If you do not have access to a computer at home, come see me in Pride Time.

If you are absent for this video; it can be viewed at any time on You Tube at home or you can check it out in the school media center during Pride Time.

If you are absent for this Lab; there will be a make up lab posted online on the unit page of the class website. If you do not have access to a computer at home, come see me in Pride Time.

If you are absent for this Quiz; the questions/slides and answer key can all be found on the unit page of the classroom website. Please have it complete when you turn in the packet.

If you are absent for this Worksheet; you can come in during Pride Time to view the textbook needed for the answers.

If you are absent for this worksheet; there are no special equipment needed. Simply use the online lessons to help you find the answers or use your previous notes.

If you are absent for this worksheet; there are no special equipment needed. Simply use the online lessons to help you find the answers or use your previous notes.

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