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Chemistry Unit 1: Matter and Change Name ________________________Chapter 1: Pages 2-26*Block _________Chapter 10: Pages 316-341*Score: 54321Learning TargetsLearning Target AssessmentTest #1Test #2I can define chemistry and matter; classify and separate mixture and pure substances.I can identify and distinguish between physical and chemical properties and changes.I can explain the differences between gases, liquids, and solids using the Kinetic-Molecular Theory.I can analyze phase changes and interpret phase diagrams.Please note – Learning Target Checks (LTCs) cannot be retaken. Test #1 is worth 25 points and Test #2 is worth 15 points. Test #3 will be worth 10 points and with completion of this learning packet the opportunity to replace Test #1 score with the sum of Test #2 and Test #3 is available. You are strongly encouraged to monitor your level of understanding for the learning targets using the table above.*Modern Chemistry – Sarquis.Sarquis; Houghton, Mifflin, Harcourt (2017)DateMy homeworkDate My homeworkQuestions adapted from: Sarquis, M, Sarquis, J.L. (2017). Modern Chemistry Orlando, Florida: Houghton, Mifflin, HarcourtLT 1: I can define chemistry and matter; classify and separate mixture and pure substances.LEVEL 1 PRACTICE: Questions and ProblemsWhat is chemistry? How is chemistry used in your everyday life?Describe and provide an example for the following terms:Chemical-Example:Mass-Example:Matter-Example:Atom-Element-Example:Compound-Example:What is the difference between mass and matter?Which of the following, if any, are classified as matter: heat/light/energy? Explain your answer.Describe and provide an example for the following terms:Mixture-Example: Pure Substance-Example:Where does distilled water fit as matter? Why? *Where does tap water fit as matter? Why?Differentiate the breakdown of matter (compound, mixture, pure substance, homogeneous and element)Where would your favorite pop/soda fit on the matter flowchart? Explain.What makes something a mixture vs. a pure substance? Identify the following as a mixture or pure substance: A. table sugar________D. gasoline________B. brass________E. aluminum foil________C. air________F. tap water________ Identify the following as homogenous or heterogeneous mixtures:A. pop________D. chocolate milk________B.chex mix________E.rocky road ice cream________C.vanilla ice cream________F. iced tea________How can you tell the difference between a homogenous and a heterogeneous mixture? Strengthen your response with some examples from your morning or bedtime routine.How can you break down a pure substance?Compare and contrast the two types of pure substances?How can you break down a mixture?LEVEL 2 PRACTICE:Describe how you would separate the following mixtures? A. muddy waterE. sugar from waterB. sand and saltF. iron and sandC. the metals in brassG. pasta and waterD. tap water (separate impurities from water)You find an unknown substance that cannot be separated by filtration, evaporation, or distillation. Would the explanation that this substance is an element be scientifically valid? Explain.One way to make lemonade is to start by combining lemon juice and water, then adding sugar to suit your specific desire for sweetness. Is this combination classified as a compound of a mixture? Explain your answer.Suppose different parts of a sample material have different compositions. What can you conclude about the material?Check for Understanding:Compare and contrast mixtures with pure substances and provide pare the composition of sucrose purified from cane sugar and from sugar beets. Explain your answer.Identify an example of matter and something that is not matter and justify your examples of each. LT 2: I can identify and distinguish between physical and chemical properties and changes.LEVEL 1 PRACTICE: Questions and ProblemsWhat is the difference between chemical and physical properties? Provide an example of each. What is the difference between an intensive and an extensive property? Provide 2 examples of each.Identify the following as a physical or chemical property (Write P or C):a substance is white_________G. ice melts in your hand _________propane burns in the air _________H. lead is a dense material _________leaves change color in the fall_________I. sulfur has a strong smell _________a sample of iron has a mass of 10 g _________the boiling point of a water is 100 degrees Celsius _________copper turns green over time as it reacts with oxygen _________**Be sure you can justify your selection.Explain the difference between a physical and a chemical change. What questions can you ask to help differentiate chemical/physical changes? Identify the following as either a physical or chemical change (write P or C)A.water changing from solid ice to liquid water (melting) _________B.water mixing with sodium metal producing hydrogen gas _________C.paper torn into several smaller pieces of paper _________D.vinegar & baking soda mixed_________I. a car rusting_________E.bread toasting_________J. boiling an egg_________F. adding sugar to tea_________K. spoiled milk _________G. microwaving cheese to melt it_________L. paper burning_________H. cement hardening_________What are the four ways to determine if a chemical change has occurred? What typically causes both chemical and physical changes? 9. Name and describe the following parts of a chemical equation: substances on the left side:C. substances on the right side: the arrow and plus signs:10. Label the parts of the following chemical reaction:2KClO3 2KCl+3O2________________________LEVEL 2 PRACTICE:Explain whether the dissolving of NaCl in water is a chemical or physical change.A pure white, solid material that looks like table salt releases gas when heated under certain conditions. There is no change in the appearance of the solid, but the reactivity of the material changes.Did a chemical or physical change occur? How do you know?Was the original material an element of a compound? Explain.Provide 2 additional examples of physical changes and 2 additional examples of a chemical changes not mentioned on this sheet.Is breaking/boiling an egg an example of a physical or chemical change? Explain your answer.Check for Understanding: 1. Identify the following as intensive or extensive properties (Circle the correct choice):1.00 g/mlintensiveextensive1.00 liters intensiveextensive1.00 gramsintensiveextensiveBoils at 100 oC intensiveextensive100 JoulesintensiveextensiveMelts at 0oC intensiveextensiveDescribe your process while making selection above.Identify the following as a physical or chemical property (Circle the correct choice):ColorphysicalchemicalPhase change physicalchemicalSizephysicalchemicalBoiling/Melting Pt.physicalchemicalShapephysicalchemicalFlammable physicalchemicalOdorphysicalchemicalCombustible physicalchemicalDescribe your process while making selection above.Identify the following as a physical or chemical changes (Circle the correct choice):Melting Cheesephysical chemicalBreaking Glassphysical chemicalBurning a candlephysical chemicalSugar + waterphysicalchemicalSpoiled milkphysical chemicalVinegar + baking soda physical chemicalBoling an eggphysical chemicalMelting an Ice Cube physicalchemicalChange in colorphysical chemicalCement hardeningphysicalchemicalDescribe your process while making selection above.Identify the reactants and products in the following reaction:Potassium + Water Potassium hydroxide + Hydrogen gasLT 3: I can explain the differences between gases, liquids, and solids using the Kinetic Molecular Theory (KMT).LEVEL 1 PRACTICE: Questions and ProblemsDescribe the differences between a gas, a liquid and a solid in terms of the individual molecules. In which state do they move fast? Are packed close together? Take the shape of the container? Draw a picture to illustrate the three different states of matter. You may find organizing a table with the information helpful.What are the 5 assumptions the kinetic-molecular theory (KMT) is based upon for gases? What is an ideal gas? Under what conditions do gases typically not behave as ideal gases? Would He or H2O act more like an ideal gas (assuming similar conditions?) Why?4. For each of the following properties of GASES, define the property and describe how the kinetic-molecular theory explains the property:* (Be sure to use all 5 assumptions in your explanations – you need to know them!) 1) expansion, 2) fluidity, 3) low density, 4) compressibility, 5) diffusionWhat happens to gas particles when the gas is compressed? Heated?*What is the relationship between temperature, speed, and kinetic energy of gas molecules?*Describe a liquid. Why are both liquids and gases considered fluid? For each of the following properties of liquids, describe how the kinetic-molecular theory explains the property:*Relatively high density, 2) ability to diffuse, 3) ability to evaporate:Explain why liquids in a test tube form a meniscus.*What is the difference between evaporation and vaporization?What is a solid?What are the properties of solids? (6 – list and define each in your own words using the KMT) LEVEL 2 PRACTICE:What is plasma? Where can it be found in everyday life?How does the kinetic-molecular theory explain the pressure exerted by gases?Molecules of hydrogen escape from Earth, but molecules of oxygen and nitrogen are held to the surface and remain in the atmosphere. Explain. What is the difference between an amorphous solid and a crystalline solid?*Why do crystalline solids shatter into regularly shaped fragments when broken?*Check for Understanding:Using the assumptions of KMT, explain the following. You must state the assumption used in your answer.The smell of a candle fills the entire room.Your car tires lose tire pressure every winter.Gases have lower densities than liquids or solids of the same substance. Using circles to represent particles, draw a diagram that compares the arrangement of particles in the solid, liquid, and gas states. Indicate particle motion using arrows.Real gases do not always follow the postulates of the KMT. Would a gas at high or low temperature more closely follow the assumptions of the KMT? Explain your answer.Describe diffusion, which state(s) of matter diffuse (reference the KMT assumptions)?LT 4: I can analyze phase changes and interpret phase diagrams.LEVEL 1 PRACTICE: Questions and ProblemsWhat is a phase?Label the phase change diagram arrows below. Illustrate state particles using dots. 3. Which of the 6 phase changes occurs in each of the examples below? Phase changes may be used more than once. (page 330 may help)Describes how cream becomes ice cream _________________________________Describes how ice cubes “disappear” over time in a cup of water _________________________________Describes how dew forms from water in the atmosphere _________________________________Describes why the water level in a fish tank lowers over time _________________________________Describes how a cold drinking glass “sweats” in the sun _________________________________Describes how dry ice changes into CO2 gas _________________________________Describes how a mirror is formed from silver vapor in a vacuum _________________________________What happens when a liquid-vapor system at equilibrium experiences an increase in temperature? A decrease in temperature?*What is the difference between the triple point and the critical point in a phase diagram? Why does water have unique properties?How are the molecules in ice and liquid water arranged differently? Why does this allow ice to float?Is more energy required to melt one gram of ice at 0°C or boil one gram of water at 100°C? How do you know?*LEVEL 2 PRACTICE:Explain the relationship between atmospheric pressure and the actual boiling point of a liquid.*During the freezing of a substance, energy is being removed from that substance. Yet the temperature of the liquid-solid system remains constant. Explain this phenomenon. Why do pure liquids boil at higher temperatures under high pressures than they do under low pressures?Explain how the attractive forces between the particles in a liquid are related to the equilibrium vapor pressure of that liquid.Give two reasons that evaporation is a crucial process in nature.Check for Understanding:Provide examples and describe (changes of state and transfer of energy) all SIX phase changes. Label and describe the 4 points and regions on the phase diagram below.Partner Review ActivityUnit 1: What’s the Matter with Chemistry—Walking ReviewDirections: Find a different person who can answer each of the following questions. Ask them to write the answer in the box and sign their initials. You can do the same on their paper. When questions #1-10 have been completed by 10 different people, go back to your seat.What is a matter and what is it made of?Initials:_________Is CuSO4 an element, compound, homogeneous mixture or heterogeneous mixture?Initials:_________What are the 4 clues/indicators that a chemical change has occurred? Initials:_________What is a pure substance? What are the two subgroups and how are they different?Initials:_________Provide an example of a heterogeneous mixture and describe how it is different from a homogeneous mixture.Initials:_________Provide an example of an extensive AND intensive property and explain your choicesInitials:_________What is a mixture? What are the two subgroups and how are they different?Initials:_________Draw a material in all three states of matter and describe their particle motion.Initials:_________What is a physical change? Provide an example. Initials:_________How can mixtures be separated and how does this compare to separation of pure substances?Initials:_________Review lab conceptsReflect: What do I need to work on? What steps will I take to understand and apply the concepts better?CCRS for this Unit: DescriptionSecure (S)Developing (D)Beginning (B)ScoreCCRS #1How well do you productively work towards accomplishing goals?Creates and monitors a personal organization plan that sets and prioritizes goals within a timeframe.Examples: I finish all of my work on time and study frequently over the course of the unit; I use quizlet and/or review my review packets regularly, not just before LT Checks and tests.Creates a personal organization plan to accomplish a task or meet goals by using available resources and meeting deadlines.Examples: I finish most of my work on time and I study the night before a test or sometimes an LT Check, but not throughout the unit.Implements teacher-designed organization plan to accomplish a task or goal.Examples: I do not typically finish my work on time and rarely, if ever, study or prepare for tests and LT RS #2How well do you collaborate with others?Engages in interdependent work with others to solve problems through communication, questioning, and respectful discussion.Examples: I stay on task when working with others and work with my group to meet the assignment expectations/determine questions as necessary.Engages in work with others to solve problems while working towards developing habits of questioning and respectful discussion.Examples: I generally stay on task when working with a group, but I sometimes get distracted and/or lead the group off task.Participates in independent work and ask questions of others.Examples: I generally only work independently. I do not ask questions in a group or work with others in the RS #3How well do you utilize feedback for improvement?Initiates communication with others to seek and respond to specific information for growth toward a goal.Examples: I use assessments as a way to improve my learning by retaking LT Checks, asking questions about concepts and reviewing my tests carefully to learn from them.Responds to specific information for growth toward improving skills. Examples: I generally retake LT Checks, ask questions about concepts and review my tests, but I do not consistently do all threeResponds to feedback as a part of task completion.Examples: I rarely ask questions and do not retake LT Checks and/or review my tests RS #4How well do you demonstrate respect?Initiates interactions with others using language, body language, listening skills, and actions that contribute to a positive learning community.?Examples: ?I follow classroom rules concerning cell phone use, respectful classroom behavior, and kindness to other studentsUnderstands and acknowledges the impact of using language, body language, listening skills, and actions that contribute to a positive learning community.Examples: ?I often follow classroom rules concerning cell phone use, respectful classroom behavior, and kindness to other students, but I do need reminders sometimesRecognizes the impact of language, body language, listening skills, and action that contribute to a positive learning community.?Examples: ?I do not follow classroom rules concerning cell phone use, respectful classroom behavior, and kindness to other studentsCCRS UNIT REFLECTION: Complete a reflection on your current score recorded for all 4 standards that includes examples of how you have demonstrated or not demonstrated the standard. For all standards record a plan of action (POA) to work towards secure for the standard. ................
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