Alchemy Unit

Investigation I*:

Defining Matter

Lesson 3: Tools of the Trade

Lesson 2: Whatsa Matter?

Lesson 1: Penny for Your Thoughts

Lesson 4: All That Glitters

*Lesson order shifted slightly to address

safety concerns.

Alchemy Unit – Investigation I

Lesson 3:

Tools of the Trade

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

ChemCatalyst

• Matter is defined as anything that has

mass and occupies space. Make a list

of at least 4 tools or pieces of

equipment you think a chemist might

use in order to measure the mass and

volume of some matter.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

The Big Question

• What tools do chemists use when

studying matter?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

You will be able to:

• Name and explain the uses of some of

the equipment used in studying

chemistry.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Activity

Purpose: In this lesson you will be introduced to the many different laboratory tools that chemists use. You will become acquainted with the layout of your lab and with the location and use of safety equipment within your lab.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Making Sense

• What tools did you use in the penny

lab on the first day of class?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Check-In

Where are these items located in your

classroom? (Sketch or describe)

• graduated cylinder

• test tube rack

• eye wash

• Erlenmeyer flask

• scale or balance

• fire extinguisher

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Wrap-Up

• Chemists have a set of tools that are

useful for studying matter.

• Chemistry laboratories have a number

of potential hazards. It is important that

you behave responsibly and know how

to use the safety equipment.

Alchemy Unit – Investigation I

Lesson 1:

Penny for Your Thoughts

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

ChemCatalyst

Long ago, early scientists tried to turn

ordinary things into gold. This pursuit

was called alchemy and the people who

engaged in alchemy were called

alchemists.

• Do you think the alchemists were

successful in turning things to gold?

Explain your thinking.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

The Big Question

• Can we turn a penny into gold?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

You will be able to:

• Follow a procedure using lab

equipment and describe your

observations.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Activity

Purpose: In this activity you will be transforming a copper penny and discussing what happens.

Safety Note: You must wear safety

goggles at all times. DANGER! Sodium

hydroxide will burn skin, eyes, and

clothing. (cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

(cont.)

© 2004 Key Curriculum Press.

Do the LAB!!!!!

Unit 1 • Investigation I

© 2004 Key Curriculum Press.

Analysis Questions:

Complete the following in your journal…

1. Describe what you observed during your

experiment.

2. What do you think happened to turn the

penny silver?

3. What do you think happened to turn the

penny gold?

Unit 1 • Investigation I

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Making Sense

• Do you think you made real gold?

• How could you find out?

Alchemy Unit – Investigation I

Lesson 2:

Whatsa Matter?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

ChemCatalyst

Modern chemistry is defined as the study

of matter.

• What do you think matter is?

• Name two things that are matter and

two things that are not matter.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

The Big Question

• What is matter?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

You will be able to:

• Describe some properties of matter

and classify things as "matter" or "not

matter."

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Activity

Purpose: In order to study matter, it is important to understand what matter is and what qualities all matter possesses. In this lesson you will work to come up with a definition for matter.

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Matter Unsure Not Matter

(cont.)

© 2004 Key Curriculum Press.

The LIST!!!

toothpaste

Electricity

A star

Juice

Sound

The ocean

Fear

DNA

Peanut butter

Unit 1 • Investigation I

Clouds

Batteries

Saliva

Helium

Democracy

Car exhaust

Gasoline

Paper

bacteria

A cell

Wisdom

Heat

A dog

Wind

Atoms

soil

STAMP CHECK

© 2004 Key Curriculum Press.

With your team!

1. Make a list of what properties the things in

the matter category have in common.

These properties MUST apply to ALL

things that are matter!

2. Come up with a definition of matter using

these properties.

– STAMP CHECK!

Unit 1 • Investigation I

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Making Sense

• Pick one of the items that you consider

to be “not matter”.

• State why you believe that particular

item is something other than matter.

• Show how it doesn’t fit your definition

of matter.

–STAMP CHECK

© 2004 Key Curriculum Press.

If you have time…

Could we experience heat without matter?

Discuss your ideas on this relationship

between heat and matter.

INK the main points of your discussion.

Unit 1 • Investigation I

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Here are some textbook definitions of

matter:

• Matter is anything that has mass and

volume.

• Matter is anything of substance in the

known universe.

• Matter is anything that takes up space.

Notes

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

• Energy is the ability of a system to do

work or supply heat.

• Energy is not considered to be matter

because it does not take up space nor

does it have mass.

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Check-OUT

Which of the following can be classified as

matter according to our definition? And WHY?

a) a beam of sunlight

b) an automobile

c) an idea

d) your breath

e) rain

f) sadness

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Wrap-Up

• Matter is everything that takes up

space.

• Matter exists in many forms.

© 2004 Key Curriculum Press.

Homework…

1) Someone might claim that air is not matter

because you cannot see it. Write a

paragraph showing how you would prove to

the class that air has substance and IS

matter!

Unit 1 • Investigation I

Alchemy Unit – Investigation I

Lesson 4:

All That Glitters

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

ChemCatalyst

In the year 1 B.C., King Hiero

commissioned the creation of a golden

crown. However, he didn’t believe that

the goldsmith used all gold. He asked

Archimedes to determine if the crown

was solid gold.

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

• Do you think Archimedes could determine if the crown was solid gold by putting it under water? Why or why not?

• What happens to the water level in a container if you submerge a crown in the water?

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

The Big Question

• How can we use mass and volume to

prove whether or not a substance is

gold?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

You will be able to:

• Find the mass, volume, and density of

solid objects.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

• Mass is the amount of stuff or

substance. We measure mass by

measuring weight on a scale or

balance.

• Volume refers to the amount of space

occupied by a substance.

Notes

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Activity

Purpose: It is not always easy to tell one

form of matter from another. This activity

will show you how to differentiate

between different forms of matter by

examining density, one of the physical

properties of matter.

density = mass ÷ volume

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Data and Calculations

Metal Mass

(g)

Volume of

water

(mL)

Volume of

water with

metal (mL)

Volume of

metal

(mL)

2-inch long gold-colored rod

2-inch long silver-colored rod

4-inch long silver-colored rod

(cont.)

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Densities of metals

copper zinc gold aluminum brass

9.0 g/mL 7.1 g/mL 19.3 g/mL

(cont.)

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Making Sense

• Could you use density information to determine if the golden penny you made in class is gold? Why or why not?

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

• Density is defined as the mass per unit

volume or how much “stuff” there is in a

certain space.

d = m v

• The intrinsic property of a substance is a

property that doesn’t depend on size and

shape (for the same temperature).

• It is generally not possible to deduce the

density of a substance from its appearance.

Notes

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Check-In

In 1999 the United States Mint produced

a coin called the Golden Dollar. It

features an image of Sacagawea, the

famous Native American guide for Lewis

and Clark. It has a mass of 9.8 g and a

volume of 1.1 mL.

• What is the density of this coin?

• The density of gold is 19.3 g/mL. Is this

coin truly gold? Explain.

© 2004 Key Curriculum Press.

Unit 1 • Investigation I

Wrap-Up

• Density is an intrinsic physical property

of matter. It is a measure of the mass

per unit of volume of a substance.

• One substance can be distinguished

from another by examining its intrinsic

physical properties.