Name__________________________________________________Period____________Unit 2 – Matter

C.4 Science concepts: The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to:C.4A Differentiate between physical and chemical changes and properties. (Readiness) C4.B Identify extensive and intensive properties. (Supporting)C4.C Compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. (Supporting)C.4D Classify matter as pure substances or mixtures through investigation of their properties.

(Readiness)

Performance Indicators:1. In a formal laboratory report, present data and discuss the methods used for the identification of five different substances, the identification of each substance, and what data supports each identification (Mystery Powder Lab)

2. Write a summary report that describes the steps used to successfully separate a sample of matter into its components. Include a classification of each of the components as a pure substance or mixture (Classification of Matter Lab)

8/251st day stuff

8/26Lab safety and equipment

8/27Bunsen Burner lab

8/28Matter Notes

8/29Classification of Matter Lab(PI #2)

9/1

HOLIDAY

9/2Lab – Density of

Liquids

9/3Lab – Density of Solids

9/4Physical and Chemical Changes Lab

9/5Work day

9/8Lab Room

Lab – Food Dye Chromatography

9/9ReviewMust have all work turned in

9/10

TEST

9/11 9/12

Name___________________________________________________________Period_________Unit 2 Fill-in Matter Notes

Matter is ______________________________________________________________________

Mass _________________________________________________________________________

Volume _______________________________________________________________________

Mass vs Weight

Comparison of types of matter:

Compressibility Structure or arrangement of

particles

Motion of particles

Shape Volume

Solids NOT easilyCompressed

Particles are close together in a fixed (or

rigid)arrangement

Move slowly Fixed shape

Fixedvolume

Liquids

NOT easilyCompressed

Particles can flow and twist around each other

Move faster thansolids

Takes the

shape of its

container

Fixedvolume

Gases EasilyCompressed

Particles are far apart –also flowing

Move very quickly

Takes the

shape of its

container

Volume is equal to the volume of

its container

Phase Changes:Liquid → gas __________________________ gas → liquid _______________________Liquid →solid __________________________ solid → liquid _______________________Solid →gas __________________________ gas→ solid _______________________

Physical Property – Chemical Property -

Extensive Physical Properties – Intensive Physical Properties –

Physical Change – Chemical Change –

Classification of Matter

Elements are the simplest form of matter. Ex: anything on the periodic table, copper, iron, etcCompounds are 2 or more elements chemically combined. They have a definite ratio of elements. Ex: water is H2O (2:1 ratio). They can only be separated by a chemical reaction (like hydrolysis of H2O into H2 and O2 gas).Heterogeneous mixtures have different compositions. You can usually see the different composition of the substances. They can be separated by filtering. Ex; muddy water (dirt, water)Homogeneous mixtures have the same composition of the substances throughout. You cannot see the different parts. They are also called solutions (ex: saltwater). They cannot be separated by filtering, but can by evaporation or distillation. An alloy is a solution of metals (ex; brass is a solution of copper and zinc)

Separation techniques for separating mixtures:Distillation

Filtration

Solubility/Extraction

Chromatography

Magnetism

Evaporation

Name__________________________________________Period___________Date___________

Review for Unit 1 & 2 Test over Lab Safety and MatterAnswer all of the following questions and turn in before you receive your test in order to earn extra points on the test.1. Define matter

2. Define mixture

3. Define density

4. Define hazardous

Put a P for Physical Property or a C for Chemical Property for the following:_____ color _____ melting point _____ texture_____ conductivity _____ pH _____ toxicity_____ density _____ reactivity _____ viscosity_____ flammability _____ solubility

Identify these as a solid, liquid, or gas________________ most resistant to compression ________________ definite shape and definite volume________________ not easily compressed shape or volume_________________neither definite shape nor a definite volume_________________greatest amount of kinetic energy (which is energy of motion)

1. When a substance changes from a solid to a liquid:

Does the mass change? ______________________ Explain

Does the density change? _____________________ Explain

Does the volume change? _____________________ Explain

2. What are the only three extensive properties?

3. You are asked to measure out exactly 12 mL of a liquid. Would you choose to use a 25 mL beaker or a 25mL graduated cylinder? Explain your reasoning.

4. Why are you not supposed to put unused chemicals back into their original containers?

5. Which separation technique would BEST separate alcohol and water?

6. Which separation technique would BEST separate sugar and water?

7. Draw a flow chart for matter and include the following:Colloidal, compound, distillation, element, filtration, heterogeneous, homogeneous, matter, mixture, substance,

Name: __________________________________________ Period: ____ Date: _____________________________

Density of Solids Lab

Objective: Demonstrate an understanding of the concepts of volume, mass, and density using lab measurements to determine similarities and differences of these properties between objects of the same appearance.

Background Information:In this activity, the mass, volume, and density of two cubes and a bar will be determined and compared by measurement. The volume of any regular solid can be measured by determining the length, width, and depth and then using this equation:

Length x Width x Height = Volume

Once the solid objects mass and volume are known, the density may be found by using this equation:

Mass = Density OR m = DVolume v

Density is defined as an object’s mass divided by its volume. It is a characteristic property of all solid objects. Solids that have the same physical appearance or objects of different shapes and sizes may be identified by their densities. The density of a solid is commonly expresses as grams per cubic centimeter or g/cm3.

Materials:Bar Plastic Ruler (metric)Cube 1 Balance that is accurate to 0.1 gCube 2

Observations of Cube 1, Cube 2, and the Bar:

1. Pick up Cube 1 and Cube 2. Note any similarities or differences. Is one cube heavier than the other?______________________________________________________________________________

______________________________________________________________________________

2. Now pick up the Bar and compare it to Cube 1 and Cube 2. Is the Bar composed of the same

material as either of the cubes? How can we determine if the bar is made of the same material

as one of the cubes?

______________________________________________________________________________

______________________________________________________________________________

Lab Procedures:

1. Measure the length, width, and height of the heavier cube, Cube 1, in centimeters. Record the values in the data table below.

2. Using the equation on page one to compute volume, determine the volume of Cube 1. Record your findings in the data table below.

3. Find the mass of Cube 1 using the balance. Record the mass to the nearest 0.1 g in the data table below.

4. Determine the density of Cube 1 by using the equation on page 1 for finding density. Record your findings in the data table below.

5. Repeat steps 1-4 for Cube 2 and the Bar. Record all your findings in the data table below.

Objects Length (cm) Width (cm) Height (cm) Volume (cm3) Mass (g) Density (g/cm3)

Cube 1

Cube 2

Bar

Conclusions:1. How do the densities of Cube 1, Cube 2, and the Bar compare?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. From the data collected, are any of the three objects composed of the same material? How do you know this?______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Use the density table below to identify what material each item is composed of.

Density of Common Substances at 20°C in g/cm3

Gold 19.3

Mercury 13.6 Aluminum 2.70

Lead 11.4 Cork 0.24

Identity:

1. Cube 1 = _______________________________________________________________

2. Cube 2 = _______________________________________________________________

3. Bar = __________________________________________________________________

Accuracy:

1. Use this equation to determine how accurate you calculated density was for each of the Cubes and the Bar: Show your work for your calculations below.

Percent Error = │Calculated Density – Actual Density│ x 100 = _______________%Actual Density

2. What are some possible sources of errors in your calculated density?

Using the data for Cube 2 and the bar, plot a graph of mass versus volume. Draw a line

through the points. Be sure to include a title, label axes, and include units on your graph.

1. Determine the slope of the line on your graph ________________________________

2. What does this slope represent? ___________________________________________

3. What would be the mass of a 10cm3 sample of this metal? ______________________

4. What would be the volume of a 100g sample of this metal? _____________________

Name______________________________________Date_________________Period_________Food Dye Chromatography Lab

Pre-Lab Questions:1. What does the word chromatography mean (based on Greek words)?

2. How many synthetic dyes color all US food today?

2. What is the primary factor influencing the distance a sample will move along the chromatography paper compared to the solvent?

Data Table:To compare and identify compounds separated by paper chromatography, you can calculate the R1 (rate of flow) value for each dye using the formula: R1 = distance traveled by dye distance traveled by solvent frontTo maintain consistency, always measure from the pencil line marked at the bottom of the chromatography paper to the center of each sport. Record R1 values for each of the dyes.Distance traveled by solvent front _____________cm.Location from left

Name of dye or unknown

Sample color Distance traveledby dye (cm)

R1 calculated

1

2

3

4

5

6

7

8

9

Post-Lab Questions:1. Calculate the R1 value for each dye in both the pure solutions and unknown mixtures. Record

results in data table.2. Identify the dyes present in the unknown mixtures. Include supporting data and reasoning for your conclusions.

3. Compare the R1 values of the pure dyes. Which pairs of dyes appeared to have very similar properties, based on their R1 values, despite their different colors?

4. Which food dye(s) had the greatest interaction with or affinity for the paper versus the solvent? Explain.

5. You are asked to mix an additional experimental unknown and want to make sure the mixture is a challenging one. Using observations and data from the completed experiment develop a new three-dye component mixture that may be difficult to analyze. Explain why you chose this mixture.

Name_____________________________________________________________________Date_______________________Period________

CLASSIFICATION OF MATTER LAB

Matter Chemical Formula(s)Element/ Compound/

Heterogeneous Mixture/ Homogeneous Mixture

Pure Substance or

Mixture

Created Physically or Chemically?

Can separate into simpler substances?

(YES/NO)

Separated physically or chemically?

(P/C)

Copper BB's

Salt

Water

Aluminum Foil

Sand

Air

Charcoal (carbon)

Gravel

Sugar

Oil (Corn)

Salt and Pepper

Lucky Charms

Tea

1. Using 3 or more elements or compounds from the chart, create a HETEROGENEOUS mixture. PLEASE do not use too much of any of the materials.

a. What substances did you mix together:

b. Show the mixture to your teacher before proceeding. Teacher Initials 2. Using your knowledge of separation techniques, devise a method to separate your mixture into each of its original components. LIST your procedure below

(BE SPECIFIC and INCLUDE ALL STEPS!!):

a. Show your procedure to your teacher before proceeding Teacher Initials

3. NOW SEPARATE YOUR HETEROGENEOUS MIXTURE !! Show the separated components to your teacher before proceeding: Teacher Initials4. Using 2 or more elements or compounds from the chart, create a HOMOGENEOUS mixture. PLEASE don’t use too much of the materials!!

a. What substances did you mix together:

b. Show the mixture to your teacher before proceeding. Teacher Initials 5. Using your knowledge of separation techniques, devise a method to separate your mixture into each of its original components. LIST your procedure below

(BE SPECIFIC and INCLUDE ALL STEPS!!):

a. Show your procedure to your teacher before proceeding Teacher Initials

6. NOW SEPARATE YOUR HOMOGENEOUS MIXTURE !! Show the separated components to your teacher before proceeding: Teacher Initials

Name______________________________________Date____________________Period______

Physical & Chemical Changes Lab

IntroductionIn Chemistry, you should always be watching for changes when you perform lab experiments. Some changes will be obvious, like dramatic color changes and changes of state. Some will be almost undetectable, like the slow reaction between oxygen and iron to form rust. Sometimes there will be no change at all, but this observation of “no change” is just as important as observations of change.It is important that the observations you make and record in the lab be as specific and informative as possible. For example, you may observe a gas being given off as a result of a chemical reaction. You should write your observation as “gas formed” rather than “it fizzed”. Whenever possible, try to quantify the changes you observe using numbers or comparative terms like “large” or “small”. If you think the mass has changed, use a balance to determine how much the mass has changed. If you observe the “material became hotter”, use a thermometer to determine how much the temperature changed.

PurposeTo observe chemical and physical changes; to explain observations of changes accurately and completely; to recognize patterns of observations.

PredictionDo you think we will perform more physical changes or chemical changes in this lab? Why do you think so?

EquipmentScoopula test tube rack stirring rodsmall test tubes well plate

Materialsammonium chloride [NH4Cl (s)]calcium carbonate [CaCO3 (s)]calcium chloride [CaCl2 (s)]sodium bicarbonate [NaHCO3 (s)]starch (s)sucrose [C12H22O11 (s)]acetic acid [1M HC2H3O2 (aq)]iodine solution (aq)phenolphthalein indicator (aq)potassium iodate [0.1M KI2O4 (aq)]sodium bisulfite [0.05M NaHSO3 (aq)]sodium hydroxide [0.05M NaOH (aq)]sodium sulfate [1M Na2SO4 (aq)]strontium chloride [1M SrCl2 (aq)]

Safety Considerations• Iodine solution is corrosive to skin and eyes. Immediately wash spills and splashes off your skin and clothing using plenty of water.• Acetic acid and sodium hydroxide in these concentrations can also be damaging to the eyes.• Be sure you wear your goggles and lab apron for the entire lab.• Always report spills and splashes to your teacher.

Procedure1. Using the small test tubes, mix the following chemicals; use a pea-sized sample of each solid and ½ a test tube for each liquid or solution. Hold the test tubes over the sink when adding liquids. Stir each mixture with a stirring rod. Be sure to rinse the stirring rod after each use. Record your observations, quantifying them when possible.a. ammonium chloride + distilled waterb. calcium chloride + distilled waterc. sodium bicarbonate + acetic acid solutiond. calcium carbonate + acetic acid solutione. sucrose + distilled water2. Using a well plate, mix the following chemicals in the amounts listed. Stir each mixture with a stirring rod. Be sure to rinse the stirring rod after each use. Record your observations, quantifying them when possible.a. 5 drops sodium hydroxide solution + 1 drop phenolphthalein solutionb. 5 drops acetic acid solution + 1 drop phenolphthalein solutionc. 5 drops sodium bisulfite solution + 5 drops potassium iodate solutiond. a pea-sized sample of starch + 10 drops distilled water + 1 drop iodine solutione. 5 drops strontium chloride solution + 5 drops sodium sulfate solution

Data – you should create a data table in your lab write-up that looks something like this:Chemicals ObservationsChemicals Observations

1a. NH4Cl + H2O

1b. CaCl2 + H2O

Questions1. List each procedure step that represented a physical change and give evidence for why each was a physical change.2. List each procedure step that represented a chemical change and give evidence for why each was a chemical change.3. What was the most common evidence of a chemical change that you encountered in the lab? What chemicals produced this evidence?

ErrorsDescribe two possible errors you may have committed in this lab that may have somehow affected your results. Explain the specific steps you will take to avoid these errors in the future.

ConclusionWrite two or more paragraphs summarizing your results, examining the validity of your prediction, and explaining the difference between physical and chemical changes.

Performance Indicator #1 – Mystery Lab Write-upWrite a conclusion (always using complete sentences). That includes the following;

What the powders had in common with each other Discussion of the methods used for the identification of your unknown substances and

why you needed to use several methods. Data supporting the unknown substance’s identification (chart you filled in) The identification of the unknown substance The following terms: physical property, chemical property, intensive property, extensive

property, physical change, and chemical change.

Mystery Powder Lab Questions: Write these on the back of your lab1. What did most of the 5 powders have in common? (Lo que hizo la mayor parte de los cinco polvos tienen en común?)2. Identify the powders.

A was _________B was _________C was _________D was _________E was _________

3. Why did we have to do so many tests on each powder? (¿Por qué tenemos que hacer muchas pruebas en cada polvo?)4. Define chemical change. (Definir cambio químico)5. How did we test for a chemical change? (¿Cómo se prueba un cambio químico?)6. Define physical property. (Defina la propiedad física.)7. Name a physical property of any of the powders. (Nombre una propiedad física de cualquiera de los polvos.)

Name_________________________________________________________Period___________

Density of Liquids: Layered SolutionsObjective:

To be able to explain why the different concentrations of salt solutions form layers in the graduated cylinder.Materials:

Food Coloring 5 Pipettes per group WaterTable Salt (NaCl) 1 Balance scale for each group5 Small Beakers for each group 1 Graduated Cylinder per group

Procedure:1. Mix the beakers according to the amounts below.

Beaker Grams of Salt mL of Water Food Coloring Density1 12 60 (warm water) 4-5 drops blue2 8.4 60 (tap water) 4-5 drops green3 6.5 60 (tap water) 2 drops yellow

4 3.4 60 (tap water) 2 drops of yellow1 drop of red

5 0 60 (tap water) 4-5 drops red

2. Using the glass stirring rod, mix the salt into the water thoroughly until all of the salt is dissolved in the water.

3. Carefully transfer about 20 mL of the solution from beaker 1 into the graduated cylinder. Then, using the pipette, carefully layer 20 mL from beaker 2 on top of the solution from beaker 1. Add this second layer by dribbling or running it down the side of the graduated cylinder slowly. Do not just squirt it in.

4. Then carefully layer 20 mL from beaker 3 on top of the solution from beaker 2.5. Next, add 20 mL from beaker 4 on the top of the solution from beaker 3.6. Then add 20 mL from beaker 5 to the top of the solution from beaker 4.7. Calculate the density of each beaker.

Observations: (25 points)Draw and color the layered solution you have made in the graduated cylinder. You may either draw it on the back of this page or on another sheet of paper. Neatness counts here!

Conclusion: (50 points)Write several sentences explaining this lab. They must be in complete sentences.Explain why it is possible to make this layered solution. In your answer, include a discussion of what density is, what determined the density of each layer, and the relationship of the each individual layer to one another to produce the final product.

Layered Solution: (25 points) You can earn 5 points for each visibly distinct layer that formed.