Chemistry*Unit*1:*Matter*and*Change* ******* * * Name ...
Transcript of Chemistry*Unit*1:*Matter*and*Change* ******* * * Name ...
Chemistry Unit 1: Matter and Change Name ________________________ Chapter 1: Pages 2-‐‑26* Block _________ Chapter 10: Pages 316-‐‑341* Score: 5 4 3 2 1
Learning Targets Learning Target
Assessment
Test #1 Test #2
I 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 Assessments (LTAs) cannot be retaken. Test #1 is worth 25points and Test #2 is worth 15points. Test #3 will be worth 10points 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)
Date My homework Date My homework
Questions adapted from: Sarquis, M, Sarquis, J.L. (2017). Modern Chemistry Orlando, Florida: Houghton, Mifflin, Harcourt LT 1: I can define chemistry and matter; classify and separate mixture and pure substances. LEVEL 1 PRACTICE: Questions and Problems 1. What is chemistry? How is chemistry used in your everyday life? 2. Describe and provide an example for the following terms:
Chemical-‐‑ Example:
Mass-‐‑ Example:
Matter-‐‑ Example:
Atom-‐‑
Element-‐‑ Example:
Compound-‐‑
Example:
3. Mass needs ____________, while matter needs _________________ and _____________. 4. Which of the following, if any, are classified as matter: heat/light/energy? Explain your answer. 5. Describe and provide an example for the following terms:
Mixture-‐‑ Example:
Pure Substance-‐‑ Example:
6. Where does distilled water fit as matter? Why? *Where does tap water fit as matter? Why? 7. Differentiate the breakdown of matter
(compound, mixture, pure substance, homogeneous and element)
8. Where would your favorite pop/soda fit on the matter flowchart? Explain.
9. What makes something a mixture vs. a pure substance?
10. Identify the following as a mixture or pure substance: A. table sugar ________ D. gasoline ________
B. brass ________ E. aluminum foil ________
C. air ________ F. tap water ________
11. 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 ________
12. 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.
13. How can you break down a pure substance?
14. Compare and contrast the two types of pure substances?
15. How can you break down a mixture? LEVEL 2 PRACTICE:
1. Describe how you would separate the following mixtures?
A. muddy water E. sugar from water
B. sand and salt F. iron and sand
C. the metals in brass G. pasta and water
D. tap water (separate impurities from water)
2. 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.
3. 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.
4. Suppose different parts of a sample material have different compositions. What can you conclude about the material?
Check for Understanding:
1. Compare and contrast mixtures with pure substances and provide examples.
2. Compare the composition of sucrose purified from cane sugar and from sugar beets. Explain your answer.
3. 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 Problems
1. What is the difference between chemical and physical properties? Provide an example of each.
2. What is the difference between an intensive and an extensive property? Provide 2 examples of each.
3. Identify the following as a physical or chemical property (Write P or C): A. a substance is white _________ G. ice melts in your hand _________
B. propane burns in the air _________ H. lead is a dense material _________
C. leaves change color in the fall _________ I. sulfur has a strong smell _________
D. a sample of iron has a mass of 10 g _________
E. the boiling point of a water is 100 degrees Celsius _________
F. copper turns green over time as it reacts with oxygen _________
**Be sure you can justify your selection.
4. Explain the difference between a physical and a chemical change.
5. What questions can you ask to help differentiate chemical/physical changes?
•
•
6. 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 _________
7. What are the four ways to determine if a chemical change has occurred?
8. What typically causes both chemical and physical changes? 9. Name and describe the following parts of a chemical equation:
A. substances on the left side: C. substances on the right side:
B. the arrow and plus signs:
10. Label the parts of the following chemical reaction:
2KClO3 à 2KCl + 3O2 ________ ________ ________ LEVEL 2 PRACTICE:
1. Explain whether the dissolving of NaCl in water is a chemical or physical change.
2. 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.
a. Did a chemical or physical change occur? How do you know?
b. Was the original material an element of a compound? Explain.
3. Provide 2 additional examples of physical changes and 2 additional examples of a chemical changes not
mentioned on this sheet.
4. 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/ml intensive extensive 1.00 liters intensive extensive
1.00 grams intensive extensive Boils at 100 oC intensive extensive
100 Joules intensive extensive Melts at 0oC intensive extensive
Describe your process while making selection above.
2. Identify the following as a physical or chemical property (Circle the correct choice):
Color physical chemical Phase change physical chemical
Size physical chemical Boiling/Melting Pt. physical chemical
Shape physical chemical Flammable physical chemical
Odor physical chemical Combustible physical chemical
Describe your process while making selection above.
3. Identify the following as a physical or chemical changes (Circle the correct choice):
Melting Cheese physical chemical Breaking Glass physical chemical
Burning a candle physical chemical Sugar + water physical chemical
Spoiled milk physical chemical Vinegar + baking soda physical chemical
Boling an egg physical chemical Melting an Ice Cube physical chemical
Change in color physical chemical Cement hardening physical chemical
Describe your process while making selection above.
4. Identify the reactants and products in the following reaction: Potassium + Water à Potassium hydroxide + Hydrogen gas
LT 3: I can explain the differences between gases, liquids, and solids using the Kinetic Molecular Theory (KMT). LEVEL 1 PRACTICE: Questions and Problems
1. Describe 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.
2. What are the 5 assumptions the kinetic-‐‑molecular theory (KMT) is based upon for gases? a.
b.
c.
d.
e.
3. 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) diffusion
5. What happens to gas particles when the gas is compressed? Heated?*
6. What is the relationship between temperature, speed, and kinetic energy of gas molecules?*
7. Describe a liquid. Why are both liquids and gases considered fluid?
8. For each of the following properties of liquids, describe how the kinetic-‐‑molecular theory explains the property:*
1) Relatively high density, 2) ability to diffuse, 3) ability to evaporate:
9. Explain why liquids in a test tube form a meniscus.*
10. What is the difference between evaporation and vaporization?
11. What is a solid?
12. What are the properties of solids? (6 – list and define each in your own words using the KMT)
a.
b.
c.
d.
e.
f.
LEVEL 2 PRACTICE:
1. What is plasma? Where can it be found in everyday life?
2. How does the kinetic-‐‑molecular theory explain the pressure exerted by gases?
3. Molecules of hydrogen escape from Earth, but molecules of oxygen and nitrogen are held to the surface and remain in the atmosphere. Explain.
4. What is the difference between an amorphous solid and a crystalline solid?*
5. Why do crystalline solids shatter into regularly shaped fragments when broken?* Check for Understanding:
1. Using the assumptions of KMT, explain the following. You must state the assumption used in your answer.
a. The smell of a candle fills the entire room. b. Your car tires lose tire pressure every winter. c. Gases have lower densities than liquids or solids of the same substance.
2. 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.
3. 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.
4. 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 Problems 1. What is a phase? 2. 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)
A. Describes how cream becomes ice cream B. Describes how ice cubes “disappear” over time in a cup of water C. Describes how dew forms from water in the atmosphere D. Describes why the water level in a fish tank lowers over time E. Describes how a cold drinking glass “sweats” in the sun F. Describes how dry ice changes into CO2 gas G. Describes how a mirror is formed from silver vapor in a vacuum
5. What happens when a liquid-‐‑vapor system at equilibrium experiences an increase in temperature? A
decrease in temperature?*
6.
7. What is the difference between the triple point and the critical point in a phase diagram?
8.
9.
10. Why does water have unique properties?
11. How are the molecules in ice and liquid water arranged differently? Why does this allow ice to float?
12. 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:
1. Explain the relationship between atmospheric pressure and the actual boiling point of a liquid.*
2. 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.
3. Why do pure liquids boil at higher temperatures under high pressures than they do under low pressures?
4. Explain how the attractive forces between the particles in a liquid are related to the equilibrium vapor pressure of that liquid.
5. Give two reasons that evaporation is a crucial process in nature. Check for Understanding:
1. Provide examples and describe (changes of state and transfer of energy) all SIX phase changes.
2. Label and describe the 4 points and regions on the phase diagram below.
Partner Review Activity Unit 1: What’s the Matter with Chemistry—Walking Review Directions: 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. 1. What is a matter and what is it made of?
Initials:_________
2. Is CuSO4 an element, compound, homogeneous mixture or heterogeneous mixture?
Initials:_________
3. What are the 4 clues/indicators that a chemical change has occurred? • • • •
Initials:_________
4. What is a pure substance? What are the two subgroups and how are they different?
Initials:_________
5. Provide an example of a heterogeneous mixture and describe how it is different from a homogeneous mixture.
Initials:_________
6. Provide an example of an extensive AND intensive property and explain your choices
Initials:_________ 7. What is a mixture? What are the two subgroups
and how are they different?
Initials:_________
8. Draw a material in all three states of matter and describe their particle motion.
Initials:_________ 9. What is a physical change? Provide an example.
Initials:_________
10. How can mixtures be separated and how does this compare to separation of pure substances?
Initials:_________
Review lab concepts. Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? CCRS for this Unit: Description Secure (S) Developing (D) Beginning (B) Score CCRS #1 How well do you productively work towards accomplishing goals?
Creates and monitors a personal organization plan that sets and prioritizes goals within a timeframe.
Creates a personal organization plan to accomplish a task or meet goals by using available resources and meeting deadlines.
Implements teacher-‐‑designed organization plan to accomplish a task or goal.
CCRS #2 How well do you collaborate with others?
Engages in interdependent work with others to solve problems through communication, questioning, and respectful discussion.
Engages in work with others to solve problems while working towards developing habits of questioning and respectful discussion.
Participates in independent work and ask questions of others.
CCRS #3 How well do you utilize feedback for improvement?
Initiates communication with others to seek and respond to specific information for growth toward a goal.
Responds to specific information for growth toward improving skills.
Responds to feedback as a part of task completion.
CCRS #4 How well do you demonstrate respect?
Initiates interactions with others using language, body language, listening skills, and actions that contribute to a positive learning community.
Understands and acknowledges the impact of using language, body language, listening skills, and actions that contribute to a positive learning community.
Recognizes the impact of language, body language, listening skills, and action that contribute to a positive learning community.
CCRS 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.