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Introduction to Chapter 2 pages 36-39
2
Eureka: Solids, Liquids, Gasses
2
States of Matter, pages 40-44
2
4
Plasma Info
2
5
Temperature Scales & Weather or Not Worksheets
4
7
LAB: Predicting Temperature Mixtures
Textbook
3
Textbook
Textbook
Describing Gas: 45-47
10
LAB: Changes Of State
18
(sticker)
2
14
(sticker)
Changes of State, page 48-50
2
Eureka & Change of State Worksheet
4
Textbook
Changes of State, page 51-53
2
Textbook
Changes of State, page 54-55
2
Textbook
13
14
LAB: Keeping Cool
15
Refrigeration
4
Gas Behavior 56-57, 58-59, 60-61
6
Textbook
6
(sticker)
17
LAB: How are Pressure & Temperature Related
(sticker)
6
18
LAB: Hot & Cold Balloons
(sticker)
6
19
Heat Devices Demos
2
20
Other States of Matter
0
21
Outside Reading Article and Reflection
12
22
Mind Map
6
Parent Signature & Dated night before quiz
4
Total
1
108
Lost
Parent signature ____________________________________________date______
ISN II- States of Matter
Things 2 Know
1. When the bell rings you should be in your seat with only your ISN,
Textbook and pen or pencil out
2. All other belongings must be under your desk, not in the aisle.
3. You are required to have a pencil or erasable pen, ISN with cover,
textbook and calculator everyday.
4. ISN stands for Interactive Science Notebook
5. Completed and signed ISN is due the day of the quiz
6. Late work is 50% if it is completed to expectations.
7. Any missed labs or in class work should be made up in my room
during X-block as soon as possible after an absence.
8. on-line textbook web address: myscienceonline.com
9. Quia address: quia.com/web
10. Sato’s email address: [email protected]
11. Sato’s web address: www1.northbrook28.net/~asato
12. The printer in my room, 226, is called 226-Science
13. The ˚ Degree sign is option-K
14. Extra credit is found on my website
15. Matter is anything with mass and volume
16. Matter can be described by physical and chemical properties
17. The Metric System is used to measure matter. Some common
measurements are length, mass, volume and density.
2
Eureka Video Guide 1(Parts 1-2 of Heat & Temp)
Part 1: Molecules in Solids
1.Everything is a __________ or a _____________ or a ___________ plasma
2.These are four _____________ of matter
3._________________ never stops moving
4.The pattern called a lattice holds __________________ together
5.All matter is made of “little lumps” called _________________________
Part 2: Molecules in Liquids
6.Liquids have no shape or ________________
7.___________________ is the collapse of the pattern of vibrating molecules
8.When liquid is hot, molecules speed up and ____________ turn into
_____________.
9.When liquid is cold, molecules slow down and ________________ turn into
_____________.
3
WHAT IS PLASMA*?
The word "PLASMA" was first
applied to ionized gas by Dr.
Irving Langmuir, an American
chemist and physicist, in 1929.
Plasma consists of a collection
of free moving electrons and
ions(atoms that have lost
electrons.) Energy is needed to
strip electrons from atoms to
make plasma. The energy can
be of various origins: thermal,
electrical, or light (ultraviolet
light or intense visible light from
a laser). With insufficient
sustaining power, plasmas recombine into neutral gas.
Plasma temperatures and densities range from relatively cool and tenuous (like
aurora) to very hot and dense (like the central core of a star). Ordinary solids,
liquids, and gases are both electrically neutral and too cool or dense to be in a
plasma state.
Plasma can be accelerated and steered by
electric and magnetic fields, which allows it to
be controlled and applied. Plasma research is
yielding a greater understanding of the
universe. It also provides many practical uses:
new manufacturing techniques, consumer
products, the prospect of abundant energy,
more efficient lighting, surface cleaning, waste
removal, and many more application topics.
*The word plasma is also used for the colorless
fluid part of blood, or milk, in which corpuscles
or fat globules are suspended.
4
Temperature Scales
Use the Following Formulas:
5
(˚F − 32˚)
9
Fahrenheit to Celsius
Kelvin to Celsius ˚C = K − 273 ˚C =
⎛ 9
⎞
˚F = ⎜ ×˚C ⎟ + 32˚
⎝ 5
⎠
Celsius to Fahrenheit
Celsius to Kelvin K =˚C + 273˚
€
€
€
€
1. 68˚F = _________C
6. 30 ˚C = _________K
2. 15 ˚C = _________F
7. 95˚F = __________C
3. 18 ˚C = _________K
8. 30 ˚C = _________F
4. 86˚F = _________C
9. 20 ˚C = _________K
5. 20 ˚C = _________F
10.150 K=_________F
(yes, you can do this given the
information on this page)
5
Weather or Not!
Objective: Identify common reference points on a Celsius thermometer.
Directions: Circle the correct response to the left of each statement
YES
NO
1. The water in the tea kettle is 100˚F. Is it boiling?
YES
NO
2. It is 35 ˚C outside. Should you wear an outfit to keep cool?
YES
NO
3. It is 30˚C outside. Will you need a sweater?
YES
NO
4. It is 10 ˚C outside. Will the outdoor pool be in use?
YES
NO
5. It is 25 ˚C in the living room. Are you shivering?
YES
NO
6. Your body temperature is 40˚ C. Are you sick?
YES
NO
7. It is 4˚C outside. Could it be raining?
YES
NO
8. Your body temperature is 39 ˚C. Do you have a fever?
YES
NO
9. The water in your bath is 20˚C. Is it chilly?
YES
NO
10. The room thermostat was set at 22˚C in March. Was it comfortable?
YES
NO
11. Your 85 ˚C cup of chocolate is served. Will it burn your tongue?
YES
NO
12. You baked a cake in a 375 ˚C oven. Did it burn?
YES
NO
13. It is 32 ˚C outside. Will you be able to ice skate?
YES
NO
14. It is 48˚ C outside. Are we having a heat wave?
YES
NO
15. My temperature is 35 ˚C. Is this normal?
6
Water Mixing: Calculating
Temperature Predictions
1. Multiply the amount of water by the temperature
for each cup of water to determine the heat units.
2. Add the amount of water in each cup and then
the heat units for each cup
3. Divide total heat units by total mL to find the
predicted (hypothesis temperature, round to 0.1˚C)
7
LAB: Predicting Temperature Mixtures
Purposes: 1)To calculate and predict temperatures 2)To develop lab skills: use Bunsen burner, use
USB thermometer, graduates, striker, hot hands
Hypothesis: Do this by calculating the predicted temperature for each mixture (A,B & C) Use the
procedures on the ISN page before this.
Procedure: Show all work & label all numbers with units
Lab A- Mix 100 mL cold with 100 mL hot water
Lab B- Mix 200 mL cold with 100 mL hot water
Lab C- Mix 100 g(=mL) of ice with 200 mL hot water!
Lab A- Mix 100 mL cold with 100 mL hot
Calculations (must show your work) round to 0.1
Cold temperature in ˚C
Hot water temperature in ˚C
Actual Temperature (measured) ˚C
Hypothesis(calculated) Temperature ˚C
% of error= [(hypothesis-actual)÷ actual]x 100
Lab B- Mix 200 mL cold with 100 mL hot
Calculations (must show your work) round to 0.1
Cold temperature in ˚C
Hot water temperature in ˚C
Actual Temperature (measured) ˚C
Hypothesis(calculated) Temperature ˚C
% of error= [(hypothesis-actual)÷ actual]x 100
8
Lab C- Mix 200 mL hot with 100 g of ice
Calculations (must show your work) round to 0.1
hint 1 mL =1 g of water
for both.
Cold temperature in ˚C
Hot water temperature in ˚C
Actual Temperature (measured) ˚C
Hypothesis(calculated) Temperature ˚C
% of error= [(hypothesis-actual)÷ actual]x 100
1. Which of Labs A, B and /or C were accurate hypotheses based on % of error?
(IF the error is less than 15% it is accurate, there could be more than one)
2. Why did we use styrofoam cups?
3. Why do you think some predicted temperatures were so far off?
(hint: Where did the thermal energy* go?) *page 138 of text.
9
LAB: Changes of State
We mostly encounter matter in any of three states or phases: solid, liquid, or
gas. In order for a change of state to occur, energy must be added to or
removed from a substance. In this lab you will observe what happens when a
substance changes state.
Purpose:
Hypothesis:
If we graph the data of the ice melting and boiling then the
graph will look like...(circle one graph)
Materials: ice metal can temp. probe ring stand wire mesh
Bunsen burner laptop digital scale hot hands
Procedure:
1.
Fill the can with 130 grams well packed ice
2.
Put the wire mesh on the ring and place the can on the wire mesh.
3.
Place temperature probe in the clip and allow temperature to level off
around 0˚C
4.
Log in and open the EZ Temperature graph by clicking on the single green
arrow when prompted
5.
Light the Bunsen burner and place under can, start the graph program by
pressing the arrow in the upper left at the same time that the burner is lit.
6.
Observe the ice and graph as it the water melts and then boils
7.
DO not Stop the graph or burner until all water is vaporized
8.
Attach graph to next page
10
11
Attach Graph Here
Lab Questions:
1.What state change does the first flat region of your graph represent?
2.What state change does the second flat region represent?
3.What are the three states of matter that we observed in this lab?
4.What is the fourth and most common state of matter in the universe?(research)
5.What must be gained or lost in order for a change of state to occur?
6.ANALYZE: In general, when does the temperature of a substance remain
constant, even though energy is being added?
7.ANALYZE: Based on your graph, which change requires more energy, melting
ice to water or boiling water to steam? How can you tell?
8.How much heat in calories does it take to melt one gram of ice? (use internet)
9.How much heat in calories does it take to vaporize one gram of boiling water?
(use internet)
12
EUREKA! Evaporation & Condensation
1. Water is a ____________________.
2. Molecules occasionally “pop” out of a liquids’ surface, this is called
__________________________, a change of state.
3.What will speed up evaporation? ________________________________
4. When water vapor (gas) collects on a cold surface it is called
_________________________, a change of state.
Changes of State
1. Name the three states of matter in the diagram above.
2. Name the four changes of state the diagram above
3. Which changes require heat to be added to the particles?
4.How do particles of solids, liquids and gasses compare?
5. Based on the diagram, what happens to the particles of a substance as heat energy increases and
decreases?
13
Keeping Cool
Materials
When a liquid evaporates, it absorbs energy from its surroundings
so that the molecules of the liquid can escape into the air. In this
activity, you will measure the temperature change that occurs
when two liquids evaporate.
2 thermometers
2 pieces of gauze
paper towel
2 droppers
2 pencils
water
rubbing alcohol
INQUIRY FOCUS: Interpret Data
Procedure
1. Wrap the bulbs of two alcohol
thermometers with equal amounts of gauze.
2. Place a pencil on the paper towel, then lay the
thermometers across the pencil so that the
bulb
ends are raised.
3. Use a dropper to put 10 drops of water on the
gauze surrounding the bulb of one
thermometer.
4. Put 10 drops of rubbing alcohol on the gauze
surrounding the bulb of the second
thermometer.
5. Read and record the temperatures on the two
thermometers every minute for five minutes.
Temperature
Time
(in minutes)
Thermometer with water
Thermometer with rubbing alcohol
1
2
3
4
5
Think It Over
1. Which liquid evaporates faster?
2. How do you know which liquid evaporates faster?
3. Why do you think nurses use to use rubbing alcohol on a patient’s skin when they
had a fever?
14
Refrigeration: Using the Energy of Changes Of State
Changes of state always involve energy. In order for a liquid to change
into a gas, energy must be added to the liquid. When energy is added to a
liquid, the molecules of the liquid become "energized" and move farther apart. If
enough energy is added, the molecules become so energized that those at the
surface of the liquid leave the liquid and spread out into the surroundings as a
gas. For example, the process of heating water on a stove can add enough
energy to the water molecules to cause them eventually to "jump" out of the
kettle as steam. Refrigeration
uses the process of change of
state to cause cooling.
Refrigerators contain a series
of coiled pipes or tubes filled
with a liquid refrigerant. This
refrigerant, which boils at a
very low temperature,
circulates through the pipes as
a liquid. When warm food is
placed in the refrigerator, the
heat energy given off by the
food warms up the molecules
of the refrigerant. These molecules become energized and change into a gas.
During this state change heat is removed from the interior of the refrigerator. The
refrigerant must absorb some calories of heat energy in order to vaporize. As a
result, the refrigerator compartment and the food within it is cooled.
Once the refrigerant is changed into a gas, it is pumped into a device
called a condenser. This device raises the pressure of the Freon. The gas is then
pumped to an area where the Freon loses heat. This loss of heat changes the gas
back into liquid refrigerant, which is recirculated through the pipes and is again
ready to absorb heat energy from the refrigerator compartment. This process of
evaporation and condensation, of removing heat from the refrigerator
compartment and keeping it cool, is continuous. Once the desired temperature
has been reached inside the refrigerator it will stop running.
15
Refrigeration: Using the Energy of Changes Of State
1. What causes a liquid to change into a gas?
2. How does the liquid refrigerant vaporizing to a gas cause cooling for the
food?
3. Explain why the air coming from the back of a refrigerator is warm.
4. What property makes a good refrigerant?
16
How Are Pressure and Temperature Related?
When a gas is heated, the particles move faster and collide more often with the walls of
their container. This causes increased pressure within a closed container. In this lab, you
will observe how a gas’s temperature affects its pressure.
INQUIRY FOCUS Infer
Materials: empty 1-L bottle with cap, ice, tap water 2 bins (for water baths)
Procedure
1. Put the cap on the bottle but do not tighten. Squeeze
the bottle to make sure air can enter and leave.
2. Place the bottle in the ice bath and let it cool for
10 minutes. Do not allow water to enter the bottle.
3. Tighten the cap to seal the bottle before removing it from the ice bath. Squeeze the
bottle and note the amount of force it takes.
4. Remove the bottle from the ice bath and place it in the hot water bath for 10 minutes.
You might want to keep your hand on the bottle to keep it in the water.
5. Again, squeeze the bottle and note the amount of force it takes.
6. Loosen the cap slightly and note what happens.
Think It Over
1. How did the air temperature in the bottle change when you put it in hot water
(yes I’m asking this question)
2. What happened to the air pressure in the bottle when you put it in hot water?
How do you know?
3. Explain how the motion of the gas particles inside the bottle compared in Steps 3
and 5.
17
Hot and Cold Balloons
As the temperature of a gas increases, so does the gas’s volume. This is because the
particles move faster and spread out. In this lab, you will observe what happens when a gas
is heated.
INQUIRY FOCUS Observe
Materials: 2 identical, small balloons, 2 rulers, small tub of hot water, small tub of ice
water
Procedure
1. Put on your safety goggles and apron. Blow
up two balloons so they are exactly the same size.
Knot the ends so air does not escape. Do not inflate
the balloons too much.
2. Place one of the balloons in the tub of ice water
and the other balloon in the tub of warm water. Use
the rulers to push down on the balloons so they are
mostly underwater. Hold the balloons underwater for
two minutes.
3. Quickly remove the two balloons from the water and compare their sizes.
4. Allow the balloons to sit on the table for 10 minutes and compare the sizes again.
Think It Over
1. Describe the sizes of the balloons the moment you removed them from the water
2. How did the sizes of the balloons change as they sat on the table for 10 minutes?
3. Use your knowledge of molecular motion to explain what you observed.
18
Heat Device Demos
Hero’s Engine
Drinking Bird
19
How many states of matter are there?
We are very familiar with solids, liquids, and gases. For instance, in the case of
H2O, it can take the form of:
Solid(Ice) and Liquid(Water) and Gas(Steam)
However, there are actually several other states of matter that exist. Understanding
them all fully can be a rather complex exercise, so let's just examine the basics
instead.
The fourth state of matter, after gas, is plasma. Most people are familiar with
plasma primarily due to plasma screen TV's. Plasma is, essentially, an ionized gas.
This means that plasma is gas that has become so hot that some electrons have
become separated and have joined other nuclei. Plasma can act in bizarre,
unpredictable ways, and is therefore a somewhat dangerous form of matter.
Examples of plasma are: those found in plasma displays, including TVs; inside
fluorescent lamps (low energy lighting), neon signs; the area in front of a
spacecraft's heat shield during re-entry into the atmosphere; plasma ball toy
(sometimes called a plasma sphere or plasma globe);lightning; the Northern Lights;
the Sun and other stars ; and the solar wind.
The fifth state of matter, which is actually much lower on the energy scale than any
of the previously discussed, is called Bose- Einstein condensate(BEC). This is
also called the zero state of matter. It takes place when matter is frozen to a
temperature that is so low that it almost reaches absolute zero. In this state the
matter almost ceases to be, and the nuclei pile on top of each-other.
There are even more possibilities: Superfluids; Fermionic condensates; Strange
matter; Quark-gluon plasma; Degenerate matter; Supersolid; String-net liquid; Dark
matter. Look them up on the internet to find out more!
20
Outside Reading Article and Extended
REsponse Quia Assignment
Find a current article (2004-present)that relates to our current
ISN.To find articles you can use these two great research
resources:
1. Go to the NBJH homepage then Click on Library Resource Center
and then use the data
---or--2. Use Sato s Science Search Engine linked on Mr. Sato s site
3. Write a Response should be one/two paragraphs that includes:
• KEY IDEAS from the article.
• CONNECTIONS from the article to
a. The current science chapter
b. Something from this unit we did in class or lab
c. Your own life
•EXTENSION OF IDEAs
•GOOD BALANCE of References and Connections
•Conclusion
4. Put into Quia
21
Mind Map
Use the Mind Map link to create a mind map aka concept map:
matter, states, solid, condensing, subliming
liquid, gas, plasma, melting, vaporizing, freezing
attach map here
15 cm wide x 17 cm tall
22