7th Grade Science Unit:
Changes All Around Us
Unit Snapshot
Topic: Conservation of Mass and Energy
Duration:
Grade Level: 7
7 days
Summary:
The following activities engage students in exploring the
conservation of mass in relation to physical and chemical
changes that occur when a substance undergoes change.
CLEAR LEARNING TARGETS
“I can”…statements
____ investigate how mass is conserved when a substance undergoes a physical or
chemical change.
____ explain that in a closed system, the number and type of atoms stays the same,
even if the atoms are rearranged.
Activity Highlights and Suggested Timeframe
Day 1
Day 2
Days 3-4
Day 5
Day 6 and
on-going
Day 7
Engagement: The objective of this activity is to engage students and formatively
assess student knowledge related to the physical and chemical changes that
occur when an object or substance goes through a change. (*Classifying
specific changes as chemical or physical is not appropriate http://www.av8n.com/physics/chemical-physical.htm)
Exploration: The objective of the following activities is to give students the
opportunity to explore changes in matter through experimentation with steel
wool.
Explanation: The objective of the following activity is to develop students’
knowledge of physical and chemical changes at a molecular level as it relates to
the Law of Conservation of Mass.
Elaboration: The objective of the following activity is to develop students’
knowledge of the conservation of mass as it relates to physical and chemical
changes through CPO Lab Investigation 17B.
Evaluation: Formative and summative assessments are used to focus on and
assess student knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students misconceptions
related to the conservation of mass. A teacher-created short cycle assessment
will be administered at the end of the unit to assess all clear learning targets (Day
6).
Extension/Intervention: Based on the results of the short-cycle assessment,
facilitate extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.PS.1 The properties of matter are determined by the arrangement of atoms.
When substances interact to form new substances, the properties of the new substances may be
very different from those of the old, but the amount of mass does not change.
Note: It is important to emphasize that most changes in the properties of matter have some combination of
chemical and physical change (at different levels).
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Properties of Matter
PreK-2: Properties can be used to sort objects. Changes, including phase changes are explored.
Grades 3-5: Objects are composed of matter which has mass* and volume. Properties of solids, liquids and
gases are explored. Phase changes are reversible and do not change the identity of the material. The total
amount of matter and mass* remains the same when something changes.
Grade 6: All matter is made up of atoms that are in constant random motion. Elements, compounds and
molecules are introduced. The properties of solids, liquids and gases, and changes of phase are explained
by the motion and spacing of the particles.
Future Application of Concepts
High School: Metalloids and pH calculations are introduced. Mixtures are classified as homogenous or
heterogeneous. Trends in the properties and atomic structure of elements are related to the periodic table.
The role of valence electrons in reactivity is explored, balanced chemical equations are written and
stoichiometric problems are solved.
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MATERIALS:
VOCABULARY:
Engage
Primary
Changes in Matter (Physical and Chemical)
Conservation of Mass
Paper
Lighter (teacher demo)
Explore
Steel Wool
Vinegar
Flasks
Beakers
Digital Scales/Triple Beam Balance
Explain
Secondary
Atoms
Chemical Equation
Molecules
Phase Change
Reaction
Picture This! Picture Cards and WS
Glue Sticks
Scissors
Elaborate
CPO Lab Investigation 17B Materials:
Alka-Seltzer Tablets
Digital Scales/Triple Beam Balance
CPO Periodic Table Tiles
Dixie Cups or Ziplock Baggies
Students should wear safety goggles and use caution while using steel
wool, vinegar, and Alka-Seltzer tablets
SAFETY
ADVANCED
PREPARATION
Gather materials for demos and experiments
Objective: The objective of this activity is to engage students and formatively
assess student knowledge related to the physical and chemical
changes that occur when an object or substance goes through a
change. (*Classifying specific changes as chemical or physical is
not appropriate - http://www.av8n.com/physics/chemicalphysical.htm)
ENGAGE
(1 day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
What is the teacher doing?
What are the students doing?
Paper Changes (Day 1)
Teacher distributes a piece of
paper to each student and
poses the following question.
How can a piece of paper be
changed?
What is the evidence that the
paper has changed?
-Examples include: Coloring –
color on the paper; tearing
cutting, folding - size and
shape change; wetting –
texture change, burning –
color change, new substance
(ash), texture change, odor
production, etc.
Focus on burning the paper
and demonstrate this using
caution. Consider holding a
small piece of paper with large
tongs over a metal pan.
Paper Changes (Day 1)
1. Students are given a piece of paper
and answer teacher-led questions.
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Curriculum Leadership and Development
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2. Students think-pair-share and even
demonstrate some of their ideas.
2. Observe as the teacher burns a
small piece of paper.
3. Discuss evidence of the change.
3
The focus of this activity should
be that both physical and
chemical changes can occur
when a substance undergoes
a change. Sometimes it may
be a combination of both
physical and chemical
changes. (*Classifying specific
changes as chemical or
physical is not appropriate http://www.av8n.com/physics
/chemical-physical.htm)
-example: Tearing Paper…This
is irreversible, substance
remains the same – no new
substances were formed, but
bonds were broken.
Show the
www.unitedstreaming.com
video: Matter and Its
Properties: Changes in
Matter[17:06]. Have students
summarize the video by
describing the physical and
chemical changes around us.
4. Watch the video: Matter and Its
Properties: Changes in
Matter[17:06].
5. Students summarize the video by
describing the physical and
chemical changes around us and
the evidence of the changes. This
can be written on a piece of paper
or in a science journal.
Objective: The objective of the following activities is to give students the
opportunity to explore changes in matter through experimentation
with steel wool.
EXPLORE
(1 day)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Steel Wool Oxidation Reaction (Day 2)
Teacher example video:
http://www.sciencefix.com/ho
me/2010/4/21/video-democonservation-of-mass.html
Distribute Steel Wool WS.
Facilitate Steel Wool Lab
Activity or this can be done as
a teacher demonstration.
Steel Wool Oxidation Reaction (Day 2)
Columbus City Schools
Curriculum Leadership and Development
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Show the picture of Hawaiian
Red Dirt, and ask students to
determine the cause of the
red dirt.
http://geology.rockbandit.net/
2008/05/04/the-red-dirt-ofkauai/
1. Complete the Steel Wool
oxidation reaction and WS.
2. Determine how and why the soil
on the Island of Kauai has turned
red.
-The dirt has turned red
because it has a high iron
content which has reacted
with the oxygen in the air and
oxidized.
4
Objective: The objective of the following activity is to develop students’
knowledge of physical and chemical changes at a molecular level
as it relates to the Law of Conservation of Mass.
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Picture This! (Day 3)
Facilitate a close reading of
CPO Textbook p. 411
Distribute Picture This! Picture
Cards and WS
Facilitate the activity.
If needed, here is a short
animation video showing law of
conservation of mass at the
molecular level:
http://prisms.mmsa.org/review.
php?rid=1263
Picture This! (Day 3)
1. Facilitate a close reading of
CPO Textbook p. 411
2. Cut out Picture This! Picture
Cards.
3. Complete the WS using the
picture cards and adhering to
the Law of Conservation of
Mass.
Chemistry Lab Experiments on Planet
Warnock (Day 4)
Discuss answers to Picture This!
WS
Chemistry Lab Experiments on Planet
Warnock (Day 4)
1. Discuss answers to Picture This!
WS
Distribute Chemistry Lab
Experiments on Planet Warnock
WS
Facilitate as students complete
the activity
2. Students complete Chemistry
Lab Experiments on Planet
Warnock WS activity.
3. Discuss and Share answers.
Objective: The objective of the following activity is to develop students’
knowledge of the conservation of mass as it relates to physical and
chemical changes through CPO Lab Investigation 17B.
ELABORATE
(1 day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
What is the teacher doing?
What are the students doing?
CPO LAB INVESTIGATION 17B
(Day 5)
Show the
www.unitedstreaming.com
video clip: Chemical
Equations and Law of
Conservation of Mass [1:40]
CPO LAB INVESTIGATION 17B
(Day 5)
1. Watch the
www.unitedstreaming.com
video clip: Chemical Equations
and Law of Conservation of
Mass [1:40]
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Facilitate CPO Lab
Investigation 17B
OPTIONAL: Complete the
same experiment in a closed
system (closed ziplock bag).
-This is a closed system,
therefore the baggie will
hold in the gas that is
produced during the
reaction, resulting in the mass
staying the same.
2. Complete Lab 17B
3. OPTIONAL: Complete the same
experiment in a closed system
(closed ziplock bag). Explain he
differences in results.
5
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the lesson, and to become aware of students
misconceptions related to the conservation of mass as substances
undergo chemical and physical changes.
Formative
How will you measure learning as it occurs?
Consider developing a
teacher-created formative
assessment.
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
1. The Paper Activity will formatively
assess student knowledge related
to changes in matter.
2. The Steel Wool Experiment will
assess student thinking as it relates
to chemical changes in matter
and conservation of mass.
Summative
What evidence of learning will demonstrate to you
that a student has met the learning objectives?
1. Lab Questions/Answers can be used
to assess student knowledge related
to the Conservation of Mass and
changes in matter at a molecular
level.
2. Teacher-created short cycle
assessment will assess all clear
learning targets (Day 6).
3. Picture This! Activity
questions/answers can be used to
assess student knowledge related
to the Conservation of Mass and
changes in matter at a molecular
level.
EXTENSION/
INTERVENTION
EXTENSION
1. Have students create models that
represent chemical reactions that
adhere to the law of conservation of
mass.
2. Apply the law of conservation of
mass to life science reactions:
photosynthesis and respiration.
INTERVENTION
1. www.unitedstreaming.com related
videos
2. Conservation of Mass animation:
http://www.wiley.com/college/chem/br
ady184764/resources/ch02/ch2_rsrc_co
nserv_mass.html
3. Students read and utilize science
tradebooks.
All physical changes can be reversed.
-Some physical changes cannot be reversed. (i.e. tearing paper)
There are distinct lines separating physical changes and chemical
changes.
-Sometimes there are no distinct lines separating physical and chemical
changes (e.g. tearing of paper is thought to be a physical change
because no new substance is formed, but the bonds between atoms
were broken when the paper was torn.
If mass decreases during a reaction, then matter must have
disappeared or was destroyed.
-If a gas has been produced, the gas still has mass, but most likely was
release outside of the system. Thereby decreasing the mass within the
system.
COMMON
MISCONCEPTIONS
Strategies to address misconceptions:
Misconceptions can be addressed through the use of Discovery Ed video clips,
experiments, pictures and diagrams of reaction, as well as through the use of
molecular models.
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Lower-level: Consider creating mixed groups so that lower-level students are
working with higher level students. Consider having students use
molecule kits to show and reinforce chemical reactions, equations,
and law of conservation of mass. Consider using trade books
instead of or in addition to textbook resources.
Higher-Level: Consider giving students higher-level chemical equations to work
with. Consider having students read level-appropriate trade
books in addition to textbook. Consider having students create
their own equations (by drawing molecules) in order to represent
the conservation of mass during a change.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
Textbook Resources:
CPO Physical Science Textbook
Chapter 17.1: Understanding Chemical Reactions pp.408-411
CPO Lab Investigation 17B
ADDITIONAL
RESOURCES
Websites:
http://www.chem4kids.com/files/matter_chemphys.html - Matter:
Chemical vs. Physical Changes
http://www.kentchemistry.com/links/Matter/PhysicalChemicalChanges.
htm - Mr. Kent’s Chemistry Page
http://www.wisc-online.com/objects/ViewObject.aspx?ID=SCE204 –
Changes in Our World Interactive Module
http://www.gamequarium.com/change.html - Gamequarium
http://www.learner.org/courses/essential/physicalsci/session4/closer1.ht
ml - background info from Annenberg Learner
Discovery Ed:
Chemical Equations and Law of Conservation of Mass [1:40]
Matter and Its Properties: Changes in Matter [17:06]
Changes in the Properties of Matter: Physical and Chemical [28:00]
Physical and Chemical Changes in Matter [3:29]
Literature:
Sandall, Barbara R. (2010). Chemistry: Physical and Chemical Changes
in Matter. Mark Twain Media. [Electronic Book]
Stille, Darlene R. (2006). Chemical Change: From Fireworks to Rust.
Compass Point Books.
Brent, Lynnette. (2009). Chemical Changes. Crabtree Pub. Co.
Columbus City Schools
Curriculum Leadership and Development
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7
Name________________________________________Date_______________Period_____
What is Steel Wool?
Steel wool is the name given to fine metal wires that
are bundled together to form a cluster of abrasive,
sharp-edged metal strips. The metal strips are
massed together in a sheet, folded, and turned into
pads that are easily held in the hand. These steel
wool pads are used for a variety of purposes, but
primarily as an abrasive material, sometimes
replacing sandpaper. Steel wool may be best known
to consumers as the pink-colored abrasive pads that
have soap added so that they may be used to scrub
pots and pans. Steel wool comes in a variety of
grades, or thicknesses, from coarse to extra fine. The
coarser the wire, the more abrasive the steel wool is
against the surface.
What elements make up Steel Wool?
________________ Fe – 98%
________________P – .08%
________________C – .07 – .14%
________________S – .35%
________________Mn – .95%
________________Si – .35%
History of Steel Wool
For many years the properties of small pieces or circles of metal were
recognized for their ability to clean and cut through grease and grime,
particularly those embedded in metal. The Victorians used peculiar potscrubbers that had a metal wire handle to which was attached many dozens of
small circles of steel intertwined. Referred to as wire dish cloths, these scrubbers
were touted as "the most convenient and most popular utensil extant." The
scrubber was submerged in soap and water, then pressed against cast iron or
aluminum pots, cleaning the surface easily.
However, mechanics who ran metal lathes noticed that the metal
shavings resulting from peeling away metal from a part or tool was an interesting
bit of waste. It is said that well before 1900, mechanics gathered up this swarf
and used it to polish metal surfaces.
Columbus City Schools
Curriculum Leadership and Development
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8
Steel wool was mass-produced sometime in the early part of the twentieth
century. Its use infiltrated the American home when steel wool pads soaked with
soap became a kitchen necessity. Throughout the late nineteenth century and
early twentieth century, enterprising mechanics gathered up these leftover steel
turnings and mixed them with soft soap. There is some contention as to who
decided to manufacture and market these soap-soaked steel wool pads first. It
is known that by World War I some entrepreneurs realized that these pads were
necessary for cleaning the newly invented aluminum cookware that had started
to overtake cast iron pots. One pot salesman had so many complaints from
housewives about the difficulty of cleaning their new aluminum pots that these
pads were a gimmick to get the women to try the new pots. They worked
wonders in cleaning and still do, although some are unhappy with the fact that
these steel wool pads can rust if left on the sink wet. A replacement for these
pads has been a sponge, resembling steel wool, made of a mass of synthetic
fibers and is rust-proof. But the cutting edges of the steel wool cannot be
duplicated in these colorful, synthetic pads.
A steel wool cutting machine -
What are the advantages and disadvantages of steel wool.
Information and pictures are from http://www.madehow.com/Volume-6/Steel-Wool.html
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9
Name________________________________________Date_______________Period_____
What is Steel Wool? – TEACHER KEY
Steel wool is the name given to fine metal wires that
are bundled together to form a cluster of abrasive,
sharp-edged metal strips. The metal strips are
massed together in a sheet, folded, and turned into
pads that are easily held in the hand. These steel
wool pads are used for a variety of purposes, but
primarily as an abrasive material, sometimes
replacing sandpaper. Steel wool may be best known
to consumers as the pink-colored abrasive pads that
have soap added so that they may be used to scrub
pots and pans. Steel wool comes in a variety of
grades, or thicknesses, from coarse to extra fine. The
coarser the wire, the more abrasive the steel wool is
against the surface.
What elements make up Steel Wool?
Iron
________________
Fe – 98%
Phosphorus
________________P
– .08%
Carbon
________________C
– .07 – .14%
Sulfur
________________S
– .35%
Manganese
________________Mn
– .95%
Silicon
________________Si
– .35%
History of Steel Wool
For many years the properties of small pieces or circles of metal were
recognized for their ability to clean and cut through grease and grime,
particularly those embedded in metal. The Victorians used peculiar potscrubbers that had a metal wire handle to which was attached many dozens of
small circles of steel intertwined. Referred to as wire dish cloths, these scrubbers
were touted as "the most convenient and most popular utensil extant." The
scrubber was submerged in soap and water, then pressed against cast iron or
aluminum pots, cleaning the surface easily.
However, mechanics who ran metal lathes noticed that the metal
shavings resulting from peeling away metal from a part or tool was an interesting
bit of waste. It is said that well before 1900, mechanics gathered up this swarf
and used it to polish metal surfaces.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Steel wool was mass-produced sometime in the early part of the twentieth
century. Its use infiltrated the American home when steel wool pads soaked with
soap became a kitchen necessity. Throughout the late nineteenth century and
early twentieth century, enterprising mechanics gathered up these leftover steel
turnings and mixed them with soft soap. There is some contention as to who
decided to manufacture and market these soap-soaked steel wool pads first. It
is known that by World War I some entrepreneurs realized that these pads were
necessary for cleaning the newly invented aluminum cookware that had started
to overtake cast iron pots. One pot salesman had so many complaints from
housewives about the difficulty of cleaning their new aluminum pots that these
pads were a gimmick to get the women to try the new pots. They worked
wonders in cleaning and still do, although some are unhappy with the fact that
these steel wool pads can rust if left on the sink wet. A replacement for these
pads has been a sponge, resembling steel wool, made of a mass of synthetic
fibers and is rust-proof. But the cutting edges of the steel wool cannot be
duplicated in these colorful, synthetic pads.
A steel wool cutting machine -
What are the advantages and disadvantages of steel wool.
Advantages:
Leftover steel waste
Good for cleaning
Used for polishing metal
Available in various
coarseness and thickness
Disadvantages:
Rust
Information and pictures are from http://www.madehow.com/Volume-6/Steel-Wool.html
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Curriculum Leadership and Development
Science Department June 2013
11
Name________________________________Date_______________________Period_____
The Reactivity of Steel Wool
Fe
+
O2
FeO2
1. Observe the Steel Wool. Describe the physical properties
of steel wool:
2. In order to expose the iron in the steel wool, pour 200 ml of vinegar (acid) into
a beaker and place a small piece of steel wool into the vinegar. Wait 5
minutes.
3. Squeeze the vinegar out of the steel wool and place the steel wool into a
flask with a balloon over the opening. (Optional: Place the flask on a digital
scale and observe). Wait 5-10 minutes.
4. Observations:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the evidence that a chemical reaction has occurred?
______________________________________________________________________________
______________________________________________________________________________
Describe a real-world example where this same reaction occurs.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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12
Name________________________________Date_______________________Period_____
TEACHER KEY
The Reactivity of Steel Wool
Fe
+
O2
FeO2
1. Observe the Steel Wool. Describe the physical properties
of steel wool:
Color: Dark Grey
Luster: Dull
Magnetism: Magnetic
Texture: Rough
Odor: Slight Metallic Odor
2. In order to expose the iron in the steel wool, pour 200 ml of vinegar(acid) into
a beaker and place a small piece of steel wool into the vinegar. Wait 5
minutes.
3. Squeeze the vinegar out of the steel wool and place the steel wool into a
flask with a balloon over the opening. (Optional: Place the flask on a digital
scale and observe). Wait 5-10 minutes.
4. Observations:
Balloon gets sucked into the flask; Flask increases in temperature; Flask
______________________________________________________________________________
fogs up; Mass stays the same
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the evidence that a chemical reaction has occurred?
Steel wool changes color, a strong odor has been produced; heat
______________________________________________________________________________
production
______________________________________________________________________________
Describe a real-world example, where this same reaction occurs.
A bicycle or car may eventually rust, after the metal coating has been
______________________________________________________________________________
worn away due to acid rain and other environmental factors and then
______________________________________________________________________________
exposed to air.
______________________________________________________________________________
_____________________________________________________________________________
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Island of Kauai, Hawaii Islands
Why is this soil red?
http://geology.rockbandit.net/2008/05/04/the-red-dirt-of-kauai/
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Picture This! PICTURE CARDS
Directions: Cut out pictures and place correctly on your worksheet.
C
C
C
C
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Name___________________________________________Date_______________________Period______
Picture This!
Explain the Law of the Conservation of Mass: ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Directions: Complete using the picture cards and adhere to the Law of Conservation of Mass
Change #1: Place the correct pictures below to represent the following states of matter:
ICE
1.
LIQUID WATER
WATER VAPOR
Place correct
picture card here
Place correct
picture card here
# of Molecules ______
# of Molecules ______
# of Molecules ________
Chemical Formula
for Liquid Water
Chemical Formula
Water Vapor
2. Chemical Formula
For Ice
__________________________
___________________________
Place correct
picture card here
__________________________
3. Does this change follow the Law of Conservation of Mass? Yes or
No
What is the evidence? _______________________________________________________________
_____________________________________________________________________________________
4. What type of energy must be added to change forms? _______________________________
5. Has a new substance formed? Use evidence from the picture to explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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Change #2: Place the correct pictures in the spaces below that represent:
Sodium and Chlorine atoms combine to form molecules of Salt(Sodium Chloride).
Place correct
picture card here
+
1. # of Sodium Atoms ______
Place correct
picture card here
Place correct
picture card here
# of Chlorine Atoms ______
# of Sodium Atoms ________
# of Chlorine Atoms _______
2. Does this change follow the Law of Conservation of Mass? Yes or
No
What is the evidence? _______________________________________________________________
_____________________________________________________________________________________
3. Has a new substance formed? Use evidence from the picture to explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
Change #3. Place the correct pictures in the spaces below that represent:
Salt(Sodium Chloride) and Water mix to form Saltwater
Place correct
picture card here
# of Sodium Atoms ____
# of Chlorine Atoms ____
Total:
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+
Place correct
picture card here
# of Oxygen Atoms ______
# of Hydrogen Atoms ____
Place correct
picture card here
# of Sodium Atoms _____
# of Chlorine Atoms ____
# of Oxygen Atoms _____
# of Hydrogen Atoms____
Total:
17
1. Does this change follow the Law of Conservation of Mass? Yes or
No
What is the evidence? _______________________________________________________________
_____________________________________________________________________________________
2.
Chemical Formula for
Sodium Chloride:
Chemical Formula for
Water:
__________________________
Why is there no chemical
formula for Saltwater?
_________________________
__________________________
__________________________
__________________________
__________________________
Change #4: Place the correct pictures in the spaces below that represent:
Carbon Dioxide forms from combining and bonding atoms of Carbon and Oxygen
Place correct
picture card here
__________________________
+
1. # of Carbon Atoms ______
Place correct
picture card here
Place correct
picture card here
# of Oxygen Atoms ______
# of Carbon Atoms _______
# of Oxygen Atoms _______
2. Explain how the reaction above demonstrates the Law of Conservation of Mass
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Change #5: Draw your own chemical reaction showing the Law of Conservation of Mass.
+
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18
Name___________________________________________Date_______________________Period______
Picture This! – Teacher Key
Explain the Law of the Conservation of Mass: ______________________________________________
For any change in a closed system, the number and type of atoms stays the same,
__________________________________________________________________________________________
even if the atoms are rearranged. Therefore, the mass remains constant.
__________________________________________________________________________________________
Directions: Complete using the picture cards and adhere to the Law of Conservation of Mass
Change #1: Place the correct pictures below to represent the following states of matter:
ICE
1.
LIQUID WATER
Place correct
picture card here
Place correct
picture card here
7
# of Molecules ______
7
# of Molecules ______
2. Chemical Formula
For Ice
H2O
__________________________
Chemical Formula
for Liquid Water
H2O
___________________________
WATER VAPOR
Place correct
picture card here
7
# of Molecules ________
Chemical Formula
Water Vapor
H2O
__________________________
3. Does this change follow the Law of Conservation of Mass? Yes or
No
The number and type of molecules remains the same as the
What is the evidence? _______________________________________________________________
state of matter changes.
_____________________________________________________________________________________
Heat/Thermal
4. What type of energy must be added to change forms? _______________________________
5. Has a new substance formed? Use evidence from the picture to explain your answer.
No new substance has been formed, because the chemical make-up of the
_______________________________________________________________________________________
substance has remained the same (H2O). The molecules have only begun to move
_______________________________________________________________________________________
farther apart.
_______________________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
19
Change #2: Place the correct pictures in the spaces below that represent:
Sodium and Chlorine atoms react and bond to form molecules of Salt (Sodium Chloride).
+
Place correct
picture card here
2
1. # of Sodium Atoms ______
Place correct
picture card here
Place correct
picture card here
2
# of Chlorine Atoms ______
2
# of Sodium Atoms ________
# of Chlorine Atoms _______
2
2. Does this change follow the Law of Conservation of Mass? Yes or
No
The number and type of molecules remains the same before
What is the evidence? _______________________________________________________________
and after the reaction has occurred.
_____________________________________________________________________________________
3. Has a new substance formed? Use evidence from the picture to explain your answer.
A new substance has been formed, because the product has a different chemical
_______________________________________________________________________________________
make-up than the reactants.
_______________________________________________________________________________________
Change #3. Place the correct pictures in the spaces below that represent:
Salt(Sodium Chloride) and Water mix to form Saltwater
Place correct
picture card here
3
+
# of Sodium Atoms ____
3
# of Chlorine Atoms ____
Total:
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Place correct
picture card here
Place correct
picture card here
6
# of Oxygen Atoms ______
12
# of Hydrogen Atoms ____
24
6
# of Sodium Atoms _____
3
# of Chlorine Atoms ____
3
# of Oxygen Atoms _____
6
12
# of Hydrogen Atoms____
Total:
24
20
2. Does this change follow the Law of Conservation of Mass? Yes or
No
The number and type of molecules remains the same before
What is the evidence? _______________________________________________________________
and after the reaction has occurred.
_____________________________________________________________________________________
3.
Chemical Formula for
Sodium Chloride:
NaCl
__________________________
Chemical Formula for
Water:
H2O
__________________________
Why is there no chemical
formula for Saltwater?
Salt
and Water did not
_________________________
chemically
combine. It is
__________________________
a
mixture.
__________________________
__________________________
__________________________
Change #4: Place the correct pictures in the spaces below that represent:
Carbon Dioxide forms from combining and bonding atoms of Carbon and Oxygen
C
Place correct
picture card here
C
C
+
2
1. # of Carbon Atoms ______
Place correct
picture card here
4
# of Oxygen Atoms ______
Place correct
picture card here
C
2
# of Carbon Atoms ______
4
# of Oxygen Atoms _______
2. Explain how the reaction above demonstrates the Law of Conservation of Mass
The reaction above shows that the number and type of atoms stayed the same even
____________
though the atoms are rearranged. Therefore, the mass remains the same. The reactants
__________________________________________________________________________________________
are 2 atoms of Carbon and 4 atoms of Oxygen, and after the reaction, there are still 2
__________________________________________________________________________________________
atoms of Carbon and 4 atoms of oxygen.
__________________________________________________________________________________________
Change #5: Draw your own chemical reaction showing the Law of Conservation of Mass.
+
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
21
Name: _______________________________________Date____________________Period___________
Chemistry Lab Experiments on Planet Warnock
Alien scientists from a planet named Warnock located in
another solar system are working in a lab to prepare food items
to bring with them on their journey to visit Earth.
DIRECTIONS: Cite evidence from the experiment that indicates that a change occurred.
1. The scientists took a cube of rant and placed drops of fap on the top of the cube. The
cube started to dissolve. A large hole was carved into the cube of rant and changed
colors. It gave off an undesirable smell and did not taste good. They decided not to take it
on their trip.
Evidence of Change: _________________________________________________________________
______________________________________________________________________________________
2. The scientists took 15 ml of zip and mixed it with 50 ml of quig. The mixture cooled down to
4 degrees C, turned into an elastic-type substance, and took on a shiny glue-like
appearance. They named their new product jorg. It tasted delicious.
Evidence of Change: __________________________________________________________________
_______________________________________________________________________________________
Write a chemical equation that represents this experiment:
3. The scientists took a bar of tuz and placed it into a container with 1 liter of brig. At first, the
two substances didn't appear to mix well together. After 1 minute the bar of tuz started to
melt. The container heated up and was hot to the touch. They named the new product
wophi. They turned the lights off to go home and the entire room filled with light coming
from the wophi. They decided not to eat the wophi on their journey to Earth, but to use it
instead as a night-light to help them see aboard their spacecraft in the dark.
Evidence of Change: __________________________________________________________________
_______________________________________________________________________________________
Write a chemical equation that represents this experiment:
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
22
Name: _______________________________________Date____________________Period___________
4. The aliens from the planet Warnock took 50 ml of zap that weighed 50 grams and mixed it
with 50 ml of lorn that also weighed 50 grams. The solution didn't mix well together. It
started to fizz and bubble. The colors didn't mix well together. When they measured the
new product, its volume was 100 ml and the mass was 98 grams. They named the new
product tig and decided to mix it with the fluids they would drink on their way to Earth.
Evidence of Change: _________________________________________________________________
_______________________________________________________________________________________
Write a chemical equation that represents this experiment:
Complete the chart based on the information above.
Reactants
zap
Product(s)
lorn
tig
Volume(mL)
Mass(g)
According to the Law of Conservation of Mass, the mass should remain the same before
and after the reaction has occurred. What could be the cause for the difference in mass
between the reactants and products in this experiment?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Write your own alien experiment that demonstrates the Law of Conservation of Mass,
based on the following chemical equation.
Gak + Lop
Moot
Lesson is adapted from http://www.denmark.k12.wi.us/faculty/kraschnl/tuzz%20and%20brig%20WS.pdf
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
23
Name: _______________________________________Date____________________Period___________
Chemistry Lab Experiments on Planet Warnock
TEACHER KEY
Alien scientists from a planet named Warnock located in
another solar system are working in a lab to prepare food items
to bring with them on their journey to visit Earth.
DIRECTIONS: Cite evidence from the experiment that indicates that a change occurred.
1. The scientists took a cube of rant and placed drops of fap on the top of the cube. The
cube started to dissolve. A large hole was carved into the cube of rant and changed
colors. It gave off an undesirable smell and did not taste good. They decided not to take it
on their trip.
Shape Change; Color Change; Odor Production
Evidence of Change: _________________________________________________________________
______________________________________________________________________________________
2. The scientists took 15 ml of zip and mixed it with 50 ml of quig. The mixture cooled down to
4 degrees C, turned into an elastic-type substance, and took on a shiny glue-like
appearance. They named their new product jorg. It tasted delicious.
Temperature Change – decreased; Change in texture
Evidence of Change: __________________________________________________________________
– elastic; Change in appearance - Shiny
_______________________________________________________________________________________
Write a chemical equation that represents this experiment:
Zip + Quig
Jorg
3. The scientists took a bar of tuz and placed it into a container with 1 liter of brig. At first, the
two substances didn't appear to mix well together. After 1 minute the bar of tuz started to
melt. The container heated up and was hot to the touch. They named the new product
wophi. They turned the lights off to go home and the entire room filled with light coming
from the wophi. They decided not to eat the wophi on their journey to Earth, but to use it
instead as a night-light to help them see aboard their spacecraft in the dark.
Change in state – melting; Temperature Change –
Evidence of Change: __________________________________________________________________
increased; Light Production
_______________________________________________________________________________________
Write a chemical equation that represents this experiment:
Tuz + Brig
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Wophi
24
Name: _______________________________________Date____________________Period___________
4. The aliens from the planet Warnock took 50 ml of zap that weighed 50 grams and mixed it
with 50 ml of lorn that also weighed 50 grams. The solution didn't mix well together. It
started to fizz and bubble. The colors didn't mix well together. When they measured the
new product, its volume was 100 ml and the mass was 98 grams. They named the new
product tig and decided to mix it with the fluids they would drink on their way to Earth.
Production of Gas – fizzing/bubbling;
Evidence of Change: _________________________________________________________________
_______________________________________________________________________________________
Write a chemical equation that represents this experiment:
Zap + Lorn
Tig
Complete the chart based on the information above.
Reactants
Product(s)
zap
lorn
tig
Volume(mL)
50mL
50mL
100mL
Mass(g)
50g
50g
98g
According to the Law of Conservation of Mass, the mass should remain the same before
and after the reaction has occurred. What could be the cause for the difference in mass
between the reactants and products in this experiment?
_______________________________________________________________________________________
This is an open system. Therefore, the gas that was produced during the
_______________________________________________________________________________________
reaction was released into the air, causing the mass to appear to be less.
_______________________________________________________________________________________
5. Develop and write your own alien experiment that demonstrates the Law of
Conservation of Mass, based on the following chemical equation.
Gak + Lop
Moot
Lesson is adapted from http://www.denmark.k12.wi.us/faculty/kraschnl/tuzz%20and%20brig%20WS.pdf
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
25