Warm-up Day 1
If everything is made of tiny
particles, what do you think
those particles are doing?
Day 1: Imploding Tanker Car
Activity/Assignment
• Practicum Review
• Start new unit:
Describing, Observing,
and Measuring Particle
Behavior
• Observations of
imploding tanker
Learning Targets
• Describe how particles
move when a substance
is in different phases
(gas, liquid, solid).
Practicum Review
The amount of space that matter takes
VOLUME
up is its ______________
There are 2 main ways we learned to
measure volume:
WATER DISPLACEMENT
5.6mL
4.8mL
Volume =
5.6 – 4.8
0.8mL
MEASURING LxWxH
2+2+2=
2x3
2x2x2=
23
When we do labs, make sure that no one
is a bystander. Everyone is responsible for
learning.
If your lab partner
is doing the procedure, follow along and
guide to learn the skills that you will be
expected to know and use.
What do we know so far about
PARTICLES?
This video shows a railcar
that has been filled with
steam to be cleaned
Watch closely …
What clues can you find?
http://www.youtube.com/watch?v=E_hci9vrvfw
What clues did you find?
FREEZE FRAME
Now it is time to record your
ideas. What about particles?
• Before the railcar crushed
– What was happening inside and outside the railcar?
• During the crushing
– What was happening inside and outside the railcar?
• After it was crushed
– What was happening inside and outside the railcar?
Name _________________________________________ Date _____________________________
Period ______________
BEFORE: The railcar is sealed with steam
I think that inside ____________________
___________________________________
___________________________________
___________________________________
___________________________________
I think that outside ___________________
___________________________________
___________________________________
___________________________________
___________________________________
My ?s
DURING: The rain is falling and the railcar begins to crush
I think that inside ____________________
___________________________________
___________________________________
___________________________________
___________________________________
I think that outside ___________________
___________________________________
___________________________________
___________________________________
___________________________________
My ?s
AFTER: The rain is falling and the railcar sits crushed.
I think that inside ____________________
___________________________________
___________________________________
___________________________________
___________________________________
I think that outside ___________________
___________________________________
___________________________________
___________________________________
___________________________________
My ?s
Warm-up Day 2
Think of something that smells
really good. How do you think
the smell get from that thing to
our noses?
Day 2: Diffusion Lab
Activity/Assignment
• Diffusion Lab
Learning Targets
• Define diffusion and
show diffusion with a
particle diagram.
• Explain how
temperature affects
how particles move.
Diffusion Lab Part 1
• Draw a diagram that shows how the scent
travelled in the room.
• Do you think someone outside would be able
to smell the scent? Why or why not?
Diffusion Lab Part 2
• Write your prediction.
• Draw a particle diagram of the warm and cold
water and food coloring.
Warm-up Day 3 (block)
Group the items below into 3 groups: Solids,
Liquids, and Gases
• Steam
• Ice
• Lemonade
• Helium in a balloon
• Balloon
• Gasoline
Day 3 (block): Phases of Matter
Activity/Assignment
• Thermal Expansion Lab
Learning Targets
• Explain how
temperature affects
how particles move.
• Explain how
temperature affects the
volume of a liquid.
How do you know if something is a
solid, liquid, or gas?
SOLID
How dense
is it?
(Density)
How flowy is
it? (Fluidity)
How stiff is
it? (Rigidity)
LIQUID
GAS
Lab Procedure
• Fill one flask with 50 ml water (blue food coloring), and the
other with 50 ml alcohol (green food coloring).
• Insert the stoppers into the flasks and adjust the fit until the
fluid level is between 0.1 and 0.2mL.
• Record the starting volume by reading the level of the liquid.
Then place the flask apparatus on a hot plate that has been
heated to 30 degrees Celsius.
• At 30 second intervals, record the level of liquid in each flask.
• On your whiteboard:
– Draw a graph of your data
– Explain: What happened to the liquid when it was heated?
• Predict: What are the particles in the liquids DOING as they
become more heated?
Talk with your partner: what will
happen to the particles as they get
heated? What is the glass pipette
measuring for us?
Lab Clean-up
1. Turn off the hot plate and unplug it.
2. Pour the water and alcohol back into the
appropriate containers (to be re-used).
3. Rinse flasks.
4. Return all materials to the bin.
5. Put bin on front table.
6. Carefully put hot plate on rolling cart.
7. Return to your seat and start on whiteboard.
Day 4: Phases of Matter
Activity/Assignment
• Thermal Expansion Lab
(continued)
• Particle Videos
• HOMEWORK: Solids,
Liquids, Gases
Worksheet
Learning Targets
• Describe the movement
of particles in the
different phases of
matter.
• Explain the relationship
between particle
movement and volume
of a liquid.
• What did our labs this week tell us
about how particles move?
–Diffusion Lab
–Volume of a Heated Liquid Lab
What do solids, liquids, and gases look
like at the PARTICLE level?
• Particles in Solids
http://www.youtube.com/watch?v=AhBGMdh
J4nA&feature=related
• Particles in Liquids
http://www.youtube.com/watch?feature=end
screen&NR=1&v=hxqEUy9Dusk
• Particles in all states
http://preparatorychemistry.com/KMT_flash.ht
m
• Expansion & Contraction
http://www.youtube.com/watch?v=I7w_Qv5_
h4c
• Measuring Temperature
http://www.youtube.com/watch?v=YWJHNG5
y5F0&feature=related
Exit Slip
A thermometer has liquid inside a
tube, just like our lab.
1. According to the picture, which
thermometer’s liquid has
expanded MORE?
2. Based on our lab, what could
have caused that liquid to
expand more?
Thermometer A
Thermometer B
Warm-up Day 5
• In our Volume of a Heated Liquid lab, what do
you think would have eventually happened if
there was NO HOLE in the stopper and we
kept heating the liquid? Why?
Day 5: Pressure
Activity/Assignment
• Go over solids, liquids
and gases worksheet
• What is pressure?
• Drawing pressure in a
particle diagram
Learning Targets
• Define pressure.
• Show pressure using a
particle diagram.
Pressure:
Warm-up Day 6
• When someone says they are under a lot of
pressure, what does that mean? How is this
different than our scientific definition of
pressure?
Day 6: Volume and Pressure
Activity/Assignment
• Volume and Pressure
Lab
Learning Targets
• Correctly use tools for
measuring the pressure
of a gas
• Explain the relationship
between the volume of
a gas and pressure in a
closed system
Volume and Pressure Lab
Research Question: What is the relationship
between volume and pressure of a gas in a
closed system?
• In other words, how does volume of gas affect
pressure in a closed system?
Group Roles for Lab
•
•
•
•
Director
Recorder
Materials Manager
LabQuest Operator
Volume and Pressure Lab
Variables
• Manipulated Variable: ___________________
• Responding Variable: ____________________
• Controlled Variables: ______________________________
Hypothesis
If_____________________________________
then ____________________________________
because (the scientific reason) _________________________
__________________________________________________
Day 7: Volume and Pressure Con’t
• Learning Targets: Same as yesterday
• Open your journals to yesterday’s lab page!
• Today:
– Graph group data
– Practice writing a conclusion statement
Conclusion Statements on the EOC
Be sure to include the following in your
conclusion:
• Answer the experimental question.
• Include supporting data from your data table.
• Explain how these data support your
conclusions.
• Provide a scientific explanation for the trend in
the data.
Answer the experimental question.
(Was your hypothesis supported or not
supported?)
We hypothesized ______________________.
Our hypothesis was (supported or not
supported?) __________________________
by the data.
Include supporting data from your
data table.
According to the data, when the volume of gas
was ______, the pressure of the system was
______.
_____________________________________
_____________________________________
Explain how these data support your
conclusions.
Our data show that as volume _____________,
pressure _____________________.
Provide a scientific explanation for the
trend in the data.
(How can you explain what is happening based
on what you know about particles?)
_______________________________________
_____________________________________
_____________________________________
_____________________________________
Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
•
•
•
•
Answer the experimental question.
Including supporting data from your data table.
Explain how these data support your conclusions.
Provide a scientific explanation for the trend in the data.
Example conclusion for this lab:
We hypothesized that if we increased the volume in our system, the
gas pressure would increase. Our hypothesis was not supported by
the data. According to the data, when the volume of gas was 10mL,
the pressure of the system was 123kPa. When the volume of gas
was 20mL, the pressure of gas in the system was 83kPa. Our data
show that as volume increased, pressure decreased. It’s possible
that pressure decreased because the particles were not hitting the
sides of the syringe as often in a larger container because they had
to travel farther.
Warm-up Day 8
What do you think we are measuring
when we measure pressure? (Guess
if you’re not sure.)
Day 8: Temperature and Pressure
Activity/Assignment
• Temperature and
pressure demos
Learning Targets
• Explain what happens
to pressure when the
temperature of a closed
system changes.
• Show pressure using a
particle diagram.
Pressure Video
• http://phet.colorado.edu/en/simulation/gasproperties
What are the 3 ways we can INCREASE pressure
in our system?
What are 3 ways we could DECREASE pressure in
our system?
Exit Slip
1. Draw what is happening to the air molecules in each
flask
2. If I measure the pressure, what will I find and why?
Warm-up Day 9 (copy this)
If the soda can is put in water, then
_____________________________
because ______________________
_______________________________.
Observations:
Day 9: Pressure, Volume, and
Temperature
Activity/Assignment
• Soda can demo
– http://www.youtube.com/
watch?v=WqjZ4Tr3ZpA
• Re-visit Tanker Implosion
Video and examine our
explanations
• Go over practice quiz
• Go over Unit 2 Worksheet
(PVTn Diagrams)
Learning Targets
• Explain the relationship
between pressure,
temperature, volume, and
number of particles in a
closed system.
• Show particle movement
using a particle diagram.
Day 10: Pressure, Volume, and
Temperature
Activity/Assignment
• Go over Unit 2
Worksheet (PVTn
Diagrams) and Practice
Quiz
• Start Evidence Chart
Learning Targets
• Explain the relationship
between pressure,
temperature, volume,
and number of particles
in a closed system.
• Show particle
movement using a
particle diagram.
Day 11: Evidence Chart
Activity/Assignment
• Evidence Chart and
Explanation
Learning Targets
• Use evidence from labs
to explain what we
know about particles.
• Explain different
phenomenon using
particles and particle
diagrams.
Evidence-Based Explanation:
What’s happening to those balloon
animals?
• youtube.com/watch?v=ZvrJgGhnmJo
Day 12: Quiz
Activity/Assignment
• Quiz
• Journal Check
Learning Targets