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Warm-up 1/30/12 What is chemistry? Give an example (or examples) of chemistry in your life.
Warm-up 1/30/12
What is chemistry? Give an example (or examples) of chemistry in your life.
Today
1. Starting our chemistry unit!2. What’s happening to those cans?
Observations and hypothesis3. Introduction to Tools that Chemists Use
Learning Targets
• Define volume• Become familiar with using and
reading tools for measuring mass and volume• Examine and describe the
relationship between mass and volume of an object
Volume MassWhat is it?
Amount of space it
takes up
How can we measure it? (Tools and methods)
Beaker, Graduated Cylinder, Flask
What are the units of
measurement?
Warm-up 1/31/12
If you fill up a bathtub to the top with water, why does water spill over the edge when you get in?
Today
1. Finish Pre-lab2. Learn how to read a meniscus3. Measuring Volume Lab
Learning Targets
• Define volume• Become familiar with using and
reading tools for measuring mass and volume• Examine and describe the
relationship between mass and volume of an object
Measuring Volume Lab: Learning Targets
• Define volume• Become familiar with using and reading tools
for measuring mass and volume• Examine and describe the relationship
between mass and volume of an object
What will we be learning and doing in this lab?
Meniscus: the curve at the top of a liquid when it is in a graduated cylinder
How to read a graduated cylinder
Read the meniscus at EYE-LEVEL
Look at the BOTTOM of the curve
Practice!
How to measure volume using WATER DISPLACEMENT
A. Measure the volume of water in your tool BEFORE you put the object in.B. Measure the volume of water AFTER you put the object in.Volume = B-AVolume = 5.6 – 4.8 = 0.8mL
4.8mL
5.6mL
Question:• Which tools are best for measuring the
mass and volume of small objects?
• Which objects have the greatest volume (displace the most water) ?
Hypothesis
• In your journal, write your predictions:–Which tool will work the best to measure
volume (water displacement)?–Which object will move the most water?–Which object will sink or float?
What is the volume of liquid in the two containers below?
A B
Discuss these questions with your group, and write down your best and most
complete answer.
• Why is it important to be precise in our measurements?
• Why is it important to know which tools can do what?
• Did you see a relationship between mass and volume? Between mass, volume, and floating?
Exit Slip• What is the volume of
liquid in this 10mL graduated cylinder?
Warm-up 2/3/12
• When you blow up a balloon, does its volume change? Does its mass change? Explain.
Today
1. Make your science folder; go over syllabus2. Go over graduated cylinder worksheet
(homework)3. Write conclusion for Measuring Volume Lab4. Mass and Change Lab5. Exit Task: Daily Reflection Sheet
Learning Targets
• Define mass and distinguish between mass and weight.• Explain the difference between mass
and volume.• Compare an “open system” and a
“closed system”.• Explain what conservation of mass is.
In your groups:
• Draw a TABLE of raw data• Draw a GRAPH of raw data
• Write a conclusion statement. What does this lab tell you about mass?
When we change the form of an object, its mass ______________________________________. (increases, decreases, or stays the same?)
Warm-up 2/6/12: Complete the sentences according to what you learned in the Mass and Change Lab
If we take a marshmallow and smash it into a tiny ball, its mass will ________. (increase, decrease, or stay the same)This is because _________________________________________________.
Today
1. Wrap up Mass and Change Lab: What did we learn?
2. Demonstration: What happens when we mix sodium carbonate and calcium nitrate?
3. Video: What is Mass?4. Complete Mass and Volume Table5. Exit Task: Daily Reflection Sheet
Learning Targets
• Explain the difference between mass and volume.• When objects change form, what
happens to their mass?
Mass and Change Lab: SummaryStation What did we
change?Difference in mass (g)
Conclusion:
When an object changes form, the mass stays the same.
In a closed system, MASS IS ALWAYS CONSERVED.
Demonstration
• Describe what you saw happen when the two substances were mixed together.• Predict what happened to the total
mass.• Does this demonstration tell us the
same thing as the Mass and Change Lab?
Volume MassWhat is it?
Amount of space a substance takes up
Amount of stuff an object has in it
How can we measure it? (Tools and methods)
Beaker, Graduated Cylinder, Flask
Electronic scale, balance
What are the units of
measurement?
Liters (L), milliliters (mL)
Grams (g), kilograms (kg)
Exit Ticket
Put the following in order from MOST massive to LEAST massive:
Wood block, styrofoam block, lead block (they are all 10cm³)
Warm-up 2/7/12
When we dissolved the Alka-Seltzer, the mass of the system did not change. Where did the matter go, or how did it change?
Today
1. How to draw particle diagrams2. Particle diagram practice
3. Finish worksheet for homework
Learning Targets
• Explain what happens to mass when an object changes form.• Use particle diagrams to show
how substances change at a particle level.
What is a particle diagram?• A model that shows substances at an
atomic level• Scientists use particle diagrams to help
them visualize how particles interact.
What are particle diagrams really showing?• Zoom in to Aluminum
Particle diagrams …
Show particles as circles or other shapes
Show more MASS by showing more PARTICLES
Particle diagrams …
Distinguish between different types of particles by using different shapes
Warm-up 2/9/12
Make a list of things that you think are DENSE and NOT DENSE.
DENSE NOT DENSE
Today
1. Density Laba) Part 1: Mass, volume, and density of your metalb) Part 2: Whiteboard summariesc) Part 3: Comparing group data
2. Exit Task: Daily Reflection Sheet AND Exit Ticket
Learning Targets
• Explain the relationship between mass, volume, and density.• Identify an object based on its
density.
Density Lab Part 1
• Visit Station 1 and Station 2• Collect data and record in your chart• After data collection, do your calculations
Density Lab Part 2
• In your groups, use your data to make 3 graphs:– Number of metal pieces vs. mass– Number of metal pieces vs. volume– Number of metal pieces vs. density
Put your graphs on a whiteboard and be ready to share with the class.
Density Lab Part 3
• Get together with a group that has the same letter color as you.– Compare your metal pieces. What is the same?
What is different?– Compare your graphs. What is the same? What is
different?• Write a conclusion: What does this lab tell us
about density, mass, and volume?
Warm-up 2/10/12
What does “dense” mean in these two situations?
OMG. That guy is soooo
dense.
OMG. These weights are sooo dense.
Today
1. Figure out your mystery metal2. Comparing “density” and “weight”: what is
the difference?3. Worksheet 24. Daily Reflection: fill out today’s entry and the
BACK; turn in at end of period
Learning Targets
• Define density.• Explain the relationship between
mass, volume, and density.• Identify an object based on its
density.
Figure out your mystery metal!Densityg/ cm3
Aluminum Al 2.7Calcium Ca 1.54Copper Cu 8.96Gold Au 19.3Iron Fe 7.87Lead Pb 11.3Nickel Ni 8.9Platinum Pt 21.5Potassium K 0.89Titanium Ti 4.51Uranium U 19.1
Element Symbol Look at your density data from the Density Lab. According to your data, which type of metal did you have?
What is density?Density = Mass ÷ Volume
•Density is a measure of how tightly packed particles are in a substance •MORE dense = MORE stuff in the same amount of space
Showing density in a particle diagram• When particles are closer together, they are showing that a
substance is MORE DENSE. Each particle is a tiny, tiny bit of mass.
Which particle diagram shows a high density?
Density vs weight
• Which one has more mass: the stopper or the cork?• Which one is more dense, the
stopper or the cork?
• Mass (weight) = how much stuff is in a substance• Density = how packed the substance is
Warm-up 2/13/12
You want to identify a strange piece of metal. How do you identify it?
(Hint: use what we’ve learned about mass, volume, and density.)
Today
1. Reflection on the Daily Reflection2. Review: measuring mass, volume, and density3. Revisit: Can demonstration4. Worksheet 25. Daily Reflection
6. TOMORROW: Partner quiz on mass, volume, density, and measurements
Learning Targets
• Define open and closed systems.• Use particle diagrams to show
mass, volume, and density.
Warm-up 2/15/12
Imagine you have a bowling ball in a boat floating in a swimming pool. You measure the level of water. Then you drop the bowling ball in the water. Does the water level rise, fall, or stay the same? WHY?
Today
1. Review Worksheet 2 (Density and Particle Diagrams)
2. Lab Practical! Practice what you know
Learning Targets
• Explain the relationship between mass, volume, and density.• Identify an object based on its
density.• Correctly use tools to measure
mass and volume.
Rules for Lab Practical
• Behave as you would during a test. Do your own best work.• Read and follow the directions
carefully at each station. • Take your time. DO NOT leave your
station until you hear the signal.
Warm-up 2/16/12
Use “gas” in 3 different sentences to mean 3 different things.
Today
1. Test reflection2. Demonstration: Introducing GAS!
