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).
The amount of space that matter takes up is its ______________
There are 2 main ways we learned to measure volume:
VOLUME
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.
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
FREEZE FRAMENow 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?
DURING: The rain is falling and the railcar begins to crush
BEFORE: The railcar is sealed with steam
AFTER: The rain is falling and the railcar sits crushed.
I think that inside ________________________________________________________________________________________________________________________________________________________________ I think that outside ___________________ ____________________________________________________________________________________________________________________________________________
Name _________________________________________ Date _____________________________ Period ______________
I think that inside ________________________________________________________________________________________________________________________________________________________________ I think that outside ___________________ ____________________________________________________________________________________________________________________________________________
I think that inside ________________________________________________________________________________________________________________________________________________________________ I think that outside ___________________ ____________________________________________________________________________________________________________________________________________
My ?s
My ?s
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 LIQUID GASHow dense is it? (Density)How flowy is it? (Fluidity)How stiff is it? (Rigidity)
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=AhBGMdhJ4nA&feature=related
• Particles in Liquids http://www.youtube.com/watch?feature=endscreen&NR=1&v=hxqEUy9Dusk
• Particles in all stateshttp://preparatorychemistry.com/KMT_flash.htm
• Expansion & Contraction http://www.youtube.com/watch?v=I7w_Qv5_h4c
• Measuring Temperature http://www.youtube.com/watch?v=YWJHNG5y5F0&feature=related
Exit SlipA 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.
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?
Volume and Pressure Lab
Variables• Manipulated Variable: ___________________ • Responding Variable: ____________________• Controlled Variables: ______________________________
HypothesisIf_____________________________________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/gas-properties
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