Warm-up Day 1

1. Warm-up Day 1 If everything is made of tiny particles, what do you think those particles are doing?

2. 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).

3. Practicum Review

4. The amount of space that matter takes up is its ______________ VOLUME There are 2 main ways we learned to measure volume:

5. WATER DISPLACEMENT 4.8mL 5.6mL Volume = 5.6 – 4.8 0.8mL

6. MEASURING LxWxH 2+2+2= 2x3 2x2x2= 23

7. 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.

8. What do we know so far about PARTICLES?

9. This video shows a railcar that has been filled with steam to be cleanedWatch closely …What clues can you find? http://www.youtube.com/watch?v=E_hci9vrvfw

10. What clues did you find?

11. 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?

12. Name _________________________________________ Date _____________________________ Period ______________ I think that inside ____________________ ____________________________________________________________________________________________________________________________________________ I think that outside ___________________ ____________________________________________________________________________________________________________________________________________ BEFORE: The railcar is sealed with steam My ?s DURING: The rain is falling and the railcar begins to crush I think that inside ____________________ ____________________________________________________________________________________________________________________________________________ I think that outside ___________________ ____________________________________________________________________________________________________________________________________________ My ?s My ?s AFTER: The rain is falling and the railcar sits crushed. I think that inside ____________________ ____________________________________________________________________________________________________________________________________________ I think that outside ___________________ ____________________________________________________________________________________________________________________________________________

13. Warm-up Day 2 Think of something that smells really good. How do you think the smell get from that thing to our noses?

14. 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.

15. 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?

16. Diffusion Lab Part 2 • Write your prediction. • Draw a particle diagram of the warm and cold water and food coloring.

17. 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

18. 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.

19. How do you know if something is a solid, liquid, or gas?

20. 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?

21. Talk with your partner: what will happen to the particles as they get heated? What is the glass pipette measuring for us?

22. Lab Clean-up • Turn off the hot plate and unplug it. • Pour the water and alcohol back into the appropriate containers (to be re-used). • Rinse flasks. • Return all materials to the bin. • Put bin on front table. • Carefully put hot plate on rolling cart. • Return to your seat and start on whiteboard.

23. 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.

24. What did our labs this week tell us about how particles move? • Diffusion Lab • Volume of a Heated Liquid Lab

25. 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 states http://preparatorychemistry.com/KMT_flash.htm

26. Expansion & Contraction http://www.youtube.com/watch?v=I7w_Qv5_h4c • Measuring Temperature http://www.youtube.com/watch?v=YWJHNG5y5F0&feature=related

27. Exit Slip A thermometer has liquid inside a tube, just like our lab. According to the picture, which thermometer’s liquid has expanded MORE? Based on our lab, what could have caused that liquid to expand more? Thermometer A Thermometer B

28. 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?

29. 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.

30. Pressure:

31. 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?

32. 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

33. 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 pressurein a closed system?

34. Group Roles for Lab • Director • Recorder • Materials Manager • LabQuest Operator

35. Volume and Pressure Lab Variables • Manipulated Variable: ___________________ • Responding Variable: ____________________ • Controlled Variables: ______________________________ Hypothesis If_____________________________________ then ____________________________________ because (the scientific reason) _________________________ __________________________________________________

36. 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

37. 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.

38. Answer the experimental question. (Was your hypothesis supported or not supported?) We hypothesized ______________________. Our hypothesis was (supported or not supported?) __________________________ by the data.

39. Include supporting data from your data table. According to the data, when the volume of gas was ______, the pressure of the system was ______. __________________________________________________________________________

40. Explain how these data support your conclusions. Our data show that as volume _____________, pressure _____________________.

41. Provide a scientific explanation for the trend in the data. (How can you explain what is happening based on what you know about particles?) ______________________________________________________________________________________________________________________________________________________

42. 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.

43. Warm-up Day 8 What do you think we are measuring when we measure pressure? (Guess if you’re not sure.)

44. 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.

45. 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?

46. Exit Slip • Draw what is happening to the air molecules in each flask • If I measure the pressure, what will I find and why?

47. Warm-up Day 9(copy this) If the soda can is put in water, then _____________________________ because ______________________ _______________________________. Observations:

48. 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.

49. 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.

50. 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.