Properties of Matter Stations!

1. Properties of MatterStations!

2. Page 34: Wednesday, 4/10/13 Today’s Agenda Today’s Learning Target I can describe and measure 5 properties of matter. Properties of Matter Stations

3. Student Helpers • You have been chosen to teach a station because you have shown yourself to be trustworthy and focused. • Carefully read the directions for your station and do exactly what it says. Write down your answers in your INB. That way, you will better understand what your students will have to do. • Clean up your area in between each group of students. • Let me know if you need more supplies. • Let me know immediately if something breaks or becomes unsafe. • You will not be able to do many of the stations because you will be teaching about your station. Whenever you don’t have students, go to one of the stations and be a student for that turn. • If any students are not focused when you are doing your station, let me know right away.

4. Starting Stations for 5th period

5. Starting Stations for 6th period

6. Properties of Matter Stations • You are part of a team. Be invaluable! • You will have ten minutes at each of nine stations. • In that time, you must help each other complete a task. • Some tasks are to read and discuss, some are to write and some are to do an experiment in which you must measure variables and collect data. • Bring your pencil and your INB. • Come to a decision in your group about who will do the reading at each station. Everyone else has the responsibility of listening respectfully. • Do each step as they are read. • Follow the instructions of your student helpers.

7. Properties of Matter Stations • When Mr. Snider says, “Time,” quickly and quietly move to your next station and get right to work. • If you are unable to handle this responsibility, you will be pulled from your group and assigned different work. • If you leave your group or talk to a person in a different group, you will be removed from your group and given different work • When you finish all nine stations, you will have many notes on pages 34-35 in your INB. • If you finish any stations early, stay put and work on your Chemistry Picture Word on page 8.

8. TARGET • Reread today’s learning target. • Think about what you learned today. • Write a summary in the box to demonstrate your learning. • Write a letter grade: A, B, C, D or F for yourself next to the target. (A+, A-, …) • Be honest. This grade is meant to help you know your strengths and weaknesses. • Be prepared to show how well you can do or understand today’s target.

9. Station #1: Condensation • Write, “Condensation occurs when gas molecules cool, slow down and turn into liquid molecules.” • Observe the three beakers: one that has room temperature air in it, one with tap water in it and one with ice water in it. • Write an observation and inference about the beaker with the ice water in it. • Tell each other where else you have seen condensation form. Think about things you have taken from the refrigerator or freezer. Think about foggy days. Look at these photos for ideas.

10. Station #2: Sublimation • Write, “Sublimation happens whenever matter in the solid state changes into the gas state without melting. Any solid we can smell has sublimated.” • Take turns sniffing each object and guessing what is inside. Do not pick anything up. Bend down and smell each object. Do not open anything up or peek inside. • Write one observation and one inference. • Discuss with your partners the difference between sublimation and evaporation.

11. Station #3, Solubility • Write, “Solubility is a property of matter that allows it to dissolve in a liquid. For example, salt and sugar dissolve in water .” • Fill a beaker with cold water. • Fill a second beaker with warm water. • At the same time drop a sugar cube into each beaker and stir lightly until the sugar is dissolved. • Write one observation and one inference about the temperature of the water and how well it helps the substance dissolve. • Rinse out your beakers in the sink for the next group. • Discuss with your partners whether dissolving sugar in water is a physical change or a chemical change.

12. Station #4: Magnetism • Write, “Magnetism is a property of all matter. Materials that contain atoms of iron have strong magnetic properties. Magnetism is also a FORCE just like gravity and friction are.” • Hypothesize which objects are magnetic and which are not. Write your guesses on in your INB. • Test each one and record if you were correct or not..

13. Station #5: MASS • Turn to page 212 in the text book. Read the four paragraphs beginning with, “Anything that has mass…” and ending with “…cubic centimeters.” • Write, “Mass is the amount of matter in any object or substance. Scientists use a balance to measure mass in grams.” • Turn to page 10 in your INB. Read note number 6, “The force of gravity is measured…” • Discuss with your group the following questions: - What is the difference between Mass and Weight? - If a rock weighs 2 pounds in Salem, Or. will it weigh 2 pounds on Mt. Everest? How about on the moon? Why or why not? - If a rock has a mass of 10 grams in Salem, will it still be 10 grams on Mt. Everest? The moon? Why or why not? • Use the balance to find the mass of a pool ball. Record in your notes • Use the digital balance to do the same. Record in your notes.

14. Station #6: Volume • Turn to page 28 in your INB. Read note number 11 about volume. • Discuss these questions: - “What has a greater volume (takes up more space) the inflatable globe ball or the bowling ball?” - What are the two methods for finding an object’s volume? • Find the volume of the wooden block in cubic centimeters. - measure the width. Record in your INB. - measure the length. Record in your INB. - measure the height. Record in your INB. - Use the calculator to multiply the width by the length by the height. Record. 4. Find its volume in milliliters. - Fill the beaker to 400 ml. - completely submerse the block in water. Record the new water level. - subtract 400 ml from the new water level. This is the blocks volume. Record in your INB. 5. Discuss which method would be best for finding the volume of an odd shaped rock. Why?

15. Station #7,Density • Turn to page 28-29 in your INB. Read note 12 about Density. • Look at the objects in front of you. Make a prediction. Which do you predict will be the most dense and which are the least dense? Tell your predictions to your partners. • You will find the densities of as many objects as you can in the time given. • Each partner pick at least one object to measure and record its name on your data table. Make a prediction. • Use the digital balance to find the mass of your object. Record this in the column marked “mass”. • Fill the cylinder to the 400 ml line. Record this in the column marked “before”. • Completely submerse your object in the water. (if you have to push it down with your finger, try to keep as much finger out of the water as you can). Record the new water level in the column marked “after”. • Subtract the “before” number from the “After” number. Record in the column marked “difference”. This is the objects volume. • Use the calculator to divide the mass by the volume. Record in the last column. This is the object’s density. • Take a look at your data. Which objects have the highest densities? Is this what you expected? W

16. Station #8, Buoyancy • Write, “Buoyancy is a property of matter that determines if an object will sink or float in liquid. Buoyancy depends on the density of an object.” • Try this! - gently put the egg into the beaker half full of water. Write an observation and inference. - carefully stir in 2 tablespoons of salt. Write an observation and an inference. - slowly fill the rest of the beaker with fresh water, pouring it carefully along the sides of the glass. Write an observation and an inference. 3. Discuss what happened to the water and the egg. Use the words buoyant, buoyancy, dense, and density in your discussion.

17. Station #9: Heat Energy • Take one Hershey Kiss and smell it through the wrapper. Can you smell chocolate? Is the smell strong or weak? What scientific process makes this possible? • Unwrap the kiss and smell it again. Discuss your observation with others on your team. • Put the kiss in your mouth and let it rest on your tongue. Describe how chocolate-y it now smells. • Allow the kiss to sit on your tongue for 60 seconds, continuing to observe the state of the kiss with your tongue. • At the end of 60 seconds, hold your mouth open for 10 seconds. Breathe! Exhale from your belly so that you push the vaporized chocolate molecules out of your mouth. Try not to drool. • Draw and explain what was happening to the chocolate molecules as they got warmer and warmer.

18. Properties of Matter Stations • Condensation: Where does the mist on my bathroom mirror come from? Where does it go? • Sublimation: Which state of matter goes up our nose? • Solubility: Can sugar disappear in water? • Magnetism: Magnetism is both a force and a property of matter. • Mass: What is the difference between mass and weight? • Volume: What is the volume of a wooden block? • Density: Which weighs more, a pound of gold or a pound of feathers? • Buoyancy: What will float and sink at the same time? • Heat Energy: What happens to chocolate molecules as they get warmer?