NAME: ____________________ DATE: _____________________ PROPERTIES OF MATTER (TEKS 5.7) Matter: anything that has mass and volume (made of atoms or particles and takes up space.) Look up the following words in Unit C and neatly write the definition that is in your book. Then write it again, neatly, using your own words. On the third line, give an example from the book, and then your own example of that thing that was described. 1. Mixture: (book):_______________________________________________ (personal):____________________________________________ (examples): ___________________________________________ 2. Solution: (textbook/ personal definition) ____________________________________________________ ____________________________________________________ ____________________________________________________ 3. Solvent: (textbook/ personal) ____________________________________________________ ____________________________________________________ ____________________________________________________ 4. Solute: (T/P) ____________________________________________________ ____________________________________________________ ____________________________________________________ 5. Alloy: (T/P) ____________________________________________________ ____________________________________________________ ____________________________________________________ 6. Dissolve: (T/P) ____________________________________________________ ____________________________________________________ ____________________________________________________ Name: _________________________ Properties of Matter: Mixture #1 (5.7B) Problem: Can a mixture be separated into its individual parts? Hypothesis: If a mixture is made of identifiable dry parts not in a solution, it can be separated [every time/ part of the time/ never.] (Circle one answer.) Materials: Chex Mix, toothpick or stirrer, paper towel or plate are needed. Procedures: Pour out a small amount of Chex Mix onto the plate. Is it a mixture? ____________ Is the mixture mixed evenly? _____________ Do some people have a lot more of one kind of Chex pieces than others have? If so, why did this happen? ________________________________________________________ Can this mixture be separated? ________ How? ___________________ What are the parts? (Draw them below. Count the parts.) What other mixtures can you think of that are similar to this one? _________________________________________________________ _________________________________________________________ On this page, make a recipe for your own mixture. Make up a name for it, and list the healthful ingredients. Design a package nutrition label. Use other labels at home or at school to help you figure out the calories and grams of fiber, sugar, and fat. Make advertising claims based on your ingredients. Name: ____________________ Properties of Matter: Mixture #2 (5.7C) Problem: Will a powder dissolve at the same rate in cold or hot water? Hypothesis: If two solutions are made from the same ingredients, then the solute in ____________ (cold/ hot) liquid will dissolve faster. Materials: Plan what tools you will use: two beakers of juice, two flasks, funnel, pipettes, graduated cylinders, stopwatches, hot mitts, and stirrers (if needed.) Procedures: 1. Read all the directions carefully. Some items may be hot! Wear goggles and use hot mitts. 2. Work with materials inside a tray to prevent spills and messes. 3. Measure 30 mL Apple Juice and 30 mL Cranberry Juice into a flask, using a graduated cylinder and a funnel. 4. Now get the timer ready with the stopwatch. Make sure it is set to zero, and that you try a start and stop and re-set before the trial. 5. Use the largest metric measuring spoon of Tang powder (______mL) and put one level spoonful into the cold flask using a clean, dry funnel. 6. BEGIN THE STOPWATCH NOW. THE PARTNER WILL SWIRL THE FLASK TO DISSOLVE THE LIQUID. Observe carefully. 7. STOP THE WATCH WHEN THE POWDER DISAPPEARS (dissolves.) Write down the time it took to dissolve on your chart below. CLASS #/ POD #: HOT H2O TIME (in seconds) COLD H2O TIME (in seconds) ___/ 1 ___/ 2 ___/ 3 ___/ 4 ___/ 5 Average (add; then divide by # of trials) Observations: Conclusions: Which solute dissolved faster: the one in the cold liquid or the one in the hot liquid? (Circle one.) Why? _____________________ _______________________________________________________ Which substance is the solute? ____________________ Which substance(s) is (are) the solvent(s)? ______________________ Can this mixture be separated? ______ What is the name for this special kind of mixture? ________________ (Look in Unit C vocabulary for a mixture of a liquid and a solid that dissolves.) Name: ____________________ Properties of Matter: Mixture #3 (5.7C) Problem: If a solid dissolves into a liquid, can you get the solid to separate again from the liquid, getting all of the solid (solute) back? Hypothesis: If a solid dissolves into a liquid, then a solid [can/ cannot] come back out of the liquid in the same amount. (Choose one answer.) OR… If 20g of salt in 100 mL of water is left in a beaker, then when the leftover salt is weighed, I will get ______g of salt. Can this mixture be separated? _________________________________ What will happen to the water? _________________________________ What will happen to the salt? __________________________________ Materials: Petri dish, flask, graduated cylinder, funnel, salt, balance, spoon, beaker, paper labeled with your class and pod #. (Ex. Class #1: pod 3.) Make sure all materials are clean before you start. This is not a dangerous liquid. Work with materials inside a tray to prevent spills and messes. Procedures: 1. Measure the mass of a clean, dry beaker on a triple beam balance. Record the mass on your chart. 2. Then move the weights up 20g. Measure enough salt to make the mass of the beaker go up and balance 20g higher than the mass of the beaker itself. 3. Next, measure your 100 mL of water into the graduated cylinder. Look at the bottom of the meniscus to get the correct measurement. 4. Take the beaker carefully off the triple beam balance. Set the beaker inside a large tray to prevent spills and messes. Hold onto the beaker and have a partner carefully pour the water into the beaker. 5. Keep holding onto the beaker on the tray. Stir the water and salt carefully with a spoon or a stirrer until the salt is completely dissolved (disappears into the liquid.) 6. Label the paper with your class (1, 2, or 3) and your pod # (1-5.) Put this paper on the shelf in the sunlight and put the beaker of salt water on top of it, so you will be able to check it and make observations every week. DATE MASS: Total mass mass of empty beaker = mass of salt water OBSERVATIONS (What do you see?) Mass of empty beaker: _______g WEEK 1 WEEK 2 (If your experiment takes too long, you may ask your teacher if she can microwave it for you, or you may set it under a heat lamp to speed up the process.) Conclusions: What was left over? _________________________________________ How much did it weigh? _______________________________________ (Remember that you take the mass of the beaker away from the total to get the mass of the leftover substance. That is why you weighed the empty beaker at the beginning and recorded it on your chart.) Compare the mass at the beginning when you weighed the salt with the mass of the substance at the end. Is it the same? ___ More? ____ Less? _____ Why? ____________________________________________________ Does it look the same as when it first started out? ___________________ Describe what it was like in the beginning and in the end: ______________ Draw a picture of what you saw before and after. Use a hand lens or a microscope to look at it. BEFORE: AFTER: Name: _____________________________ Properties of Matter: Mixture #4 (5.7A, B) Problem: When two different types (classifications) of matter (magnetic and non-magnetic) are combined, do the parts maintain (keep) their individual properties? (Will the magnetic parts continue to be magnetic if they are mixed with something that is non-magnetic, or will they lose their magnetic properties? Will the other substance become magnetic, also? Can they be separated?) Choose one question to study, and make a prediction below: Hypothesis: If two different substances are mixed, one magnetic and the other non-magnetic, then ______________________________________ _________________________________________________________. Materials: iron filings, crushed charcoal briquette, hammer, plastic bag, Styrofoam tray from cafeteria, paper plate, folded tin foil, folded large piece of construction paper, magnets Procedures: 1. Each person at the pod will make a “plate” out of a listed material above. 2. One person will put a charcoal briquette into a baggie, close it, put on gloves and goggles, and take it outside and crush it on the cement slab with a hammer until it is powder. Everyone else will stand clear 10’. 3. Each student will take a magnet and place it under their “plate.” 4. All “plates” will be used over a large tray to prevent messes and spills. 5. The iron filings will be sprinkled onto the “plate,” and then the charcoal crumbles will be mixed in. 6. The student’s partner will use the magnet underneath the “plate” to see if the mixture can be separated again, using the magnetic properties of one of the substances. 7. Students will record which “plates” allow magnetism to pull through and which “plates” block magnetism. Observations/ Results: PLATE MATERIALS MATTER SEPARATED BY MAGNET THROUGH... MATTER NOT SEPARATED BY MAGNET THROUGH... PAPER PLATE STYROFOAM TRAY TIN FOIL PLASTIC CONSTRUCTION PAPER Properties of Matter, Mixture #4 (continued) Conclusions: Were you able to separate the iron filings from the charcoal every time? Explain: ________________________________________________ ______________________________________________________ ______________________________________________________ Were you able to move any of the charcoal pieces with the magnet? Explain: ________________________________________________ _______________________________________________________ _______________________________________________________ Now state your conclusion using your hypothesis prediction as your guide: “When I put the two substances together, one being magnetic, and the other non-magnetic, then ___________________________________ ______________________________________________________ _____________________________________________________.” Explain how your hypothesis was either right or wrong, and tell what you learned from doing this. ____________________________________ _______________________________________________________ _______________________________________________________ Think of some other materials you could test with a magnet to see if they are attracted or repelled: coins, tin foil, copper, brass, wood, rocks and minerals, (hematite), etc. Classify the matter according to whether it is attracted (pulled) by a magnet or not. Make a chart in your spiral. Test things. Record them. Make a column for things that are pulled and make another column for those things that are not pulled by a magnet. LABEL! Name: _________________________________ Properties of Matter: Mixture #5: Density of Liquids (5.7A, B) Problem: Do all liquids mix evenly and go into solution, or can liquids maintain their own properties in a mixture? Hypothesis: If different densities (“thicknesses, viscosities”) of liquids are mixed, then _________________________________________ (the liquids [will/ will not] maintain their physical properties. Their densities [will/ will not] be affected by the other substance(s).) Materials: toys with various liquids inside of them, well-sealed; salad dressings such as oil and vinegar. Procedures: Study the toys and see if you can get the liquids to mix completely. Then watch to see if they stay mixed or if they separate again. See which liquid is at the bottom and which is at the top. Observe the layers in the salad dressing to see which layer is “heavier” and which layer is “less dense.” Make a chart on this page of liquids that you could try at home, to see which one floats on top of another. Observe the liquid density “Galileo’s Thermometer” and see if you can do something similar at home for a science demonstration. GT: research “density of liquids” or “Galileo’s Thermometer” using the following websites: 1. http://en.wikipedia.org/wiki/Galileo_thermometer 2. http://www.howstuffworks.com/question663.htm Archimedes had a similar principle before Galileo. Read about his discovery (“Eureka!”) at these sites: 1. http://library.thinkquest.org/25672/archimed.htm 2. http://www.archimedes-lab.org/ 3. http://faraday.physics.uiowa.edu/heat/2B40.20.htm Think of a demonstration you can do with different densities of liquids. Make them at home in airtight containers and bring them to school! :D