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