Strand 8.1

Proton - Has a positive charge

Electron - Has a negative charge

Neutron - Has a neutral charge

Pick 2 to use for the activity and fill in the worksheet.

As a group, pick an element with an atomic number of 4-10.

(Beryllium, Boron, Carbon, Nitrogen, Oxygen, Fluorine, or Neon)

Using the provided materials, make a scale model of an atom of the chosen element. Special emphasis on scale and the space between and organization of the particles. Be as accurate as possible, considering what you currently know.

NOTE: Protons and neutrons have almost the same mass as each other. A proton has 99.8% of the mass of a neutron and an electron is only .054% of the mass of a neutron. The protons and neutrons make up most of the atom’s mass. Most of an atom is made up of empty space with the neutrons and protons at the center.

Before watching the video, discuss briefly with a partner and write a prediction for each of the 3 statements in the table. Your predictions go in the first column.

As we watch the video, write the actual answers for the 3 statements in the blocks in the center column.

After the video, finish the 3rd column. Then answer the 2 questions in the bottom table.

What is an atom?

The basic unit of a chemical element.

What is an elemental molecule?

A molecule made from atoms of the same element.

What is a compound molecule?

A molecule made from atoms of different elements.

What is glucose?

Glucose contains 6 carbon, 12 hydrogen, and 6 oxygen atoms in one molecule.

How would you write this?

Electrons are organized into different zones or Orbitals within an atom, but if you recall, they're specific location within these orbitals can not be determined at any given time.

The number or electrons in the outermost Orbital determines how many bonds that atom can form with other atoms.

Molecular Models

As a group, use the materials provided to make a model of each of the molecules listed.

Using coloring pencils, crayons, markers, etc., fill in the key at the top of the sheet and color each atom the corresponding color on your worksheet.

Fill in the blank blocks for each molecule that correspond to the different atoms used and how many of each atom.

As a group, discuss and answer each question at the end.

Physical Property - A property of matter that can be observed or measured without changing the substance.

Examples include:

• Appearance - What does it look like?
• Texture - What does it feel like?
• Color - What color is it?
• Odor - Does it have a smell?
• Melting Point - What temperature does it melt?
• Boiling Point - What temperature does it boil?
• Density - How dense is it or how much mass does it have?
• Solubility - Can it be dissolved in other substances?
• Polarity - Is it polar? Like a magnet?
• Malleability - Can it be hammered into thin sheets?
• Ductility - Can it be drawn or pulled into a wire?

Activity:

As a group, organize the provided cards into a series of rows and columns according to any patterns, or properties, that you observe.

HINT: There may be open spaces or missing cards.

Be able to explain your observations and why the cards are organized the way they are when you are finished.

We will have a class discussion when done.

Previously, we discussed how molecules have different properties than the atoms that make them. A couple of examples were how Oxygen and Hydrogen are normally gases, but when they are combined they form a liquid. Another was how Sodium is explosive when combined with water, and Chlorine is a toxic gas, but combined, they form table salt which we can eat without experiencing either of those conditions.

In groups of 4 (you can use your phone, the text book, or a laptop if they're available) find information about the properties of Alkali Metals, Transition Metals, Halogens, and Noble gases. These are groups on the periodic table. Use this information to fill out the table on your handout. We will have a discussion when done.

Looking back to the previous activity, pick and item that you have with you today. Looking at the item, consider the different properties we have discussed so far and how they allow for the item to be built the way it is and be used for what it was made for. (Do not use an electronic device as your item). Fill in the tables on the sheet as you think about your object. The following video may help when figuring out what things are made of and how that affects the items use.

Chemical Property - a characteristic of a substance that may be observed when it is involved in a chemical reaction.

These are some examples:

Toxicity - Is it toxic or poisonous?

Reactivity - Does it react with other substances?

Combustion - Does it burn?

Acidity or Basicity - Is it an acid or a base?

Radioactivity - Does it give off radiation?

Oxidation - Does it rust?

What did you observe in the video? Write down as many things as you can remember.

When paper burns, is that a physical or chemical change? Why?

What do you think a chemical reaction is? (Write a definition in your own words).

What do you think happens to paper as it burns?

A chemical reaction is a process where the atoms of one or more substances are rearranged to form one or more new substances.

In this video, two different reactions occur:

2KClO3 -> KCl + 3O2

Potassium chlorate -heat> Potassium chloride + oxygen

C12H22O11 + 12O2 -> 12CO2 + 11H2O

Sucrose + Oxygen -heat> Carbon dioxide + water

Lab Safety:

• Don't eat, drink, splash, etc. any of the substances. Horseplay is not allowed.
• Should horseplay happen, you will no longer be allowed to participate in labs for the remainder of the year. Instead you will complete an essay on a related topic each time the class does an activity and your parents will be contacted.
• Bromthymol Blue is toxic if you get it in your eyes or ingest it. Don't do it.
• It is a pH indicator and works similar to the pH paper you used previously. When mixed with a substance, it will change colors depending on the substances pH.

Examples of Physical Properties:

• Luster - The way a mineral reflects or absorbs light at its surface.
• Malleability - The ability of a substance to be hammered or rolled into sheets.
• Ductility - The ability to be pulled into thin wires.
• Density - The mass per unit volume of a substance.
• Viscosity - A measurement of a liquid's resistance to flow.
• Solubility - The maximum amount of solute that can dissolve in a given amount of solvent at a given temperature and pressure.
• Mass - The amount of matter in an object.
• Volume - The amount of space a substance occupies.

Examples of Physical Changes:

• Texture - The feel, appearance, or consistency of the surface of a substance.
• Color - A quality such as red, blue, green, etc. that you see when you look at something.
• Temperature - The measure of the average kinetic energy and the potential energy of the particles in a substance.
• Shape - The external form or appearance of a substance or object.
• Change of State - When something melts, freezes, evaporates, etc.
• Dissolving - when a solution is formed from even mixing.

Examples of Chemical Properties:

• Toxicity - The degree to which a substance can harm living tissue like a human, animal, or plant.
• Reactivity - The degree to which a substance reacts with other substances.
• Flammability - The degree to which a substance can burn or ignite.
• pH - The degree to which a substance is an acid or a base.
• Radioactivity - The degree to which a substance emits particles as radiation.
• Oxidation - The degree to which a substance reacts with oxygen. I.e. Rust

Many chemical properties are indirectly observed through their byproducts. Examples of this are:

• Bubbles or Gas Production - The reaction produces bubbles or a gas.
• Temperature Change - The reaction causes a temperature change. Increases/Decreases.
• Precipitate Formation - A solid forms in a liquid and falls to the bottom of the container.
• Change in Smell or Odor - The smell changes, disappears, or forms as a result.
• Change in Color - The color changes as a result.

1. Name one thing that can be observed that is evidence that a chemical reaction has taken place?

2. What is the name of the physical change that would be observed if a piece of paper was wadded into a ball? (There are 2 possible answers).

3. What is the difference between a physical reaction or change and a chemical one?

4. Metal changing color when heated is an example of which type of change?

5. Which property can cause harm to organic tissue?

Atoms:

• The basic building block of all matter
• The most basic part of an element that can still be considered that element
• 3 parts
• Neutron - Neutral charge
• Largest particle
• Proton - Positive charge
• Slightly smaller than the neutron
• Electron - Negative charge
• Smallest particle
• Mostly empty space
• Very dense

https://www.ptable.com/

Atoms are arranged into groups on the periodic table.

To find the number of each particle:

• Protons = Atomic Number
• Electrons = Number of Protons
• Neutrons = Atomic mass/weight - Atomic Number

What are the following groups called?

• First Column
• Second Column
• Third - Twelfth Column
• Seventeenth Column
• Eighteenth Column

What are the following groups called?

• Alkali Metals
• Alkaline Earth Metals
• Transition Metals
• Halogens
• Noble Gases

Molecules are made from different atoms and are held together by bonds.

Two types of Molecule:

• Compound - Made from different types of atoms.
• C6H2(NO2)3CH3
• C6H12O6
• CO2
• H2O
• NaCl

• Element - Made from the same type of atoms.
• O2
• O3
• Cl2
• H2

Molecules behave differently than the atoms that make them up. This is because, when bonded, the properties of the atoms are changed.

+

=

Elements/Atoms are organized on the periodic table into columns (Groups or Families) and rows (Periods). This is done to keep elements with similar physical and chemical properties together. This organization also helps predict the characteristics of an unknown element based on the characteristics of other elements around it. This type of organization was developed by Dmitri Mendeleev.

There are 2 types of properties that we have discussed and investigated.

• Physical Properties: Can be observed or measured without changing the substance.
• Texture - The way a substance's surface feels.
• Solubility - The ability for a substance to mix with another.
• Smell - The way a substance smells.
• Viscosity - How thick a liquid is, or it's resistance to flow.

• Chemical Properties: A characteristic that can be observed when a substance is in a chemical reaction.
• Toxicity - The ability of a substance to harm living tissue.
• Flammability - The ability of a substance to ignite or burn.
• Reactivity - The ability of a substance to react with another.
• pH - How acidic or basic a substance is.

Like Physical and Chemical Properties, there are also 2 types of "changes."

Physical Changes - A change in the appearance or physical characteristics of a substance that does not change the actual substance.

• Dissolving - Related to solubility, the ability to evenly mix with a substance
• Change of State - Changing from solid to liquid to gas, etc.
• Change of Shape - Smashing a cube, crumbling paper, etc.
• Tearing, Chopping, Breaking, etc. - Splitting solid into smaller pieces from a large piece.

Chemical Reactions/Changes - A change that results in one or more new substances. The atoms in the molecule(s) are rearranged to form a new molecule(s).

• Production of gas, bubbles, or foam
• Burning
• Change in or production of an odor
• Precipitation - The formation of a solid when liquids are mixed.
• Decomposition or rotting

Chemical Reactions CAN NOT be seen. Therefore you can only observe evidence that they occurred.

1. How are atoms/elements arranged on the Periodic Table?

2. Give an example of a Physical Property

3. How do you find the number of neutrons in an atom?

4. What happens to a substance in a chemical reaction? (Definition)

5. What are molecules made of?

6. What charge does each particle have in an atom?

7. What are the 2 types of molecule?

8. Give an example of each type of molecule.

9. What chemical property is tested with a substance that changes color when mixed with it?

10. Which atomic model has a cloud of electrons around the nucleus?

On a piece of paper, sort the following materials according to if you think they are natural substances or synthetic.

Wood Leather Nylon Paper Oil

Rayon Chalk Gold Cotton Fiberglass

Coal Sand Silk Plastic Tin

Discuss with the students on your left and right why you placed the materials into the groups that you did.

After your discussion, write down your definition of what you think "Natural" and "Synthetic" mean.

What similarities did these materials have?

What differences did these materials have?

SYNTHETIC

• Nylon
• Paper
• Rayon
• Fiberglass
• Plastic

NATURAL

• Wood
• Leather
• Oil
• Chalk
• Gold
• Cotton
• Coal
• Sand
• Silk
• Tin

Look around the classroom.

Name all of the things that you see that are made of plastic.

Why is plastic used for so many things?

What is plastic?

How do you think it's made?

Using the "Plastic Scavenger Hunt" sheet, look around the classroom and begin filling out the sheet with information for the different plastics you find.

Bring the sheet home with you and finish filling it in with any other plastics you can find around your home or outside of the classroom.

Next class we will discuss what everyone found and compare our results.

As a table, combine the information about materials you all found onto the "Plastic All Around Us Student Summary" sheet and answer the questions.

Plastics All Around Us Summary

In table groups, each group of 4 students will compare the results of their "Plastic Scavenger Hunt" and use this information to fill out the "Plastics All Around Us Summary" sheet. Students may use their phones or laptops (if available) to research information about oil to answer the questions at the end.

Each student will turn in both assignments when completed.

Human history is shaped by the materials we develop and use. Ancient cultures began their existence making use of stone, soil, plants and bones as their resources for making tools. The only metals available were gold and copper. This period is known as the Stone Age. However some 5,000 years ago, humans learned how to turn copper and tin ore into bronze, and the Stone Age became the Bronze Age. Nearly two thousand years later, humans learned to turn iron oxide into iron and steel and the Bronze Age became the Iron Age. Today, we do more than mix and modify natural materials to improve them. We create entirely new materials by manipulating the structure of chemicals. This era was started in 1907 by an inventor of the first synthetic plastic, Bakelite.

Early Modern period, when trade and technology reached new levels of complexity. The Industrial Revolution began around 1760 and marked the introduction of a new period of scientific and technological breakthroughs, including the development of steam power, factory manufacturing and the use of iron and cement as building materials. More recent milestones include the development of synthetic plastics around 1900 and the identification of the first synthetic nanomaterial, the carbon fullerene, in 1985. As these new materials have been developed, they’ve made new products and technologies such as computers, spacecraft and robotics possible. The growth of materials science and introduction of new materials in each age of history has made technological advances and new cultural practices possible.

We now live in The Polymer Age, also called the age of plastics. Plastic is the popular term for a variety of synthetic, or man-made, polymers. Polymers are very large molecules—giants in the molecular world—comprised of smaller molecules. Thousands of polymers exist in nature. Celluloid is a plastic made from a natural polymer, cellulose. Completely synthetic polymers are created entirely from chemicals.

Without the materials we take for granted today, what do you think life would be like during the Stone Age?

The Bronze Age?

What material do you think you'd miss the most?

Using the "Synthetic Material Come from Natural Resources Brochure" handout as a guide, for both requirements and grading, you are to do the following as a small group (no more than 4 people):

• Decide upon a synthetic material to research
• Under the "Documents" slide with this lesson is a sheet with links to several resources for research.
• Collect enough information to satisfy each requirement of the brochure.
• See the brochure handout for guidelines and how the assignment will be graded.
• You may use a laptop, your phone, or any other available resource for your research.
• Create a product, written or typed, with any information, pictures, etc. you collected to meet the needs of the brochure.
• Present your research to the class.
• Turn in the assignment for grading.

Natural -

Synthetic -

Monomer -

Polymer -

What happens to a balloon that has been blown up:

• After it has been placed in the freezer for 5 minutes? Why?

• After it has been heated for 5 minutes? Why?

What do you think is happening to the "air" molecules inside the balloon:

• At room temperature? Why?

• After cooling? Why?

• After heating? Why?

What are some examples of temperatures? From what to what?

What do you think would happen to an empty soda can during any of these changes?

What happens to the air inside the can during these changes?

How can you test this? How would you create a "closed system?"

During the demonstration write down the following information on the sheet that was handed out:

• Hypothesis
• Independent variable
• Dependent variable
• Beginning Temperature (can be hot, cold, etc.)
• Ending Temperature (can be hot, cold, etc.)
• Under analysis, draw what you think the air molecules look like before and after the demo for Test 1.
• Write a conclusion discussing why you thought things happened the way they did.

What are the "states" or "phases" of matter?

What are the differences between the phases?

• What makes them different?
• What makes them what they are?

What kind of changes can substances make from one phase to another?

• What are the names of the different changes?

Do you remember seeing any of these changes during the balloon or can crushing activities?

• Which ones?

STATES/PHASES OF MATTER

• Solid
• Particles/Molecules are tightly packed.
• Has a definite volume and shape.
• High density.
• Liquid
• Particles/Molecules are loosely packed and can "flow."
• "Flow" indicates that they are in constant motion.
• Shape conforms to its container.
• Has a definite volume.
• Gas
• Particles/Molecules move freely and quickly.
• Shape conforms to its container.
• Volume conforms to its container.

PHASE CHANGES

• Freezing - A change from a liquid to a solid.
• Melting - A change from a solid to a liquid.
• Condensation - A change from a gas to a liquid.
• Vaporization - A change from a liquid to a gas.
• Sublimation - A change from a solid to a gas.
• Deposition - A change from a gas to a solid.

https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html

Conduct a Google Search for PhET.

Click on the first search result.

• It should be: https://phet.colorado.edu/

Click on the Chemistry icon.

Scroll down to the bottom of the list.

Click on States of Matter: Basics

• If you clicked on the correct link, you should be at this screen:

You are given two options. Click on STATES.

You will arrive at this screen:

Follow the instructions on the worksheet and work through the various activities.

Turn in the packet when complete.

Safety Safety Safety

DO NOT touch the hot plates once they are turned on.

• DO NOT touch the glass beakers once they are placed on the hot plate.
• DO NOT place anything on the hot plate except for the glass beaker (when instructed to do so).
• DO NOT change the heat setting on the hot plates
• It should remain at 6 for consistent results and data collection

DO NOT crowd the hot plates. Stay with your group.

NO HORSEPLAY

• Work in groups of 3-4 people. This is mandatory.
• Group roles:
• Timer Keeper/Scribe
• Watches the time to ensure temperature reading are taken and recorded every minute.
• Records Data
• Temperature Taker
• Takes the temperature when instructed and stirs the contents of the beaker between measurements.

• Observer
• Observes the beaker for key observations so the time and temperature of each may be recorded.
• These include:
• When all ice is melted
• When visual distortions form in the water
• When steam first appears
• When bubbles start
• When bubbles start from the center of the water

• 1st place the thermometer into the beaker of ice.
• Once the temperature stops dropping, record this as your first temperature and time "0."
• Carefully place the beaker on the hot plate to begin warming.
• Each person assigned a role will begin their responsibilities. These duties may be rotated throughout the activity within the group. Each member is responsible for their own worksheet/packet so you may copy the data from one to another.
• Temperature monitor will stir and take the temperature
• Time keeper/scribe will observe the clock and annotate data and observations
• Observer will look for various phenomena and changes which occur

Bell Ringer

1. What 2 things does 'temperature change' affect in a substance, in regard to the molecules?

2. What phenomenon or phase change was seen in the PhET simulation with neon?

3. Which of the 4 substances didn't follow the same pattern as the others?

4. Why is this important (regarding the answer to #3)?

What is Density?

Is density a physical or chemical property?

How do you find an objects density?

Volume Formula Examples:

Cube/Rectangle

• length*width*height

Cylinder

• 3.14*(radius*radius)*height

Sphere

• (4/3)*3.14*(radius*radius*radius)

Is this a physical change or chemical reaction? Why or why not?

What happens to the alcohol when it's burned? Is anything left over?

For this activity follow the steps:

• Weigh an empty (fire safe) container.
• Place an amount of alcohol in the container and weigh it again.
• Find the weight of the alcohol.
• Using a match or lighter, ignite the alcohol and let it burn off.
• Weigh the container again once it has cooled.
• Find the weight of the alcohol.
• Find the difference in weight of the alcohol from before burning until after burning.
• Record your observations.
• Record any questions that you have about the activity.

In the activity, we burned rubbing (isopropyl) alcohol. This means that the alcohol reacted with oxygen (O2) in the air when heat (fire) was applied to it. A chemical equation is a description of a reaction using element symbols and chemical formulas. In the example below, C3H8O, O2, CO2, & H2O are all chemical formulas.

For the rubbing alcohol activity, the chemical equation looks like this:

2C3H8O + 9O2 --> 6CO2 + 8H2O

(Reactants) (Products)

Reactants "react" to "produce" the Products

Another way of stating this is:

2 molecules of isopropyl alcohol + 9 molecules of oxygen react to give 6 molecules of carbon dioxide + 8 molecules of water.

The large numbers in front of each molecule are called coefficients.

A Coeffiecient shows how many of that molecule are used in that reaction.

The small numbers after different atoms are called subscript.

The Subscript shows how many of that type of atom are in a molecule of that substance.

Exit Ticket

Balance the Following:

1. H2O2 --> H2O + O2

2. CO2 + H2O --> C6H12O6 + O2

3. C3H8O + O2 --> CO2 + H2O

4. C2H4O2 + NaHCO3 --> NaC2H3O2 + H2O + CO2

5. Fe + O2 --> Fe2O3

Exit Ticket

ANSWERS

1. 2H2O2 --> 2H2O + O2

H= 4 4

O= 4 2 2

2. 6CO2 + 6H2O --> C6H12O6 + 6O2

C= 6 6

O= 12 6 6 12

H= 12 12

3. 2C3H8O + 9O2 --> 6CO2 + 8H2O

C= 6 6

H= 16 16

O= 2 18 12 8

4. C2H4O2 + NaHCO3 --> NaC2H3O2 + H2O + CO2

C= 2 1 2 1

H= 4 1 3 2

O= 2 3 2 1 2

Na= 1 1

5. 4Fe + 3O2 --> 2Fe2O3

Fe= 4 4

O= 6 6

• Matter is made of atoms
• Matter CAN NOT be created or destroyed
• Substances and/or molecules can be changed from one type to another.
• An example would be when a chemical reaction occurs.
• This would be shown in a chemical formula.
• Because of the law of Conservation of Mass, the same number of each type of atom would be the same after the reaction as before. They must remain equal.
• If the amount of a substance or the number of molecules is increased or decreased on one side of a chemical equation, changes will occur or be required on the other side as well.
• EXAMPLES:
• H202 --> H20 + O2
• 2H2O2 --> 2H20 + O2

PART 1:

Answer the 2 questions.

PART 2:

Answer the questions and fill in the table with the correct amount of each type of atom on the Reactant and Product sides of the chemical equation.

PART 3:

• Work in groups of 3-5 people.
• Instead of using English units/measurements for the amount of baking soda, use the weighing boats and scales to measure out an amount in grams. (For the control, add 2.5g of baking soda).
• Follow directions in the packet.
• NOTES
• Mix the ingredients for the control and observe the reaction. Rinse the graduated cylinder when done.
• For each of your three (3) remaining trials choose a different amount of baking soda and vinegar to add.
• Mix the ingredients and record your results. Rinse the graduated cylinder after each trial.
• DO NOT add more than 25mL vinegar or more than 5g of baking soda in a single trial.
• If you make a mess, clean it up.
• Remember to add 1 drop of the detergent solution for the control reaction and each trial.
• Answer the questions.
• Turn in when complete. Each member of the group completes their own packet.

During the last lab you experimented with various reactions of vinegar and baking soda. As a group, you were allowed to decide how much vinegar and baking soda to mix together for the reaction and recorded you observations and answered questions about the activity.

• Why is it important that there are the same number of each type before and after a reaction?
• For example, with baking soda and vinegar, there were 3 atoms of Carbon before the reaction and 3 atoms after the chemical reaction occurred.
• In the following reaction (baking soda + vinegar) which are the reactants and which are the products?
• C2H4O2 + NaHCO3 --> NaC2H3O2 + H2O +CO2
• Acetic Acid + Sodium Bicarbonate --> Sodium Acetate + Water + Carbon Dioxide
• Vinegar + Baking Soda
• If you increase the amount of baking soda and keep the same amount of vinegar, would more or less CO2 be produced? Why?
• Was this a chemical reaction or a physical change? Why?
• How many of each type of atom are in the reactants side of the equation above? What about the products?
• C=
• H=
• O=
• Na=
• Does this demonstrate the Law of Conservation of Mass?

• What causes iron to rust?
• What types of atoms are used when iron rusts (reactants)?
• What different types of atom is iron rust made from (products)?
• Do you think you can write a chemical equation to represent what happens when iron rusts?
• Can you balance the equation to show how the conservation of matter is maintained?
• Work through the handouts to practice skills needed to balance equations and better understand how the conservation of matter applies to chemical reactions.

Models in science may be very different than what you think of when you hear the word model. A scientific model may be a diagram which shows a process, a mathematical formula that helps you make predictions, or any other means or combination that help you demonstrate an idea, concept, or process. What models can find see around the room?

Some examples include:

A model of the Atom

Population Genetics

DNA Structure

A Chemical Reaction

The Water Cycle

For this activity, you are allowed to work in pairs. No more than 2 people per group.

• First, decide on which chemical equation you want to model, or make a model of.
• The choices can be found on the back of the last page of the packet.
• Second, begin filling out the first page of the packet.
• By now, you should be familiar with this information.
• Third, after finishing the first page, get teacher approval.
• There is a page in the packet for this.
• Fourth, continue through the packet and decide how you plan to model your reaction.
• Create a draft of the drawing you plan to use.
• Fifth, Present your model in front of the class. You may draw on the white board for more visibility.
• Sixth, Critique other group's models and have yours critiqued as well.
• You should get and give at least 3 critiques.
• Seventh, make any necessary revisions or other alterations to your model that may have been discovered through critiquing.
• Eighth, Turn in your finished packet.
• Each member of the group/pair needs to turn in their own packet to be graded.