Lab: Yes, It DOES Matter

Purpose: To explore the 3 states of matter and some of their physical characteristics.
Notes will be completed in your WSQ slides for each station - each station should be a new slide.
Title each slide according to the station.
TARGET:
Define matter and the three main states it exists in.
General Procedures:
1. At each station complete the following:
a. Read the learning targets.
b. Complete the activity by following the procedures.
c. Respond to the question, if listed, using data from the activity and your prior knowledge.
After viewing the videos, you may expand on your response.
d. Use BLUE colored font throughout this document to help you/me see your typed work.
e. View the videos that are linked for each station. As you view/listen to the video add a few
notes in the section of each station. You may use bullet points to list the key concepts
from each video. Return to the question at the end of the activity and see if there is
anything you could add to expand on your response.
f. Return to the LEARNING TARGETS after completing each station and check if you have
reached a level of understanding indicating that you have mastered each target.
2. Submit the URL for your work in the Google Form listed in this weeks agenda. Put your copy into
your Science Hapara folder - in the Matter Unit folder.

STATION #1: Solids

1. Read the LEARNING TARGETS:
a. Define a solid
b. Calculate the density of a solid
c. Explain density
2. Complete the data table below.
a. Make sure you show work for the calculation of volume and density.
Data Table
Material

Aluminium

PVC

Physical
Characteristics and
Properties

Mass
Measure to the
nearest 0.1g

Metal like
Smooth
metallic

45.4g

Plasticy
feeling
Grey
smooth

21.6g

Volume
LxWxH
Show work

Density
D= m / V
Show Work

L: 2.5
W: 2.5
+H: 2.5
---------15.625 cm3

45.4 / 15.625

L: 2.5
W: 2.5
+H: 2.5
---------15.625 cm3

21.6 / 15.625

0.344g/cm3

1.38g/cm3

Acrylic

Transparent
Smooth

20g

L: 2.5
W: 2.5
+H: 2.5
---------15.625 cm3

1.28 g/cm3

POP (Wood)

Rough
Light
Tan colored

8.1g

L: 2.5
W: 2.5
+H: 2.5
---------15.625 cm3

8.1/15.625
0.5184g/cm3

3. Question: Based on your calculations. what can you determine about the density of substances and
their relationship to volume. (Hint: What did you notice about the volume for these 4 materials?)
I noticed all the cubes were the same height, length, and width therefore they had the same volume. But
since they have different masses their densities are going to be different. In other words they all have
the same length, width, height so they all have the same volume, but they have different weights
therefore different densities.
4. View these videos to help you. Take notes on the video in your WSQ slides; title the slides per
the video:
Video - Solids
Video - Physical and Chemical Properties and Changes

STATION #2: Density of Liquids

1. Read the LEARNING TARGETS:
a. Define a liquid
b. Calculate the density of a liquid
2. Complete the following procedures:
a. Measure the mass of the 50 ml graduated cylinder marked water.
b. Add 50ml of water to the graduated cylinder.
c. Measure the mass of 50 ml of liquid in the cylinder to the nearest 0.1g (the two together).
d. Subtract the mass of the cylinder. Subtracting these will give you the mass of the liquid
only. Measure to the nearest 0.1g.
e. Calculate the density of the liquid using the formula for density (D = m/v).
f. Complete the data table for water.
g. Repeat procedures a - f for the other liquids listed in the data table. Each cylinder may
have a different mass so check the cylinder for its starting mass.
h. Return all solutions to their beakers.
i. Rinse all graduated cylinders with water. NO SOAP!

j. R = rounded

Data Table
Material

Physical
Properties
of the liquid

Mass of
cylinder to
the nearest
0.1g

Mass of
cylinder and
liquid to the
nearest 0.1g

Mass of
liquid to the
nearest 0.1g

Volume of
the liquid

Density of
the liquid

to the
nearest 0.1
ml

to the
nearest 0.01
g/ml

Water

clear/
transparent

41.1g

90.3g

49.2g

50ml

0.984ml
(R: 1.0ml)

Saltwater
Solution

Clear but a
bit murky

41.1g

89.3g

48.2g

50ml

0.964ml
(R: 1.0ml)

Sugar
Water
Solution

Clear but a
bit murky

40.4g

89.6g

49.2g

50ml

0.984ml
(R: 1.0ml)

Copper
Chloride
solution

Blue and
murky

41g

88.8g

47.8g

50ml

0.956ml
(R: 1.0ml)

3. Question: What can you conclude about the density of solution when a solute like sugar, salt, or
copper chloride has been dissolved in it? (HINT: Compare water (solvent) to the others
(solutions).
The water density was higher than the other solutions.
4. View these videos to help you. Take notes on the video in your WSQ slides; title the slides per
the video:
Video - Liquids
Video - Physical and Chemical Properties and Changes

STATION #3 (Part 1): Gases

1. Read the LEARNING TARGETS:
a. Define a gas
b. Calculate the density of a gas
c. Explain density
2. Complete the following procedures:
a. Measure the mass of the empty balloon. 3.1 g
b. Measure the mass of an air filled balloon. 3.3g
c. Calculate the mass of the air inside the balloon by
subtracting the measurement from step a from step
b.
0.2g
d. Measure the circumference of the balloon with the tape measure to the nearest 0.1cm.
You will need to wrap a cloth measuring tape around the widest part of the balloon.
30cm
e. Calculate the volume of the balloon by following these simple steps.
i.
Begin by calculating the radius of the balloon:
radius (r) = circumference of a circle / 2

 = 3.142cm
radius (r) of the balloon = 4.8 cm
ii.

Volume of a sphere(Balloon) = (4 x x r) / 3

Volume of the balloon = 463.306 cm3 (rounded)

f. Calculate the density of the air in the ballon: D= m / V Set up your equation below. Use
proper units for your final calculation.
Density of the air in the balloon = 0.000431g/cm3 (rounded)

STATION #3 (Part 2): Changes in volume of a gas due to pressure

3. Read the LEARNING TARGETS:
a. Define a gas
b. Calculate the density of a gas
c. Explain density
4. Complete the following:
a. Draw the gas particles movements inside an inflated balloon.

b. Put a small amount of pressure on the inflated balloon. Do you feel some of the air inside it
move? YES or NO (change font color to blue for the one you select)
c. As you continue to add a small amount of pressure to the inflated balloon, do you see areas
of the balloons wall becoming thinner; feeling as though it is about to burst? YES or NO
(change font color to blue for the one you select)
d. Review the image below that shows how the pressure of gas changes from the inflated
balloon to the deflated balloon using arrows inside and outside of the balloon.

e. Draw the balloon after most the air has pushed out of the balloon.

5. Use the diagram above to complete the following. Note: The number of gas particles do not
change in any of the diagram.
a. What happens to the volume as the pressure is increased? T
he particles become more
compact and close together and they can't move around as much.
b. As the volume is decreased, is there an increase or decrease of the pressure of the gas on
the walls of the container? Increase because the particles are getting closer and closer
together causing them to put pressure on one another.
c. Question: Based on the diagram above, Write your version of Boyles Law: How does
pressure affect the airs volume?
The more pressure put on something the tighter and more close together the particles are.
6. View this video to help you. Take notes on the video in your WSQ slides; title the slides per the
video:
Video - Gases

STATION 4: Liquid Solutions and Boiling Point Temperatures

CAUTION: beakers and hot plate may be hot.
1. Read the LEARNING TARGETS:
a. Define a solute, solvent and solution
b. Identify how a solute changes the physical properties of a liquid
2. Observe the 3 beakers:
a. Beaer 1: Water
b. Beaker 2 = salt solution (In order to make
the salt solution, a certain amount of salt
(solid) was added to water (liquid) and the
contents were stirred until the salt
dissolved. See image to the right.)

c. Beaker 3 = copper chloride solution (In order to make the copper chloride solution, a
certain amount of copper chloride (solid) was added to the water (liquid) and the contents
were stirred until the copper chloride dissolved.

d. Complete the table:

Beaker Contents

Solute

Solvent

Water

Solution

Saltwater

Salt water (Sodium

Chloride Solution)

Copper Chloride
Solution

Copper Chloride
Solution x

3. Based on the boiling point temperatures of the three substances what can you conclude about the
boiling point temperature when a solute is dissolved in a solvent to make a solution? In other words,
discuss how the boiling temperature was different for both the salt solution and the copper solution in
comparison to the water.
Type of Liquid

Water

Salt Water Solution

Copper Chloride
Solution

Temperature C

100 C

102 C

993 C

3. Question: Based on the boiling point temperatures of the three substances what can you conclude
about the boiling point temperature when a solute is dissolved in a solvent to make a solution? In
other words, discuss how the boiling temperature was different for both the salt solution and the
copper solution in comparison to the water.
Waters boiling point was lower than both the Salt Water Solution and the Copper Chloride Solution, the
more chemicals and other materials mixed into the liquid the longer it takes to heat up.
4. View this video to help you. Take notes:
Video - Solutes, Solvents, and Solutions
Take notes on the video in your WSQ slides; title the slides per the video:

Station 5: The Change in Volume of a Gas due to change in Temperature or

Pressure
1. Read the LEARNING TARGET:
a. Identify how volume changes due to changes in temperature and pressure
2. Define volume: The amount of space that an object takes up.
3. Complete the following procedures:
a. You need a funnel, a bowl, cup of ice, an empty water bottle, a beaker of hot water and a
beaker of ice water.
b. Measure the temperature of the hot water and the cold water using the digital
thermometer. Please record the temperatures in Celsius.

i.
Hot water: 85. C
ii.
Cold water: 22.1 C
c. Take the cap off of a water bottle and insert the funnel.
d. Carefully fill the water bottle half full with hot water and cap it.
e. Place the ice cubes in the bowl and pour the cold water into the bowl.
f. Place the water bottle in the bowl of ice water.
g. Observe what happens. Listen for a pop and observe the water bottle itself. This should
take about 90 seconds.
h. Remove the bottle from the hot water and remove the cap on the bottle.
i. Carefully pour out the hot water and LEAVE the ice water in the bowl.
j. View the video : Crush a Water Bottle: Is that what happened for you?
Yes the water bottle popped and kind of shrunk.

.
4. Question: What happens to the bottle and why? See diagram below to help you.
Temperature

HOT to COLD

COLD to HOT

Did volume increase or

decrease?

Volume increases

The volume decreases

In Charles law it talks about

how when temp rises the
volume increases

In charles law it also talks

about when the temp
decreases so does the
volume

How do you know? Why?

.
5. Question: What happens to the bottle and why? See diagram below to help you.

6. In both parts of the diagram, the number of gas particles remain the same.

a. What is happening to the volume as the temperature is increased?

As the volume increases the temperature also increase.
b. What is happening to the movement of the gas particles as the temperature is increased?
They are getting farther apart and moving more freely / crazily
7. Question: Based on the diagram above, Write your version of Charless Law: How does
temperature affect the volume and movement of gas?
As the temperature of the gas is increased the volume is increased, as the temperature of the gas
decreases the volume decreases.
8. View this video to help you. Take notes on the video in your WSQ slides
Video - Gases - May be a repeat from station 3, but pay attention to Boyles Law and Charless

STATION #6 (Part 1): Conservation of Mass

1. Read the LEARNING TARGET:
a. Describe conservation of mass
2. Complete the following procedures:
a. Measure the mass of each item listed in the data table below to the nearest 0.1g.
Item
Mass
(0.1g)

Glass 400ml beaker

Rubber stopper

153.1g

15.7g

Chemical scooper
10.8g

Test Tube Holder

15.6g

b. Calculate the sum mass of all the objects by adding the 4 measurements together.
Total mass of the 4 objects = 195.3g
c.

Gently place all the items into the glass 400 ml beaker and place it on the digital scale.
Record the mass to the nearest 0.1g.
Total mass of the 4 objects = 209.4 g

3. Question: Compare the two total masses and determine if the Conservation of Mass was observed.
(The digital scale is only accurate to 0.1g so your totals could be off by 0.5g

STATION #6 (Part 2): Conservation of Mass

4. Read the LEARNING TARGET:

a. Describe conservation of mass

5. Complete the following procedures:
a. Measure the mass of a 100 ml graduated cylinder to the nearest 0.1g.
40.7g
b. Fill the graduated cylinder with 100 ml of water.
c. Measure the mass of the 100 ml of water and the graduated cylinder.
138.9g
d. Subtract step a from step c to get the mass of the water.
98.2g
e. Measure the mass of a 250 ml beaker to the nearest 0.1g.
105.8g
f. Using a spatula/chemical scooper measure out 4.0g of salt on a weighing dish. Dont forget
to zero out the weighing dish before adding salt to it.
g. Pour the 100 ml of water into the beaker.
h. Pour the 4.0g of salt into the beaker and mix it using a stirring rod.
i. Measure the mass of the salt solution you have made: beaker, water, and dissolved salt to
the nearest 0.1g. 206.3g
j. Add the mass of water calculated in step d to the mass of the salt (4.0 g), to the mass of
the beaker (step e) , the beaker, and salt together. 208g
6. Question: Compare the mass in step 7 to step 10. What do you notice about these two masses?
Salt is the solute in the saltwater solution.
Water is the solvent is the saltwater solution.
Based on the two activities at this lab station was the concept of Conservation of Mass
observed? Explain.
7. View the video below to help you:
Video - Conservation of Mass - Take notes on the video in your WSQ slides