Investigation 4.1 and 4.3 gas and solid expansion
Download as PPT, PDF0 likes403 views
The document discusses kinetic energy and the expansion and contraction of solids and gases when heated and cooled. It provides materials to demonstrate how the volume of air changes when heated or cooled, with rules that nothing is placed inside the bottle and its integrity is maintained.
1 of 9
Download to read offline
Recommended
Investigation 4 1 And 4 3 Gas And Solid Expansion
Investigation 4 1 And 4 3 Gas And Solid Expansionmrslarmour
Ìý
The document discusses kinetic energy and the properties of gases. It provides materials and instructions for demonstrating how the volume of air changes when heated and cooled for a 4th grade class. Students are asked to find a good way to show what happens to a volume of air using the supplied materials, which include a bottle, balloon, cups of water, tubing and bubble solution, following some rules.Laws, heat and expansion 2011
Laws, heat and expansion 2011sbarkanic
Ìý
1. The document discusses three laws of thermodynamics: the first law states that heat transfers but is not created or destroyed; the second law states that heat flows from hot to cold; the third law states that absolute zero cannot be reached.
2. Specific heat capacity is described, which is the amount of heat required to change the temperature of a unit mass by 1 degree. Water has a higher specific heat capacity than sand, so it takes longer to warm up or cool down.
3. The high specific heat of water impacts Earth's climate by moderating temperatures and allowing currents to transfer warm water.Physical, chemical changes & states of matter.ppt
Physical, chemical changes & states of matter.pptJenny Dixon
Ìý
Physical changes alter the shape or form of a substance but not its chemical composition. Chemical changes alter the molecular structure of a substance and create new substances. States of matter include solids, liquids, gases, and plasmas, which substances can transition between when temperature or other conditions change. A Bose-Einstein condensate is a state of matter that occurs when atoms are cooled to near absolute zero and behave as a single superatom.States of matter 2010
States of matter 2010Jodi Lock
Ìý
1. The document discusses states of matter and gas laws. It provides descriptions of solids, liquids, gases and plasmas, focusing on how particle movement differs between each state.
2. Gas laws including Boyle's law and Charles' law are introduced. Boyle's law states that for a fixed amount of gas at constant temperature, volume and pressure are inversely related. Charles' law states that for a fixed amount of gas at constant pressure, volume and temperature are directly related.
3. Examples are given to demonstrate these gas laws, such as how the volume of balloons changes under differing pressures in Boyle's law experiment, and how bicycle tire pressure should be adjusted for temperature changes according to Charles' law.Laws, heat and expansion 2011
Laws, heat and expansion 2011sbarkanic
Ìý
1. The document discusses laws of thermodynamics and specific heat capacity. It states the first, second, and third laws of thermodynamics.
2. It then explains that specific heat capacity is the amount of heat required to change the temperature of a substance. Water has a higher specific heat capacity than sand, so it takes longer to warm up or cool down.
3. The document notes that water's high specific heat capacity affects Earth's climate by moderating temperatures and influencing ocean currents.drew love 4th block
drew love 4th blockmmssci
Ìý
A chemical change occurs when a new substance is formed through a reaction where energy is absorbed or released, while a physical change alters the physical properties or form of a substance without changing its chemical composition. Examples of a chemical change include firecrackers exploding to form sparks, while a physical change is a garage burning down and changing forms but not becoming a new substance. The document references using an online search to research the topic of chemical and physical changes.35 ppt v2_chemistry_10_metals and non-metals basic physical and chemical prop...
35 ppt v2_chemistry_10_metals and non-metals basic physical and chemical prop...Galymzhan Tuleushov
Ìý
35 ppt v2_chemistry_10_metals and non-metals basic physical and chemical properties. electrochemical series of stress metals 4 1 revisiting the particle model - aais
4 1 revisiting the particle model - aaisMuhammad Abdul Mageid
Ìý
This document summarizes a chemistry textbook chapter about elements, mixtures, and compounds. It begins by revisiting the particle model of matter and explaining the differences between solids, liquids, and gases in terms of how their particles are arranged and move. It describes the processes of melting, boiling, condensing, and freezing in terms of particles gaining or losing energy. The chapter also discusses diffusion, gas pressure, chemical symbols, and how elements combine to form compounds. It concludes by outlining topics that will be covered regarding investigating elements, mixtures, and compounds.Investigation 3 3 air as particles
Investigation 3 3 air as particlesmrslarmour
Ìý
The document discusses what happens to air particles when air expands and is compressed, and instructs the reader to read a section of their resource book on the three phases of matter and complete a reading activity that is due on Friday.Mid summative 8 answers 2010
Mid summative 8 answers 2010mrslarmour
Ìý
The document discusses various structural and behavioral adaptations of different organisms that help them survive in their environments. It notes that some butterflies migrate farther than others, squirrels store nuts for winter, clams have hard shells to burrow in sand, and giraffes have longer necks. Variation in traits like coloration help organisms like beetles and walkingsticks camouflage and live in different habitats.Mid Summative 6 Answers
Mid Summative 6 Answersmrslarmour
Ìý
The document discusses several factors that can limit wildlife populations including reproductive potential, age of reproduction, number of offspring, frequency of reproduction, lifespan, offspring survival rates, disease, predation, temperature, drought, flooding, fire, loss of habitat, and food availability. It also notes some benefits and problems with removing mountain lions from an area, such as decreasing human and deer injuries/deaths but also increasing deer disease and accidents from higher deer populations without a natural predator to control numbers.Mid Summative 5 7 Answers
Mid Summative 5 7 Answersmrslarmour
Ìý
The document discusses various topics related to energy transfer and phase changes, including:
1) Energy always flows from hot to cold, so when cold milk is mixed with hot cocoa, energy flows from the hot chocolate to the milk, raising its temperature.
2) Kinetic energy is the energy of moving particles - the faster particles move, the more kinetic energy they have. When particles collide, energy transfers between them.
3) During different phase changes like melting, freezing, evaporation, and condensation, kinetic energy and the distance between particles either increases or decreases.
4) Systems reach equilibrium when the energy transfer between colliding particles is equal across hot and cold regions.Mid Summative 3 4 Answers
Mid Summative 3 4 Answersmrslarmour
Ìý
This document discusses an ecosystem and the organisms within a community, including raccoons, herons, fish, frogs, dragonflies, snails, algae, bacteria, and how they interact through food webs and are influenced by abiotic factors such as water, air, heat, and the sky.Mid Summative Exam 4 Answers
Mid Summative Exam 4 Answersmrslarmour
Ìý
When air is heated, the kinetic energy of the particles increases causing them to move faster. This results in more space between particles, increasing the volume in a process called expansion. Cooling a material decreases kinetic energy, causing particles to move slower and occupy less space, making the object contract. While liquids can expand when heated, they cannot be compressed because the particles are already tightly packed with little space between them. Solids are characterized by particles with low kinetic energy that are tightly bonded and close together.Ms science notebook_folio
Ms science notebook_folioclhult
Ìý
This document discusses the importance and benefits of using science notebooks for middle school students. It notes that science notebooks help students engage cognitively by documenting their work and allowing them to organize data, construct concepts, and build explanations. Science notebooks centralize a student's data and records of their learning experiences. When well-kept, notebooks provide an organized reference for students and allow teachers to informally assess student skills and conceptual understanding over time.Mixing water lab
Mixing water labmrslarmour
Ìý
The document provides instructions for a lab experiment mixing hot and cold water. Students are asked to record their initial hypothesis about the resulting temperature and then take measurements after mixing equal amounts of 10°C and 50°C water in a third cup. They are finally asked to reflect on what happens to water particles during the mixing process.Ii matter 
Ii matter jaume2014
Ìý
This document provides information about the three states of matter - solids, liquids, and gases. It includes experiments and questions to help students understand the key differences between the states. The document explains that in solids, liquids, and gases, particles are arranged differently. In solids, particles vibrate in fixed positions; in liquids, they slide over one another but stay close together; and in gases, particles move rapidly and are far apart. Heating causes particles to vibrate more, which can cause changes between the states of matter. The concept of density is also introduced, which explains why objects with different compositions can have different masses but the same volume.Matter powerpoint
Matter powerpointN Chalkley
Ìý
The document discusses key concepts about matter including:
1) Matter is anything that has mass and takes up space. It is composed of elements which are made up of atoms.
2) The three states of matter are solids, liquids, and gases which have different properties related to their shape and volume.
3) Physical properties can be observed without changing the composition of matter while chemical properties involve a chemical change.
4) Physical changes alter the shape, size or state of matter without forming new substances whereas chemical changes produce new substances.1-states-of-matter-particle-model-powerpoint.pdf
1-states-of-matter-particle-model-powerpoint.pdfRohitKumar882041
Ìý
This document discusses the particle model of matter and the key differences between solids, liquids, and gases at a molecular level. It defines density as the mass of a substance per unit volume and explains how density is higher in solids and lower in gases, with liquids being intermediate. The document also outlines how the arrangement of particles in each state of matter determines properties like compressibility, ability to flow, and strength of molecular forces.
Matter
Matterngibellini
Ìý
The document discusses the importance of teaching students how to learn effectively and efficiently. It states that students should be taught strategies for organizing information, retaining knowledge, and applying concepts rather than just memorizing facts. These skills will help students become independent, self-motivated learners who are able to continually acquire new information throughout their lives.Q1 Week 2 Science 7 Kinetic Molecular Theory, Elements and Compounds
Q1 Week 2 Science 7 Kinetic Molecular Theory, Elements and CompoundsHasminCueto1
Ìý
PPT Science 7 Matatag Quarter 1 Week 210.27 D3 Ktm And States Of Matter Intro
10.27 D3 Ktm And States Of Matter IntroAdam Geller
Ìý
This document provides an overview of a chemistry lesson on the kinetic theory of matter. It includes an agenda for the class, homework assignments on physical and chemical changes, and notes on the kinetic theory. The notes explain that all matter is made of particles too small to see that are constantly moving. The more energy particles have, the faster they move. When particles gain enough energy, the substance changes states from solid to liquid to gas.
Heat
HeatChirag Ahuja
Ìý
This document provides an overview for a grade 7 science lesson plan on heat transfer through conduction, convection and radiation. It outlines the curriculum expectations, prior knowledge, demonstrations, experiments, misconceptions, safety considerations, and a 5-day lesson plan that includes exploring the particle model and the three methods of heat transfer. Societal applications are also discussed to help students understand the real-world relevance.Properties of Solids Based on the Particle Nature.pptx
Properties of Solids Based on the Particle Nature.pptxLeaCamillePacle
Ìý
- This document discusses a lesson on the particle nature of matter for solids, liquids, and gases. It includes activities where students observe how the size and shape of objects change when transferred between containers to infer properties of particles.
- The activities guide students to recognize that particles of solids are packed closely together and do not move much, particles of liquids can move past one another and take the shape of containers, and particles of gases are far apart with little attraction and no fixed volume or shape.
- Questions at the end review key concepts like the definition of states of matter, properties of each state based on particle motion and arrangement, and examples like how balloons can be inflated with a small amount of gas orSIM: Matter
SIM: MatterAko C Sooza
Ìý
Strategic Intervention Material for Sta. rosa elementary school centra III (Special Science elementary school)Conceptual science teaching: concept cartoons & concepTests 
Conceptual science teaching: concept cartoons & concepTests Stefaan Vande Walle
Ìý
This document provides an introduction to using concept cartoons and ConcepTests in conceptual science teaching. It discusses identifying common student misconceptions, designing concept cartoons and ConcepTests to address these misconceptions, and using techniques like class and group discussion to help students confront and resolve their misconceptions. Examples of concept cartoons and ConcepTests are provided for various science topics. Guidance is given on integrating these strategies into lesson plans to check for understanding and guide instruction.Sim matter
Sim matteryeendale
Ìý
The document provides materials for teaching students about the three states of matter - solids, liquids, and gases. It includes guide cards that define characteristics of each state, such as solids having a definite shape and liquids taking the shape of their container. Activity cards provide experiments for students to demonstrate that each state of matter occupies space, such as using a plastic bag to show that air takes up space. Assessment cards allow students to identify examples of each state of matter and test their understanding.Physical States of Matter and Their Properties.pptx
Physical States of Matter and Their Properties.pptxmaryjoylaniog3
Ìý
This module is designed to teach students about the physical states of matter and their properties. It will explain the properties of solids, liquids, and gases based on the particle nature of matter. After completing the module, students should be able to identify and describe the common properties of solids, liquids, and gases, distinguish properties of matter from non-matter, and appreciate the importance of learning properties of matter.More Related Content
Viewers also liked (8)
Investigation 3 3 air as particles
Investigation 3 3 air as particlesmrslarmour
Ìý
The document discusses what happens to air particles when air expands and is compressed, and instructs the reader to read a section of their resource book on the three phases of matter and complete a reading activity that is due on Friday.Mid summative 8 answers 2010
Mid summative 8 answers 2010mrslarmour
Ìý
The document discusses various structural and behavioral adaptations of different organisms that help them survive in their environments. It notes that some butterflies migrate farther than others, squirrels store nuts for winter, clams have hard shells to burrow in sand, and giraffes have longer necks. Variation in traits like coloration help organisms like beetles and walkingsticks camouflage and live in different habitats.Mid Summative 6 Answers
Mid Summative 6 Answersmrslarmour
Ìý
The document discusses several factors that can limit wildlife populations including reproductive potential, age of reproduction, number of offspring, frequency of reproduction, lifespan, offspring survival rates, disease, predation, temperature, drought, flooding, fire, loss of habitat, and food availability. It also notes some benefits and problems with removing mountain lions from an area, such as decreasing human and deer injuries/deaths but also increasing deer disease and accidents from higher deer populations without a natural predator to control numbers.Mid Summative 5 7 Answers
Mid Summative 5 7 Answersmrslarmour
Ìý
The document discusses various topics related to energy transfer and phase changes, including:
1) Energy always flows from hot to cold, so when cold milk is mixed with hot cocoa, energy flows from the hot chocolate to the milk, raising its temperature.
2) Kinetic energy is the energy of moving particles - the faster particles move, the more kinetic energy they have. When particles collide, energy transfers between them.
3) During different phase changes like melting, freezing, evaporation, and condensation, kinetic energy and the distance between particles either increases or decreases.
4) Systems reach equilibrium when the energy transfer between colliding particles is equal across hot and cold regions.Mid Summative 3 4 Answers
Mid Summative 3 4 Answersmrslarmour
Ìý
This document discusses an ecosystem and the organisms within a community, including raccoons, herons, fish, frogs, dragonflies, snails, algae, bacteria, and how they interact through food webs and are influenced by abiotic factors such as water, air, heat, and the sky.Mid Summative Exam 4 Answers
Mid Summative Exam 4 Answersmrslarmour
Ìý
When air is heated, the kinetic energy of the particles increases causing them to move faster. This results in more space between particles, increasing the volume in a process called expansion. Cooling a material decreases kinetic energy, causing particles to move slower and occupy less space, making the object contract. While liquids can expand when heated, they cannot be compressed because the particles are already tightly packed with little space between them. Solids are characterized by particles with low kinetic energy that are tightly bonded and close together.Ms science notebook_folio
Ms science notebook_folioclhult
Ìý
This document discusses the importance and benefits of using science notebooks for middle school students. It notes that science notebooks help students engage cognitively by documenting their work and allowing them to organize data, construct concepts, and build explanations. Science notebooks centralize a student's data and records of their learning experiences. When well-kept, notebooks provide an organized reference for students and allow teachers to informally assess student skills and conceptual understanding over time.Mixing water lab
Mixing water labmrslarmour
Ìý
The document provides instructions for a lab experiment mixing hot and cold water. Students are asked to record their initial hypothesis about the resulting temperature and then take measurements after mixing equal amounts of 10°C and 50°C water in a third cup. They are finally asked to reflect on what happens to water particles during the mixing process.Similar to Investigation 4.1 and 4.3 gas and solid expansion (20)
Ii matter
Ii matter jaume2014
Ìý
This document provides information about the three states of matter - solids, liquids, and gases. It includes experiments and questions to help students understand the key differences between the states. The document explains that in solids, liquids, and gases, particles are arranged differently. In solids, particles vibrate in fixed positions; in liquids, they slide over one another but stay close together; and in gases, particles move rapidly and are far apart. Heating causes particles to vibrate more, which can cause changes between the states of matter. The concept of density is also introduced, which explains why objects with different compositions can have different masses but the same volume.Matter powerpoint
Matter powerpointN Chalkley
Ìý
The document discusses key concepts about matter including:
1) Matter is anything that has mass and takes up space. It is composed of elements which are made up of atoms.
2) The three states of matter are solids, liquids, and gases which have different properties related to their shape and volume.
3) Physical properties can be observed without changing the composition of matter while chemical properties involve a chemical change.
4) Physical changes alter the shape, size or state of matter without forming new substances whereas chemical changes produce new substances.1-states-of-matter-particle-model-powerpoint.pdf
1-states-of-matter-particle-model-powerpoint.pdfRohitKumar882041
Ìý
This document discusses the particle model of matter and the key differences between solids, liquids, and gases at a molecular level. It defines density as the mass of a substance per unit volume and explains how density is higher in solids and lower in gases, with liquids being intermediate. The document also outlines how the arrangement of particles in each state of matter determines properties like compressibility, ability to flow, and strength of molecular forces.Matter
Matterngibellini
Ìý
The document discusses the importance of teaching students how to learn effectively and efficiently. It states that students should be taught strategies for organizing information, retaining knowledge, and applying concepts rather than just memorizing facts. These skills will help students become independent, self-motivated learners who are able to continually acquire new information throughout their lives.Q1 Week 2 Science 7 Kinetic Molecular Theory, Elements and Compounds
Q1 Week 2 Science 7 Kinetic Molecular Theory, Elements and CompoundsHasminCueto1
Ìý
PPT Science 7 Matatag Quarter 1 Week 210.27 D3 Ktm And States Of Matter Intro
10.27 D3 Ktm And States Of Matter IntroAdam Geller
Ìý
This document provides an overview of a chemistry lesson on the kinetic theory of matter. It includes an agenda for the class, homework assignments on physical and chemical changes, and notes on the kinetic theory. The notes explain that all matter is made of particles too small to see that are constantly moving. The more energy particles have, the faster they move. When particles gain enough energy, the substance changes states from solid to liquid to gas.Heat
HeatChirag Ahuja
Ìý
This document provides an overview for a grade 7 science lesson plan on heat transfer through conduction, convection and radiation. It outlines the curriculum expectations, prior knowledge, demonstrations, experiments, misconceptions, safety considerations, and a 5-day lesson plan that includes exploring the particle model and the three methods of heat transfer. Societal applications are also discussed to help students understand the real-world relevance.Properties of Solids Based on the Particle Nature.pptx
Properties of Solids Based on the Particle Nature.pptxLeaCamillePacle
Ìý
- This document discusses a lesson on the particle nature of matter for solids, liquids, and gases. It includes activities where students observe how the size and shape of objects change when transferred between containers to infer properties of particles.
- The activities guide students to recognize that particles of solids are packed closely together and do not move much, particles of liquids can move past one another and take the shape of containers, and particles of gases are far apart with little attraction and no fixed volume or shape.
- Questions at the end review key concepts like the definition of states of matter, properties of each state based on particle motion and arrangement, and examples like how balloons can be inflated with a small amount of gas orSIM: Matter
SIM: MatterAko C Sooza
Ìý
Strategic Intervention Material for Sta. rosa elementary school centra III (Special Science elementary school)Conceptual science teaching: concept cartoons & concepTests
Conceptual science teaching: concept cartoons & concepTests Stefaan Vande Walle
Ìý
This document provides an introduction to using concept cartoons and ConcepTests in conceptual science teaching. It discusses identifying common student misconceptions, designing concept cartoons and ConcepTests to address these misconceptions, and using techniques like class and group discussion to help students confront and resolve their misconceptions. Examples of concept cartoons and ConcepTests are provided for various science topics. Guidance is given on integrating these strategies into lesson plans to check for understanding and guide instruction.Sim matter
Sim matteryeendale
Ìý
The document provides materials for teaching students about the three states of matter - solids, liquids, and gases. It includes guide cards that define characteristics of each state, such as solids having a definite shape and liquids taking the shape of their container. Activity cards provide experiments for students to demonstrate that each state of matter occupies space, such as using a plastic bag to show that air takes up space. Assessment cards allow students to identify examples of each state of matter and test their understanding.Physical States of Matter and Their Properties.pptx
Physical States of Matter and Their Properties.pptxmaryjoylaniog3
Ìý
This module is designed to teach students about the physical states of matter and their properties. It will explain the properties of solids, liquids, and gases based on the particle nature of matter. After completing the module, students should be able to identify and describe the common properties of solids, liquids, and gases, distinguish properties of matter from non-matter, and appreciate the importance of learning properties of matter.experimntSecuenDidact
experimntSecuenDidactangelesfca1011
Ìý
This document describes an experiment conducted with a unit on the states of matter. It proposes improvements and experiments new activities in the classroom. The results of the experimentation show that the students engaged more actively and with more interest in novel activities like role-playing states of matter and using word searches, compared to more traditional activities. However, some of the planned speaking and listening activities in English were not tested in the classroom.Heat
HeatCHEKIT SHARMA
Ìý
This document outlines a lesson plan on heat that covers curriculum expectations, prior knowledge, demonstrations, and assessments. It discusses key concepts like the particle theory of solids, liquids, and gases. Experiments are proposed to show how heat causes expansion and convection currents. Misconceptions about particle size and heat transfer mechanisms are addressed. Societal applications involving heat transfer are also described.Q1 W3 - States of Matter and Particle Arrangement through Diagrams.pptx
Q1 W3 - States of Matter and Particle Arrangement through Diagrams.pptxRayanCastro3
Ìý
matter and particlesMatter
Matterngibellini
Ìý
This document outlines 10 student learning outcomes (SLOs) for a unit on Matter & Atoms for Year 9 students. The SLOs cover topics including the particle nature of matter, the three states of matter, density, diffusion, expansion and contraction, and conduction and convection. It also includes an SLO on describing the current atomic model and relating historical atomic models. Accompanying the SLOs are sections providing more details on these topics, including explanations, diagrams, examples and success criteria for students.
Lesson Plan 1
Lesson Plan 1Christopher Liu
Ìý
This document provides an overview of CHEM 111A, General Chemistry I course. It includes the course section number, instructor contact information, information about signing up for the online Connect platform where the first assignment is due by Monday at 8pm. The syllabus and course activities are available on Blackboard. Students are instructed to read the syllabus carefully to not miss any class, lab, quiz, exam, problem set, or web assignment deadlines. The document outlines expectations around academic honesty and priorities for the course. It introduces topics that will be covered, including the scientific method, atomic theory, laboratory techniques, and applying what is learned to material needs and humanity. Students are provided sample problems and instructions on significant figures, precision,More from mrslarmour (20)
Capture the gas lab1
Capture the gas lab1mrslarmour
Ìý
Slylock Fox investigated trash that was dumped on Rachel Rabbit's lawn by one of two suspects. By observing bones in the trash, Slylock was able to identify the suspect as the raccoon, since raccoons are omnivores that eat both plants and animals unlike the herbivorous bull.Mid summative 3 answers 2011
Mid summative 3 answers 2011mrslarmour
Ìý
Mr. and Mrs. Clatter have 5 children, half of which are boys. The document also contains riddles about how this is possible, what is something that is heavy forward but not backward, and what did you eat if you threw away the outside and cooked the inside of something and then ate the outside and threw away the inside. The document also contains brief explanations of solids, liquids, gases, matter, elements, chemical reactions, substances, using the periodic table, and gas expansion and contraction.Mid summative 1-2 answers 2011
Mid summative 1-2 answers 2011mrslarmour
Ìý
The document contains a word scramble activity using element symbols. It provides the scrambled element combinations and clues to figure out 4 words. The answers are:
1. RETINA (Sodium + Titanium + Rhenium)
2. PERSON (Sulfur + Nitrogen + Phosphorous + Oxygen + Erbium)
3. CABIN (Calcium + Indium + Boron)
4. POKER (Erbium + Polonium + Potassium)Investigation 3 2 air is matter 2010
Investigation 3 2 air is matter 2010mrslarmour
Ìý
The document discusses several safety concerns that should be identified in an image showing a laboratory setting. It then asks what elements and gas would be produced from the reaction of sodium bicarbonate and citric acid. Finally, it asks questions about the properties of air and gases, such as whether air takes up space and is considered matter.Capture the gas lab1
Capture the gas lab1mrslarmour
Ìý
Slylock Fox investigated trash that was dumped on Rachel Rabbit's lawn by one of two suspects. By observing bones in the trash, Slylock was able to identify the suspect as the raccoon, since raccoons are omnivores that eat both plants and animals unlike the herbivorous bull.Mid summative 1-2 answers 2011
Mid summative 1-2 answers 2011mrslarmour
Ìý
The document contains a word scramble activity using element symbols. It provides the scrambled element combinations and clues to figure out 4 words. The answers are:
1. RETINA (Sodium + Titanium + Rhenium)
2. PERSON (Sulfur + Nitrogen + Phosphorous + Oxygen + Erbium)
3. CABIN (Calcium + Indium + Boron)
4. POKER (Erbium + Polonium + Potassium)Investigation 2 2 vocab
Investigation 2 2 vocabmrslarmour
Ìý
The document defines key chemistry terms and their relationships:
Elements are fundamental substances that cannot be broken down further. All matter is made up of combinations of elements, which can change and form new substances through chemical reactions. Matter is anything that has mass and takes up space, and a substance is a unique form of matter that is different from other forms.Investigation 3 2 air is matter 2010
Investigation 3 2 air is matter 2010mrslarmour
Ìý
The document discusses several safety concerns that should be identified in an image showing a laboratory setting. It then asks what elements and gas would be produced from the reaction of sodium bicarbonate and citric acid. Finally, it asks questions about the properties of air and gases, such as whether air takes up space and is considered matter.The periodic table_of_elements
The periodic table_of_elementsmrslarmour
Ìý
The document provides information about the periodic table of elements including:
- It defines elements and their symbols for oxygen, lithium, beryllium, nitrogen, argon, chlorine, phosphorus, aluminum, boron, and nickel.
- It discusses Dmitri Mendeleev's creation of the periodic table in the 1860s and how he arranged elements based on their atomic masses and properties.
- It describes the three main classes of elements - metals, non-metals, and metalloids - and where they are located on the periodic table.
- It explains two important features of the periodic table: periods/rows which elements with the same number of orbitals/levelsInvestigation 2 2 vocab
Investigation 2 2 vocabmrslarmour
Ìý
The document defines key chemistry terms and their relationships:
Elements are fundamental substances that cannot be broken down further. All matter is made up of combinations of elements, which can change and form new substances through chemical reactions. Matter is anything that has mass and takes up space, and a substance is a unique form of matter that is distinct from other forms.Investation 1.2 mystery mixture summary
Investation 1.2 mystery mixture summarymrslarmour
Ìý
A night shift report tested combinations of white substances to identify a mystery mixture, ruling out those that did not fizz with water. When water was added to the mystery mixture, bubbles were produced, indicating a chemical reaction occurred where a new substance was formed from the components. The interrogation will test only listed suspects by combining substances with water and recording detailed observations.Investigation 1.2 white substance infor
Investigation 1.2 white substance informrslarmour
Ìý
The document provides instructions for a team to interrogate suspects to identify the components of a mystery mixture. The team is told to record descriptions of each suspect, research their uses from a reference book, and look for patterns in their chemical names and formulas to deduce the identity of the mystery mixture. The team will then report their findings and reflect on whether they believe they could identify the true composition based on their interrogations.Mystery mixture
Mystery mixturemrslarmour
Ìý
The document provides instructions for students to analyze a mystery mixture through a series of observations and tests. Students are told to wear goggles and not taste anything for safety. They obtain materials and record initial observations of the mixture. Then they add water pipette by pipette, observing any reactions and recording results. Finally, students summarize their observations and predict the makeup of the mystery mixture based on the results of the tests.Zork genetics
Zork geneticsmrslarmour
Ìý
The document discusses genetics and inheritance in Zorks, fictional creatures. It provides examples of crossing different Zorks and using Punnett squares to determine possible genotypes and phenotypes of offspring. For example, crossing a heterozygous green-haired Zork with another results in 25% GG (green hair), 50% Gg (green hair), and 25% gg (yellow hair) offspring.Mid summative 9 answers 2010
Mid summative 9 answers 2010mrslarmour
Ìý
The document discusses reproductive traits of organisms, limiting factors in populations, adaptations, phenotypes and genotypes. It provides examples of traits such as wing color variation, life span, growth rate, height, eye color and wool color that are determined by an organism's genotype. Dominant and recessive genotypes are shown determining phenotypes in populations.Punnett squares 9 4
Punnett squares 9 4mrslarmour
Ìý
SpongeJunior Squarepants has a heterozygous genotype but displays the dominant phenotype like his homozygous dominant father. If SpongeJunior married another heterozygous sponge, a Punnett square could predict their offspring would have a 25% chance of being homozygous recessive, 50% chance of being heterozygous, and 25% chance of being homozygous dominant for body type traits.Invesitagtion 9.3
Invesitagtion 9.3mrslarmour
Ìý
The document discusses genetics and inheritance. It explains that genetic information is contained in chromosomes located in the cell nucleus. Chromosomes contain DNA and genes which determine an organism's traits. Genes exist in variants called alleles which can be dominant or recessive and determine whether traits are expressed. The document uses examples like eye color and body shape to illustrate genetic inheritance patterns from parents to offspring.Investigation 9 2 2008
Investigation 9 2 2008mrslarmour
Ìý
1. Genetic information is passed from parents to offspring through DNA, which is stored in chromosomes located in the cell nucleus.
2. Gregor Mendel studied trait inheritance in pea plants and discovered that offspring inherit discrete factors from each parent that determine traits like flower color.
3. Genes, located on chromosomes, contain alleles that control traits. The combination of alleles makes up an organism's genotype, while the observable physical traits are known as the phenotype.Investigation 8 2b
Investigation 8 2bmrslarmour
Ìý
Factors like reproductive potential and limiting factors like predation can determine population growth over time for organisms like walkingsticks and birds in a bush environment. Limiting factors for the walkingstick population besides bird predation could include biotic factors like food availability or abiotic factors like weather. Organisms described as having wings, webbed feet, ability to swim upstream, long legs or nocturnal hunting could include birds and other flying or aquatic animals adapted to their environments.Investigation 9 1 
Investigation 9 1 mrslarmour
Ìý
There is variation in human traits such as hair color, height, eye color, chin type, earlobe attachment, hairline, thumb shape, and little finger shape. The document asks students to consider if there is variation in the human population, which traits occur most commonly for different features, and if any traits are linked. Students are then asked to complete a genetics scavenger hunt with their family to compare trait variation within their family to that of their class.Investigation 4.1 and 4.3 gas and solid expansion
- 1. Warm up February 9 Using the atomic model on the right, identify the following for this element: Period Group Element name
- 2. What do you remember about Kinetic Energy?
- 4. Solid Expansion The sphere and ring are made of a metal called brass. What might be happening to the brass particles in the sphere? In the ring? What might happen to the sphere and the ring as a result of changes in kinetic energy? What will happen when the sphere and ring are brought together?
- 5. Properties of Gas Gas is a form of matter. It has mass and occupies space. Gases are composed of individual particles that are not connected to other particles. Gas particles are relatively far apart and in constant motion. There is nothing between particles of a gas except space. Gas particles can be forced closer together, a process called compression.
- 6. Ìý
- 7. Imagine that you are going to show a class of 4th graders what happens to air when it is heated and cooled. Try to find a good way to show what happens to a volume of air when it is heated and when it is cooled using the supplied materials. Materials: 1 bottle and cap Balloon 2 large cups for water stopper & tubing 1 foam cup bubble solution
- 8. RULES Place nothing inside the bottle-no water, bubble solution, or other substance Maintain the integrity of the bottle. No crushing, folding, or otherwise modifying the bottle. Share the group items with the others in your group. Everyone should try several different ways to demonstrate what happens when a volume of air is heated and cooled.
- 9. Complete Heating and Cooling Air A This should be glued on page 39 Complete Heating and Cooling Air B This is your reflection and should be glued on page 38 Color needs to be used Written Work