Chemistry of Materials Interactive Notebook

Activities 6 - 10 (Part 2)

Name:Dallas Mooney

Teacher: Mrs. O’Donnell

Table of Contents
Activity # Title Slides

6 Modeling Molecules 3 - 10

7 Structure and Properties of Materials 11 - 15

8 What’s in a State? 16 -26

9 Energy and Particle Movement 27 - 34

10 Modeling State Changes 35 - 42

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 Activity 6: Modeling Molecules
Essential Question: How do atoms combine to make molecules?

Vocabulary:
Atom: The basic building block of matter.

Compound: A substance made from more than one element joined by a

chemical bond.

Scale: The ratio of the size of a real object and a model, map diagram, or
other representation of the object.

Molecule: Two or more atoms held together by chemical bonds.

Glossary
3
 Listen to the introduction reading.

YOU HAVE INVESTIGATED the chemical properties of several examples of elements and compounds.
Elements are made of a single type of atom, whereas compounds are made of two or more different types of
atoms held together by chemical bonds. Two or more atoms held together by chemical bonds form a
molecule. When the atoms in a molecule are identical, a molecule of an element forms. When the atoms are
different, they form a molecule of a compound.

Most substances on Earth are not pure elements made up of a single type of atom. Atoms can combine with
atoms of the same element, with atoms of another element, or with atoms of several elements through
chemical bonds. When the atoms of more than one element bond in a specific, regular proportions, they form
a compound. Water, for example, is a compound because its molecules are made from atoms of hydrogen and
oxygen in exact proportions. These proportions (2:1) are shown in water’s chemical formula, H2O.

In this activity, you will use models to investigate how atoms combine to form molecules because we cannot
see processes like that at a molecular scale. A model is a representation of a system, or its components, used
to help understand and communicate how a system works. Here you are using plastic (or digital circle dots)
models of atoms and chemical bonds. The scale of a model is the ratio of its size to the real object. For
example, a model car is usually built on a smaller scale than an actual car that someone can drive. A model of
the moon would also be built on a smaller scale than our actual moon. However, molecules are so small that
we cannot see them, so scientists use larger scale models to demonstrate what is happening between atoms
that are forming molecules.
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 compounds

bonds

molecue
element

not

Water
hydrogen oxygen 2:1
H2O

larger

5
Directions:

Watch the LABsent

Video.

Pause the video and

draw a ball-and-stick H2 O
diagram of the
molecule using
Google Draw. Then
copy and paste your
drawing into the table
to the right. CH4
When writing your
chemical formula
create a subscript by
highlighting over your
number and pressing
H2
“ctrl + ,”

O2

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Directions:

Continue watching the

LABs0ent Video.

Pause the video and

draw a ball-and-stick
diagram of the
molecule using
Google Draw (link is
on the previous slide). nh3
Then copy and paste
your drawing into the
table to the right.

When writing your

chemical formula
n2
create a subscript by
highlighting over your
number and pressing
“ctrl + ,”
c2h6

7
 Analysis Questions
1. How many different elements were you working with to create your models? Name the elements.

Hydrogen, carbon, nitrogen, and oxygen

2. What was the role of the sticks on each atom model?

Each stick acted as a site that could make a chemical bond.

3. Was it possible for an atom to make more than one bond? EXPLAIN.

All the atoms except hydrogen could make more than one bond. For example, oxygen could make two
bonds because it had two projections. Nitrogen could make three bonds, and carbon could make 4.

4. If you had 2 oxygen atoms and 1 hydrogen, could you form a molecule? EXPLAIN. Look at the atoms with
the bonds below. No bonding sites (black sticks coming out of the atom) should be left unbonded.

H Ho, if you had 2 oxygen and one hydrogen

O
O

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 5. Label “atom” and “molecule” on the drawing below. What is the difference between an atom and molecule?

O
molecule A molecule is made of 1 atom.
H H
atom

6. Which model provides more information- a chemical formula or a sketch of the model?

A sketch of the model provides more information about a molecule. Not only does it show the type
of each atom but it also shows the shape and what the molecule looks like because it shows the
bonds between each atom.

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 Summary
Checklist for summary
❏ Answer the essential question- How do atoms combine to form molecules?
❏ What did we do in the activity (make sure you give the name of the activity)
❏ What was measured?
❏ Give an example of what happened in the activity.
❏ 4-6 well-written and detailed sentences.

Write the Activity # and Activity 6, modeling molecules.

name of the activity.

In activity 6, modeling molecules, we went into google draw and watched a

What did you do in the
activity (be specific, did labsent video that told us how to make the molecules.
you record anything?)

We took the elements carbon, nitrogen, hydrogen, and oxygen and made diagrams
Give an example of
what happened in the of them, then we pasted them into the google doc and we recorded the chemical
activity. formula.

When two atoms share electrons they will come together to form a molecule.
How do atoms combine
to form molecules?

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 Activity 7: Structure and Properties of Materials
Essential Question: How so the structures of particles in substances vary.

Vocabulary:
Particle: Small structures that make up all matter.

Structure: The organization of atoms and/or molecules in a substance .

Extended Structure: A varied number of one or more kinds of atoms

bonded together to form a large network .

Glossary
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Listen to the introduction reading.

diamond sulfur Iron

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Directions: Read “Activity 7: Structure and Properties of Materials” by clicking HERE. Use the reading to help
you answer the Analysis Questions.

Analysis Questions
1. Your friend says, “All substances made of molecules must be compounds because a molecule has more
than one atom.” Do you agree with your friend? Explain your answer.
The friend is wrong because a compound must require two different substances.

2. How is an extended structure different from a molecule? USe an example of each to explain your answer.
An extended structure is different than a molecule because an extended structure is more than one different
kinds of atoms bonded together.

3. Carbon and sodium chloride are both extended structures. Label each and then provide a caption explaining
the main differences between these two kinds of extended structures.
Caption:
Only contains carbon atoms so it is an element.
Extended structure of carbon
Caption:
Compound with two types of elements., sodium and chlorine.
Extended structure of sodium chloride All sodiums act with the chlorine around it.
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 Structure B
4. Compare the diagrams of the two substances shown to the right.
Structure A

Use your understanding of structure to predict with substance is a gas at

room temperature and which is a hard solid at room temperature.
Explain using your understanding of the relationship between structure
and properties of substances.

Structure A is a small molecule, B is an extended structure, and the many bonds in B

make it stronger and more likely to be a hard solid. Structure A is a gas at room
temperature.

5. Label the diagram modeling particles in a substance as “more dense” or “less dense”.

__ Dense __ Dense

Explain your reasoning.

The diagram on the left shows more particles in the same volume- so it would have a higher
mass and a greater density. The one on the right has less particles in the space and so it is less
dense.
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 Activity 8: What’s in a State?
Essential Question: How does the particle structure of matter explain the different
properties of solis, liquids, and gases?

Vocabulary:
State: The physical form of matter- solid, liquid, or gas.

Kinetic Energy: The energy an object has because of its motion.

Glossary
16
 Listen to the introduction reading.

Water can exist in a solid, liquid,

or gas state.

Go to Student Sheet 8.1 and create a drawing predicting how the particles are interacting in liquid water and
water vapor.
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Part A Directions:
Watch the LABsent Video.

Pause the video to record information in the table below.

Specific Shape- the shape remains the same even if taken

out of the container.

Specific Volume- the size remains the same (the plunger

cannot be pushed down).

Syringe 1 (solid) 2 (liquid) 3 (gas)

Prediction
no yes yes
Can the plunger be pressed down?

Results
no no yes
Can the plunger be pressed down?

Did your results match your prediction? yes no yes

Does the state have a specific shape? yes no no

Does the state have a specific volume? yes yes no

Go to Student Sheet 8.1 and revise your original drawing (step 2)
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Part B Directions:
Go to the States of Matter Simulation
1. Start with “Collect Data I” to look at two gases at the molecular scale. As you investigate the three states, be sure to record your
observations in the States of Matter Simulation data table.

a. Begin with Gas 1. You may need to click on the box that says “Click here to start interaction” to begin. Make sure “Show interactions”
is selected, and press play.

b. What do you notice about the particles?

c. After a few seconds, press pause. The dotted lines between particles indication that those particles are interacting or touching at
that point in time. Are all the particles interacting or touching?

d. Select “Randomly pick an atom and show its trajectory” and press play. The yellow dotted line shows the movement of one of the
particles. How would you describe its motion and interactions with other particles?

e. Now look at Gas 2, which is an example of a gas composed of molecules. Repeat Steps a-d. Does the gas behave the same way as
gas 1?

2. Move to “Collect Data II” to investigate two liquids at the molecular scale. Repeat steps a- e with Liquid 1 and Liquid 2.

3. Move to “Collect Data III” to investigate two solids at the molecular scale. Repeat steps a- e with Solid 1 and Solid 2.

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Data:
States of Matter Simulation
Refer to the directions on the previous page.

c. How would you describe its d. Does this gas/liquid/solid

a. What do you notice about b. Are all of the particles
motion and interactions with behave the same way as
the particles? interacting or touching?
other particles? the first one?
They bounce all over the place,
The particles are unpredictable but
they have a high kinetic energy, No because some don’t have
Gas 1 they are purple, and they hit bonds.
they still bump into each other --
sometimes.
each other.
Like gas one, they bounce all over They go from side to side and they
Yes, all of them hit each No, because these hit each
Gas 2 the place, and they also have a
other.
hit each other after they bounce
other more often.
high kinetic energy. They are grey. off the wall.

They all interact and kind of

Yes, they all hit each other It moves around and hits all the
Liquid 1 jiggle. They are purple, and don’t
at the same time mostly. other particles very fast.
--
have much kinetic energy..
They all kind of interact with eah
other, very slightly and not for a Not all of them hit each It moves around and hits the No, because not all of them
Liquid 2 big amount of time. They are other. same ones over and over again. interact.
orange and white.
Not all of them hit each other,
and if they do, it is rare and They don’t hit each other at They just jiggle and don’t hit each
Solid 1 happens for a short amount of all, and if they do, barely. other.
--
time. Thy are purple and green.
There are 5 rows, and in each
They are similar but these are
row, they are all interacting but No, but they are interacting They jiggle but they are constantly
Solid 2 not with the row below in rows. interacting in rows.
constantly interacting but only
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 Analysis Questions
Go to Student Sheet 8.1 and revise your original drawing (step 3)

1. Use your observations of the particle models in the simulation to develop a short explanation for how
particles interact in each of the following states of matter.

They are tightly packed and don’t have any movement.

a. Solid

b. Liquid These are loose but still bounce together and go very fast when they bounce against
another.
c. Gas Gas is very loosely packed and bounces against one another,

2. Explain how the shape of a substance is determined by its state. Use your explanation from Analysis item
1 to help you.

The shape is determined by the state because if something is a liquid, it has no shape, same with
gas, but if it is a solid it has some sort of shape because it is solid.

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3. Kinetic energy is the energy an object has because of its motion. Which state of matter do you think has
the greatest kinetic energy and why?

Water because if you shake it is goess all over the place and splits apart.

4. Consider your observations and table you completed in Part a. What do you think can cause a substance
to change from one state to another?

Temperature because if and ice cube is put out in 90 degree weather it will melt into water and if
water is put in 30 degree weather it’ll freeze.

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 Variable

Variable

Variable

Fixed
Fixed

Fixed

slower
Vibrating

faster

Flow past
quickly Very strongly all

Changes, not always the same

Unchanging, stays the same
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 Summary
Checklist for summary
❏ Answer the essential question- How does the particle structure of matter explain the different properties of solids, liquids, and
gases?
❏ What did we do in the activity (make sure you give the name of the activity)
❏ What was measured?
❏ Give an example of what happened in the activity.
❏ 4-6 well-written and detailed sentences.

Write the Activity # and

name of the activity.

What did you do in the

activity (be specific, did you
record anything?)

Give an example of what

happened in the activity.

How does the particle

structure of matter explain
the different properties of
solids, liquids, and gases?
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 Activity 9: Energy and Particle Movement
Essential Question: What happens when gas particles are heated or cooled.

Vocabulary:
gas: a state of matter with no fixed shape. A gas will expand to fill the
space available. The particles in gas tend to have a lot of movement and
not stay grouped together.

liquid: A state of matter with a specific volume but not a specific shape.
Particles stay together and move less than gas particles but more than
solid particles.

solid: A state of matter with relatively fixed volume and shape. Particles
tend to stay together and not move very much.
Glossary
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Listen to the introduction reading.

How did the change in temperature cause the

changes to these balloons?

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Part B Directions:
Soap Film Observations
Watch the LABsent Video.

Pause the video to record information in the table. Observation

Doing the lab in person? Click HERE to view the procedure.
Record your observations in the table. Bottom of test
The soap film inflated and made a
tube placed in
bubble
hot water.

Bottom of test
It looked like the soap went flat
tube placed in
and lowered into the tube.
ice cold water

When it was hot, it expanded, and when

Explanation it was cold because of the temperature it
decided to go back in the tube.

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Part A Directions: Student Sheet 9.1
Syringe Investigation Results
Watch the LABsent Video. (you may find the zoom feature
helpful)
Temperature Volume of Total volume
Volume of air
of water in colored water (water + air)
Pause the video to record information in the table. in syringe
beaker in syringe in syringe
(mL)
(℃) (mL) (mL)
Doing the lab in person? Click HERE to view the procedure.

Initial
24 4 2 6
(room temp)

Hot Water 64.5 3.4 2.6 6

Room-temp
24 3.4 2.6 6
water

Ice Water 8.5 3.9 2.1 6

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 Analysis Questions
1. Scientists search for the cause-and-effect relationships that help to explain phenomena. One phenomenon
you observed in Part A was the expansion (increase in size) or contraction (decrease in size) of a soap film.

a. What cause-and-effect relationship did you observe with the soap film investigation?

Puting the test tube in the hot water caused the soap film to form a bubble And the gas to
expand When the test tube was in the cold water is caused the soap film to retract.

b. Use what you know about particles to write an explanation for this relationship.

A temperature change caused aw change to the kinetic energy of the gas particles in the test
tube. A higher temperature caused the gas particles to gain kinetic energy. And mover further
apart making the soap film in the test tube expand in a bubble. A lower temperature

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2. In both Part A and Part B of this activity, you investigated the effects of temperature on gas particle
movement. The following are two possible explanations for the effects you observed.

● The number of air particles inside the test tube (and syringe) increased with an increase in
temperature, and the number of air particles decreased with a decrease in temperature.

● The number of air particles inside the test tube (and syringe) stayed the same, but they took up more
space when the temperature increased and took up less space when the temperature decreased.

Which explanation do you agree with? Create an argument using evidence from your investigation to
support your decision. Highlight your evidence in your argument.

B because the air bubbles moved up and down but stayed the same, but they just got bigger when
the temperature increased. Also the volume stayed 6 millimeters at the end which was what is
was at the start..

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Decrease Increase

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 Summary
Checklist for summary
❏ Answer the essential question- What happens when gas particles are heated or cooled?
❏ What did we do in the activity (make sure you give the name of the activity)
❏ What was measured?
❏ Give an example of what happened in the activity.
❏ 4-6 well-written and detailed sentences.

Write the Activity # and

name of the activity.

What did you do in the

activity (be specific, did
you record anything?)

Give an example of what

happened in the activity.

What happens when gas

particles are heated or
cooled?

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 Activity 10: Modeling State Changes
Essential Question: What happens to the particles and temperature as it changes state?

Vocabulary:

Thermal Energy: The total energy of motion of the particles in a sample

of a substance, often referred to as heat in everyday use.

Glossary Act. 6 - 10
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Listen to the introduction reading.

These melting ice cubes are an example of how

water can change from a solid state to a liquid state.

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 HOT COLD

Deposition

Condensation

Evaporation

Freezing
Melting

Sublimation

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 Student Sheet 10.1
Directions: Freezing and Melting Water
Watch the LABsent Video. (you may find the zoom feature helpful) Freezing Temperatures Melting Temperatures
Time Temperature (℃) Time Temperature (℃)
Pause the video to record information in the table. (min) (min)
0 26 0 -3
Doing the lab in person? Click HERE to view the procedure. Record
1 23 1 -2.5
your observations in the table.
2 22 2 -1.5
3 24 3 -1
4 19 4 0
5 16 5 0
6 12 6 0
7 0 7 0
8 0 8 0
9 0 9 0
10 0 10 2
11 0 11 5
12 0 12 9
13 0 13 12
14 -1 14 18
15 -3 15 20
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 Analysis Questions
1. Review the temperatures you recorded in the “Freezing Temperatures” table and the graph you drew on
slide 38 & 39. Use this information to help you answer the following:
a. What is the freezing temperature of water? How did you determine this value?

b. Freezing is an example of a state change- when a liquid becomes a solid. Explain what you think
happened to the water molecules during this state change.

2. Review the temperatures you recorded in the “Melting Temperatures” table and the graph you drew on slide
38 & 39. Use this information to help you answer the following:
a. What is the melting temperature of ice? How did you determine this value?

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b. Melting is an example of another state change- when solid ice becomes liquid water. Explain what
you think happened to the water molecules during this state change.

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 Summary
Checklist for summary
❏ Answer the essential question- What happens to the particles and temperature of a substance as it changes state?
❏ What did we do in the activity (make sure you give the name of the activity)
❏ What was measured?
❏ Give an example of what happened in the activity.
❏ 4-6 well-written and detailed sentences.

Write the Activity # and

name of the activity.

What did you do in the

activity (be specific, did you
record anything?)

Give an example of what

happened in the activity.

What happens to the

particles and temperature of
a substance as it changes
state?

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