That which occupies space and has mass

The particles in gasses are widely separated. Their positions have no order at all and they are constantly in motion and expand to available space. Properties are characteristics that enable us to distinguish one kind of matter from another. A physical property is observed with out changing the object in any way. The melting point or boiling points of an object are examples of physical properties. Extensive physical properties are thing like mass, length, and volume.

They depend on the amount of matter present. Intensive physical properties do not depend on the amount of matter. Examples of Intensive physical properties include melting point, boiling point, density, ductility, malleability, color, crystalline shape, and refractive index.

A physical change is a change in matter that does not result in a change in identity. Changes of state, from liquid to gas, and solid to liquid, are physical changes. If a substance does undergo a change that alters its identity, then it is a chemical property. Any change where one or more substances change into substances with different properties is a chemical change or a chemical reaction.

In every chemical or physical reaction, energy is either absorbed or released. When water is changed to a solid, it releases heat. This is called an exothermic reaction. When hydrogen combines with oxygen to form water, heat is also produced. In a colloid, one substance is suspended in another. The suspended material is made of particles so small they don't sink to the bottom of the second substance. Other colloidal substances include fog, smoke, meringue, protoplasm, homogenized milk, synthetic rubber and mayonnaise" taken from the CTM notebook, page , written by Dr.

Michael Kamen. Concepts Covered in the Lesson:. Materials and Equipment:. Mix well. In another bowl, mix: 1 cup of hot water, and 1 T of Borax found in laundry detergent section until it dissolves. Slowly poor Borax mixture into the glue mixture. Knead with hands until liquid is absorbed.

Plastic baggies to store Goop; straws, tooth picks, Popsicle sticks, etc. The class will review liquids and solids. I will ask them what they wrote in their matter journals. I will ask them why they think that what they drew was a solid definite shape or a liquid forms to its container, changes shape easily. I will tell the students that I have a very special treat for them today. I will show the students the ingredients used to make Goop and ask them to tell me what state of matter that the individual ingredients are in.

We will talk about why they are solids or liquids, emphasize the rules for states of matter. Have students point out the reasons on the charts of the states of matter. Borax is a solid because it does not change its shape easily and has a definite shape. Tell the students that they have five minutes for free discovery and observation with the Goop.

Suggest that they pull it apart, put it back together, roll it, bounce it, and stretch it as far as they can. I will encourage the students to share the Goop and to discuss their findings with their group members.

I will give the class a signal that will let them know that it is time to put the Goop into their plastic cup and to put their heads down and be silent. I will ask the students to look at what happens to the Goop when it is in the cup. Tell one person in each group to drive their finger straight down into the Goop. Then have them slowly push their finger into the mixture.

Is there a difference? I will bring around straws, toothpicks, Popsicle sticks, newspaper to test if it picks up newsprint. Let students experiment for a few more minutes. In a whole group again, I will show the students a sample of Goop in a plastic bag and ask them how it looks. They should tell me that it forms to the bag, which is a property of a liquid.

Talk about what the students observed during their exploration. Ask them:. Ask the students how Goop compares to its original ingredients. Look over the states of matter charts again and compare them with the Goop web. Ask them what state of matter that they think Goop fits under. Have the students explain their answers. Students will write a journal entry about Goop.

They must say how Goop acts like a state of matter. They must also write one other interesting thing about Goop. It forms to the cup. The classical states of matter are solid, liquid and gas. Several other states, including plasma and Bose-Einstein condensate, do exist, but it is the classical states that can transition directly into any of the other classical states. For example, an ice cube solid water left on a bench at room temperature quickly changes to liquid water, whereas a jet of steam gaseous water from the spout of a boiling kettle changes to liquid water when directed onto a cold surface.

The following diagram shows a way of classifying matter with elements and compounds very much in mind. Solids, liquids and gases each have their own characteristic properties. In order to explain how these properties come about, the kinetic-molecular theory has been developed.

According to this theory, all matter is made up of extremely small particles atoms, molecules or ions , which are in constant motion:.

The classical states of matter solid, liquid and gas can transition directly into any of the other classical states. Either adding heat to the system or removing heat from the system can achieve this. When a gas is heated to very high temperatures, the gaseous atoms are stripped of their outer electrons. In the s, two scientists, Satyendra Bose and Albert Einstein, predicted the existence of a state of matter at the extreme low-energy end of the temperature scale.

There are only a few selected elements and subatomic particles that can reach this state. It was not until that two scientists, Cornell and Weiman, were able to make this condensate from atoms of rubidium. In scientific terms, a theory implies that something has been proven and is generally accepted as being true.