Matter and Change Task Cards

Provide great review and reinforcement using these "Matter and Change" task cards!

I freely admit that I am relatively new to the development and use of task cards for my high school classes.  But in the last year, I have become a convert and a die-hard fan.  I have used many review and reinforcement techniques when teaching my students and preparing them for a final assessment, but for some reason, my students have really taken to the use of these task cards.  My favorite method of use is to set up stations in the lab and have the students rotate through the stations.  My kids like this method, mostly because of the physical nature of the activity.  They have to sit in a desk all day long, so my students are very happy when I allow them to be up and moving about the room.

Another reason I think this technique is so successful is that each card has only one task or question.  For students who quickly become overwhelmed by TMI (too much information), the task cards are manageable and very goal oriented.

This particular set of task cards covers the topic of "Matter and Change" and are currently being used by the physical science and chemistry classes at my school.  The cards cover the following:

There is a varying range of difficulty in the set of 64 cards. For our physical science classes, we pulled out and used the easier task cards, and for our chemistry classes, we included the more difficult cards.  By picking and choosing, we are able to create the perfect and most appropriate review for any given class of students.










Preparation time is a minimum.  The task cards are printed 4 to a page. Simply print, cut the cards apart, laminate the cards, and you are ready to go.  I like knowing that I will be able to use the same cards year after year.

We are now nearing the end of our first grading period and we have a 9-week exam coming up.  I love having multiple sets of task cards on all the different topics for review purposes.  I keep them stored in plastic boxes and have the students select the set they feel they need to review the most.  I also provide before and after school tutoring sessions.  Task cards are fabulous for tutoring!

Click on any of the photos/pictures above to see the listing for these task cards in my TeachersPayTeachers.com store.

Task cards on other topics can be viewed by clicking this link.

I hope you are having a great school year!

Density Lab: Identifying Unknown Metals in High School Chemistry

Click the image to view Density Lab: Identifying Unknown Metals on TpT.

A density lab for high school chemistry or physical science gives students a hands-on way to connect mass, volume, and density. In this investigation, students use a balance and water displacement to determine the density of four unknown metals, then use a reference table to identify each sample. The lab also reinforces percent error calculations, graphing, and data analysis.

I like this lab because it brings several important science skills together in one manageable investigation. Students have a reason to measure carefully, their calculations help them solve a problem, and the follow-up questions ask them to think about what their numbers mean. It works well after students have learned how to calculate density.

Using Density to Identify Unknown Metals

Density is the ratio of mass to volume. Students may be comfortable substituting numbers into the equation, but working with unknown samples helps them understand why density is useful. A larger piece of a metal has more mass and occupies more volume than a smaller piece of the same metal, yet both have the same density under the same conditions.

Density = Mass ÷ Volume

For this lab, students receive four metal samples labeled A, B, C, and D. They measure the mass of each sample with a balance and determine its volume using water displacement. After calculating density, they compare their results with the values in the supplied reference table and choose the closest reasonable match.

This is also a useful opportunity to discuss density as a physical property. Students identify the samples without changing their chemical composition. The analysis questions ask them to consider other observable properties and whether density alone is always enough to identify an unknown substance. If your students need more practice with physical and chemical properties, my post about matter and change task cards offers another way to review those concepts.

Measuring Volume with Water Displacement

Before students begin, review how to read the bottom of the meniscus at eye level and how to record measurements from the graduated cylinder. Students record the initial water volume, carefully lower a metal sample into the water, and record the final volume. The difference between those readings is the volume of the metal.

Volume of Metal = Final Water Volume − Initial Water Volume

Remind students to slide the sample gently into the cylinder, fully submerge it, and check for trapped air bubbles. A small error in the volume measurement can make a noticeable difference in the calculated density, especially when the sample displaces only a small amount of water. That gives you something concrete to discuss when students compare their experimental values with the reference table.

The lab includes percent error calculations, so students can evaluate how closely their measurements agree with the accepted densities. Use their results to discuss measurement precision and possible sources of error. For more ideas about preparing students to work successfully with lab equipment, see Taking Students to the Laboratory.

Graphing Reinforcement Is an Important Part of This Lab

One of my favorite parts of this density lab is the graphing reinforcement. Graphing is a skill students need to practice throughout the year, and this activity connects the graph to the density concepts they have just used in the investigation.

The graphing section provides mass and volume data for five pieces of aluminum of different sizes. Students plot volume on the x-axis and mass on the y-axis. They must choose an appropriate scale, label the axes with units, give the graph a title, and plot the data carefully. The resulting pattern helps them see that mass and volume are directly proportional for a material with a fixed density.

Students then use their graph to determine the mass of an aluminum sample with a given volume and the volume of a sample with a given mass. One question asks them to predict a mass beyond the range of the supplied data, giving you an opportunity to discuss extrapolation. These questions require students to use the graph as a source of information.

If graphing is a skill you are working to strengthen in your classes, you may also enjoy Science Graphing Activities: Why Students Need to Learn Graphing by Hand. The density lab provides another opportunity to revisit those skills within your chemistry content.

The four-page handout includes space for calculations, written answers, and the graphing activity.

Choosing Metal Samples and Preparing the Lab

You can choose the metals that work best for your classroom and available supplies. I most often use copper, aluminum, lead, and zinc. Choose samples that fit safely inside your graduated cylinders and have densities represented in the reference table. Label them with letters so students use their measurements to determine their identities.

 The teacher guide includes ordering information for metal strips, along with preparation instructions and suggestions for setting up the investigation.

An Optional Comparison: Measuring Metal Strips Directly

If you use rectangular metal strips, their volume can also be calculated from their dimensions. Students measure the length and width with a metric ruler and use the strip’s thickness as the third dimension. Because thin strips can be difficult to measure accurately with a ruler, use the thickness listed on the package.

Volume = Length × Width × Thickness

Be sure students convert all three measurements to the same unit before multiplying. Measurements in centimeters give a volume in cubic centimeters, and 1 cm³ is equivalent to 1 mL. Comparing this result with the water displacement measurement can lead to a useful discussion about the strengths and limitations of each method.

Two Editable Student Handout Formats

The lab includes two versions of the student handout with the same investigation and questions. The four-page version provides space for students to record data, show calculations, write answers, and construct their graph. The two-page paper-saving version allows students to complete their work on their own notebook paper and graph paper, so you can reuse the directions with another class.

Both versions are editable, allowing you to adjust the directions or questions for your students. The teacher guide includes preparation and setup instructions, materials ordering information, tips, sample data, and detailed responses to the questions.

A Density Lab for Your Chemistry Math Unit

This lab is included in my Chemistry Math Unit: Scientific Measurements, Calculations, and Graphing. It gives students an opportunity to apply measurement, calculations, and graphing in a hands-on investigation. If you already own that unit, you already have this lab.

For ideas about building those skills in your chemistry classes, visit my post on chemistry measurement and math skills. You can also explore The Ultimate Guide to Teaching Science Process Skills for ways to reinforce measurement, data analysis, and scientific thinking throughout the year.

If you only need the individual investigation, Density Lab: Identifying Unknown Metals is available separately on TpT. Click the link or any image in this post to view the resource and its preview.