Understanding Matter

MATTER Pepi Jaramillo Romero
Dpto. Física y Química
MATTER
Subject Physics and Chemistry
Course/Level 3º ESO
Primary Learning Objective Students will acquire a knowledge of what scientific “matter” is and how scientists study matter in scientific inquiry to understand our world and
the universe.
Subject Content 1. What is matter?
2. Properties of matter.
2.1. Mass.
2.2. Volume.
2.3. Density.
3. States of matter.
3.1. Kinetic-molecular theory.
3.2. States.
3.3. Changing States.
4. Gas Laws.
4.1. Boyle’s law.
4.2. Charles’s law.
4.3. Gay-Lussac’s law.
4.4. Avogadro’s law.
5. How do scientists classify matter?
5.1. Classification of matter.
5.2. Separating Mixtures.
6. Solutions.
6.1. Solution concentration.
6.2. Solubility.
Language Content /
Communication
Vocabulary Density, states, phase, kinetic, molecular, mixture, solution, alloy, heterogeneous, homogeneous, fusion, melting, boiling,
evaporation, freezing, sublimation, condensation, graduated cylinder, meniscus, solubility, etc.
Structures Routines: Are gases, like the gases in air, matter? How do you know that the air is taking up space? Why do the states of
matter have the properties that they have? How would you measure the volume of an apple?
Contents: Conditionals, present, future, comparatives.
Classroom management: Take out your notebook/recorder/pen, write down the following sentence, right! / you're right,
well done! / very well! / good job , etc.
Discourse type Exposition, description, argument.
Language skills Writing, reading, speaking and listening
Activities The presentation includes different activities with an explanation in order to the students answer a question or solve a problem, make
observations and collect data, and draw a conclusion as to the answer to the question or problem.
LESSON PLAN

METHODOLOGY
Organization and class distribution / timing The number of sessions considered to develop the contents on this unit are at least 8 sessions of 50 minutes each one (+ 2 week final Project)
It’s very important to point out that the methodology will be active and participatory in order to facilitate both individual and group learning. For that, teacher
observation is very important during student's work.
Key Competences Language proficiency Know, acquire and apply the vocabulary of the subject.
Exercising a comprehensive reading of texts related to the topic.
Mathematical Competence Be able to mathematically calculate the volume, mass and density of various objects
Solve problems based on Charle's law and Boyle's Law.
Be able to perform calculations related to solution concentration.
Digital competence and treatment of
information
I use PDI to explain content and implementation of web quest by students.
Make the online activities.
Social and civic competences Fostering respect between and other values like cooperation, coeducation when they work in groups.
Autonomy and personal initiative To be autonomous for individual activities.
Evaluation Acquired content knowledge Students will understand what the scientific term “matter” is.
Be able to describe properties of all matter and identify the units used to measure volume and mass.
Be able to mathematically calculate the volume, mass and density of various objects.
Explain how kinetic energy is related to the mass and velocity of a particle.
Describe the origins and assumptions of the kinetic-molecular theory, and use this model to describe the nature
of matter at the molecular level.
Students will understand the states of the matter.
Describe the energy changes associated with changes of state.
Describe various observed relationships between the pressure, volume, temperature, and amount of a gas,
including Boyle’s law, Charles’s law, Gay-Lussac’s law, and Avogadro’s law. Be able to perform calculations using
these relationships.
Classify matter according to its composition.
Distinguish among elements, compounds, homogeneous mixtures, and hetrerogeneous mixtures.
Define and give examples of solvents and solutes.
Describe and give examples of chemical solutions.
Describe the concept of concentration as it applies to solution and be able to perform calculations related to this.
Define the term solubility and describe factors affecting the solubility of a particular solution.
Instruments The unit will be evaluated daily with:
Individual participation in classroom activities and homework.
Works in groups.
Notebook.
Behaviour.
Tests.
Glossary.
Conceptual maps
Final Project.

1. What is matter?
2. Properties of matter.
2.1. Mass.
2.2. Volume.
2.3. Density.
3. States of matter.
3.1. Kinetic-molecular theory.
3.2. States.
3.3. Changing states.
4. Gas Laws.
4.1. Boyle’s law.
4.2. Charles law.
4.3. Gay-Lussac’s law.
4.4. Avogadro’s law.
5. How do scientists classify matter?
5.1. Classification of matter.
5.2. Separating mixtures.
6. Solutions.
6.1. Solution concentration.
6.2. Solubility.
OUTLINE

 How do you know that the air is
taking up space?
1. WHAT IS MATTER?
Initial Evaluation

 We can see clouds.
 Birds and airplanes can glide
because of air.
 When we blow up a balloon, air fills it.
1. WHAT IS MATTER?

 How do you know that the air is
taking up space?
 How do we know that there is
air around us?
 What is inside the balloon?
 What is causing the balloon to
expand and hold its shape?
 How does this show us that air
takes up space?
1. WHAT IS MATTER?

 The air is the only thing in the balloon which could
be giving it its expanded shape.
1. WHAT IS MATTER?
Sometimes, students may have difficulty imagining that
gases have mass.
In that case this video or that one is a good demonstration
to show that gas has mass.

1. WHAT IS MATTER?
Matter is everything around you. Matter is anything that has mass
and takes up space. Matter is all the physical things in the universe.
All the stars in the galaxies, the sun and planets in our solar system,
the Earth, and everything on it and in it are matter.
All human-made objects, all organisms, the gases in the
atmosphere, and anything else that has mass and takes up space,
including you, are examples of matter.

2. PROPERTIES OF MATTER
Physical Properties
(A physical property is one that is displayed
without any change in composition)
Alkali metals react with water
Paper's ability to burn.
Chemical Properties
(Any characteristic that gives a
sample of matter the
ability/inability to undergo a
change that alters its
composition)
Intensive
properties
A physical property
that will be the same
regardless of the
amount of matter
Extensive
properties
A physical property
that will change if the
amount of matter
changes
The properties of
matter refer to the
qualities that
distinguish one
sample of matter
from another. They
are generally
grouped into two
categories
like
like
like
Density
Color
Conductivity
Malleability
Luster
Mass
Volume
Length

2.1 MASS
REMEMBER!
Matter is anything that has mass and takes up space
Mass
Is the measure of
how much matter
an object
contains. The
more matter an
object contains,
the more mass it
will have.
The mass of the body is the inherent
property of the body. Actually mass
is the quantity of the matter
contained in the body. Mass of a
body is a scalar quantity and its S.I.
unit is kilogram. Mass of the body is
the measurement of the inertia of
the body. The mass of the body
remains constant in whole the space.
The mass cannot change as we
measure it on the earth or on the
moon or on any other planet and
any other space. Here, we discuss
how to measure mass of a body.

2.1 MASS
Analytical Balance
The another type of the balance used to measure
the mass is analytical balance. The analytical balance
is used due to its very high accuracy. It is kept inside
a glass container to avoid it from dust and the air. So,
that the reading is highly accurate.
What Instrument is used to measure mass?
Beam Balance or Physical Balance
The physical balance or called as the beam balance was the first
instrument which is used to measure the solid mass. It contains
a pivoted horizontal lever having the same lengths of the arms.
This is called as beam. It has two pans in which the standard
weights and the solid substance is to be placed. The unknown
mass is placed in the right pan and the standard pans are placed
in the left pan, generally. We want to balance the beam so that
the beam is completely horizontal. Now calculate the total mass
of the standard weights and find out the mass of the unknown
substance.

2.2. VOLUME
REMEMBER!
Matter is anything that has mass and takes up space
Volume
Is the amount of space
an object takes up (the
space an object
occupies).
Larger objects occupy
larger spaces and
therefore have larger
volumes.
It is a scalar quantity and its
SI unit is the cubic metre (m3)
The unit for the volume of
object can also be derived
from any other unit for length
such as the cubic centimetre,
cubic kilometre, etc.

2.2. VOLUME
How to determine the volume?
The method to determine the volume depends on the nature.
VOLUME OF LIQUIDS
In science there are several devices used for dispensing measured volumes
of liquid substances and solutions like graduated cylinders, pipette, burette
and so on.

2.2. VOLUME
Graduated cylinders are used to measure liquid volume because it is the instrument
with the greatest accuracy. Liquids do not sit level in a container. Because of this, the
surface of a liquid in any container is curved. This curve at the surface of a liquid is
called a meniscus.
Volume must be measured from the lowest point of the meniscus, as the following
figure shows. Because the meniscus only curves slightly, water’s meniscus looks flat in
a large-mouthed container. To find the volume of the object in the graduated cylinder
you must take the reading at eye level as shown in the picture. In the example below
the marking lines each represent 1ml.

2.2. VOLUME
VOLUME OF SOLIDS
The volume of solids is expressed in cubic measurements, such as cubic
centimeter or cubic meter. It depends on the shape.
REGULAR SOLIDS
The volume of solids is expressed in cubic measurements, such as cubic
centimeter or cubic meter. The volume of regular objects is determined by
measuring the dimensions of the object and finally using an equation. The
following are different regular objects and the equations used.

2.2. VOLUME
IRREGULAR SOLIDS
We can use water displacement to measure the volume (space) of
solid objects if we don’t have a formula, or if we don’t know or
remember the formula.
In the example, the water level rose from 19ml to
29ml when the chalk stick was placed in the
graduated cylinder this shows the chalk stick
displaced 10ml of water so the objects volume is
10ml. This number was found by subtracting the
starting volume of water (19ml) from the final volume
reading (29ml).
Now it is your turn
to find the volume
of the example with
the ring.

2.2. VOLUME
Activities
Activity 2.2.1: Video about matter
Activity 2.2.2: Video about volume and mass
comparison
Activity 2.2.3: Video about properties of matter
Activity 2.2.4: Lab activities about volume

2.3. DENSITY
 What is density?

2.3. DENSITY
 What is density?
To develop a meaning of density, you will experiment with objects
that have the same volume but different mass and other objects
that have the same mass but different volume to develop a
meaning of density. You also will experiment with density in the
context of sinking and floating and look at substances on the
molecular level to discover why one substance is more or less
dense than another. However, before that, you need to know some
key concepts about density.

2.3. DENSITY
- Density is a characteristic property of a
substance.
- The density of a substance is the
relationship between the mass of the
substance and how much space it takes
up (volume).
- The mass of atoms, their size, and how
they are arranged determine the density
of a substance.
- Density equals the mass of the
substance divided by its volume; D = m/v.
- Objects with the same volume but
different mass have different densities.
MASS VOLUME

2.3. DENSITY
Activity 2.3.1: Video Seven layer density
Try to do at home.
Good luck and
Challenge
Students have to design an experiment to show
that cubes of the same volume but made of
different metals have different masses fallowing
the scientific method. (clue)

 Can you explain what is happening in this
video?
3.1. KINETIC-MOLECULAR THEORY (KMT)

 Can you explain what is happening in this
video?
The glass on the left has cold water in it, while the glass on the right has
warm water. When the dye is put in both glasses, the blue dye in the
warm water mixes much quicker that than the red dye on the right. This
is because, agreeing with Kinetic Theory of Matter, the molecules in the
warm water are moving much quicker than the molecules in the cold
water. Thus, the dye mixes much quicker in the warm water.

Some of the observations and assumptions we just made about
particle behavior at the molecular level were proposed in
independent works by August Kroning (1856) and Rudolf Clausius’s
1857 work titled "the theory of moving molecules." This work
became the foundation of the kinetic-molecular theory of gases. The
kinetic-molecular theory of gases makes the following assumptions:

1.Gases consist of tiny particles (atoms or molecules).
2.These particles are so small, compared with the distances between
them, that the volume (size) of the individual particles can be
assumed to be negligible (zero).
3. The particles are in constant random motion, colliding with the walls of
the container. These collisions with the walls cause the pressure
exerted by the gas.
4. The particles are assumed not to attract or to repel each other.
5. The average kinetic energy of the gas particles is directly proportional
to the Kelvin temperature of the gas.
The kinetic-molecular theory of gases makes the following assumptions:

2. …are in constant, straight-line motion
3. …experience elastic collisions in which no energy is lost
4. …have no attractive or repulsive forces toward each other
5. …have an average kinetic energy (KE) that is proportional to the temperature of gas
The kinetic-molecular theory of gases:
 explains why gases behave as they do
 deals w/“ideal” gas particles…
1. …are so small that they are assumed to have zero volume
AS TEMP KE

3.2. STATES
The Kinetic Molecular Theory (KMT) is a
model used to explain the behavior of matter.
How KMT can be used to explain the
properties of liquids and solids and gases:
Solids, liquids and gases
 How many states of matter you know?

3.2. STATES
The Kinetic Molecular Theory (KMT) is a
model used to explain the behavior of matter.
How KMT can be used to explain the
properties of liquids and solids and gases:
Solids, liquids and gases
 How many states of matter you know?
Solids, liquids, gases, plasmas, and Bose-Einstein condensates
(BEC) are different states that have different physical
properties. Each of these states is also known as a phase.

3.2. STATES
SOLIDS
LIQUIDS
GASES
PLASMAS
BOSE-EINSTEIN CONDENSATES (BEC)

3.2. STATES
SOLIDS, LIQUIDS, GASES,
PLASMAS, and BOSE-EINSTEIN
CONDENSATES (BEC) are different
states that have different physical
properties. Each of these states is
also known as a phase.
Activity 5.1.1: There are more than three states of
matter...many more

3.2. STATES
SOLIDS
In a solid, the atoms are very attracted to
one another. Because of this strong
attraction, the atoms are held tightly
together. The attractions are strong
enough that the atoms can only vibrate
where they are. They cannot move past
one another. This is why a solid keeps its
shape.
Solids can be hard like a rock, soft like fur, big like an asteroid, or
small like grains of sand. The key is that solids hold their shape and
they don't flow like a liquid. A rock will always look like a rock
unless something happens to it. The same goes for a diamond.
Solids can hold their shape because their molecules are tightly
packed together.

3.2. STATES
LIQUIDS
In a liquid, the molecules are also
in motion. The attractions
between the molecules in liquids
are strong enough to keep the
molecules close to each other
but not in fixed positions.
Although the molecules stay very
near one another, the attractions
allow the molecules of a liquid to
move past one another. This is
why a liquid can easily change its
shape.
Examples of liquids at room temperature include water (H2O), blood,
and even honey. If you have different types of molecules dissolved in
a liquid, it is called a solution. Honey is a solution of sugar, water, and
other molecules.
Liquids fill the shape of any container they are in. If you pour water
in a cup, it will fill up the bottom of the cup first and then fill the rest.
If you freeze that cup of water, the ice will be in the shape of the cup.
Another trait of liquids is that they are difficult to compress.

3.2. STATES
GASES
Gases are everywhere. You may
have heard about the
atmosphere. The atmosphere is
an envelope of gases that
surrounds the Earth.
In a gas, the molecules are also moving. The attractions between the
molecules of a gas are too weak to bring the molecules together. This is
why gas molecules barely interact with one another and are very far
apart compared to the molecules of liquids and solids. A gas will spread
out evenly to fill any container.
When compared to solids or liquids, those spread out gaseous systems
can be compressed with very little effort. Scientists and engineers use
that physical trait all of the time.

3.2. STATES
PLASMAS
Plasmas are a lot like gases, but the
atoms are different, because they are
made up of free electrons and ions
of an element such as neon (Ne). You
don't find naturally occurring
plasmas too often when you walk
around. They aren't things that
happen regularly on Earth.
Plasma can be made from a gas if a lot of energy is pushed into the gas. In the case of neon, it is
electrical energy that pulls the electrons off. On Earth, plasmas are commonly found in some kinds of
fluorescent lights and neon signs. Another form of plasma on Earth happens during storms as
lightning. Auroras are another form of plasma, where atoms in the upper atmosphere are affected
by particles coming in from outer space. The most common form of plasma is in the stars – our Sun
exists in the plasma state. Overall, plasmas are the most common state of matter – they make up
99% of the visible universe.
Activity 3.2.2: Video about plasma

BOSE-EINSTEIN CONDENSATES (BEC)
3.2. STATES
To understand a Bose-Einstein condensate (BEC), you must first know a bit
about temperature.
There is a temperature at which molecular motion (therefore everything) stops,
this is called absolute zero (0K or around -273°C). Just a fraction above this
temperature – and only for some elements – a BEC occurs. The atoms start
behaving like little waves and start overlapping one another until they
eventually act like one wave and essentially become a super atom. They are not
bonded or mixed – they have become indistinguishable from one another,
having the same qualities and existing in the same place.
Activity 3.2.3: Video about Bose-Einstein Condensate

3.2. STATES
Activity 3.2.4: small research project
Science is the daughter of experience, so
scientists are really only people who observe
experiences and try to explain the results. In
order to simplify the explanations they invent
models, which help us to understand how our
world works. Answer these questions:
Do we act like scientists in our daily lives?
Do people know about the structure of matter?
You must:
1. Develop a questionnaire to find out what your
family, friends (not your classmates) and teachers
(not your science teachers) know about matter.
2. You must translate these questions into
Spanish if your interviewee doesn’t understand
English.
3. Present the results of your research.

3.2. STATES
Name
Relationship
Question Answer
How many states of matter you
know?
What are their properties?
Why do the states of matter have
the properties that they have?
Three changes of state
Name
Relationship
Question Answer
know?
Name
Relationship
Question Answer
know?
QUESTIONNAIRE

3.3. CHANGING STATES
It is important to understand that matter exists in all states and that matter can also change states.
It does this by either using or releasing energy, and it is usually associated with changes in
temperature and pressure.

 Do you know the differences between boiling and
evaporation?

A simple example is water. If you have a block of ice, you have solid water. Add
heat (a form of energy) and the ice melts into liquid water that you could drink
(it has reached its melting point). Continue to apply heat, and the water will
evaporate and turn into steam, which is water in a gaseous state (it has
reached boiling point).
HEATING CURVE OF WATER

In plasma TVs, little pockets of gas
are excited with electricity
disrupting the normal balance of
atoms so there are lots of free ions
and electrons, turning them into
plasma, which creates a light.
Plasma can be made from a gas if a
lot of energy is pushed into the gas.
In the case of neon, it is electrical
energy that pulls the electrons off.
When it is time to become a gas
again, just flip the neon light switch
off. Without the electricity to
energize the atoms, the neon
plasma returns to its gaseous state.
Gas can also change to a plasma and vive-versa:

4. GAS LAWS
One of the most amazing things about gases is that, despite wide
differences in chemical properties, all the gases more or less obey the
gas laws. Gas laws deal with how gases behave with respect to pressure,
volume, temperature, and amount.
Gas properties can be modeled using math.
Model depends on:
V = volume of the gas (liters, L)
T = temperature (Kelvin, K)
P = pressure (atmospheres, atm)
n = amount (moles, mol)

4. GAS LAWS
Pressure - Temperature - Volume Relationship
Gay-Lussac’s P Ta
Charles V Ta
Boyle’s P
1
Va___

4.1. BOYLE’S LAW Pressure - Volume Relationship
Boyle's law or the pressure-volume law states that the volume of a given amount of gas
held at constant temperature varies inversely with the applied pressure when the
temperature and mass are constant.
(V is proportional to the inverse of P)
Another way to describing it is saying that their products are constant.
PV = Cte
When pressure goes up, volume goes down. When volume goes up, pressure goes down.
From the equation above, this can be derived:
P1V1 = P2V2 = P3V3 etc.
P
1
Va
___
Activity 4.1.1: Boyle's Law

4.2. CHARLES LAW
Activity 4.2.1: Charles Law
Temperature - Volume Relationship
This law states that the volume of a given amount of gas held at constant pressure
is directly proportional to the Kelvin temperature.
(V is proportional to T)
Same as before, a constant can be put in:
V / T = Cte
As the volume goes up, the temperature also goes up, and vice-versa.
Also same as before, initial and final volumes and temperatures under constant
pressure can be calculated.
V1 /T1 = V2 /T2 = V3 /T3 etc.
V Ta

4.3. GAY-LUSSAC’S LAW
Activity 4.3.1: Gay-Lussac's Law
Pressure - Temperature Relationship
This law states that the pressure of a given amount of gas held at constant volume
is directly proportional to the Kelvin temperature.
(P is proportional to T)
Same as before, a constant can be put in:
P / T = Cte
As the pressure goes up, the temperature also goes up, and vice-versa.
Also same as before, initial and final volumes and temperatures under constant
pressure can be calculated.
P1 /T1 = P2 /T2 = P3 /T3 etc.
V Ta

4.4. AVOGRADO’S LAW
Activity 4.3.1: Avogadro's Law
Volume - Amount Relationship
Gives the relationship between volume and amount when pressure and temperature are
held constant. Amount is measured in moles. Also, since volume is one of the variables,
that means the container holding the gas is flexible in some way and can expand or contract.
If the amount of gas in a container is increased, the volume increases. If the amount of gas
in a container is decreased, the volume decreases.
(V is proportional to n)
As before, a constant can be put in:
V / n = Cte
This means that the volume-amount fraction will always be the same value if the pressure
and temperature remain constant.
V1 /n1 = V2 /n2 = V3 /n3 etc.
V na

4. GAS LAWS
The previous laws all assume that the gas being measured is an ideal gas,
a gas that obeys them all exactly. But over a wide range of temperature,
pressure, and volume, real gases deviate slightly from ideal. The ideal gas
law is:
R is a constant called the universal gas constant and is equal to approximately
0.0821 L-atm / mole-K.
Activity 4.1: Gas laws exercices

5.1. CLASSIFICATION OF MATTER
Matter can be
classified into
two categories
(cannot be separated into
different kinds of matter by
physical means such as
filtering, heating, or cooling)
(contain more than one kind
of matter. They are
combinations of pure
substances)
(is a substance made from two or more
elements that have reacted chemically
with each other. The elements in the
compound can NOT be separated by
physical means)
(we can clearly distinguish the different
components. They include colloids,
emulsions or suspensions)
(we cannot see the different
substances that make up a mixture.
They include alloys and solutions)
(is a substance made from only one
type of atom)

5.1. CLASSIFICATION OF MATTER
Activity 5.1.2: Classifying matter quiz
Activity 5.1.1: Video about classification of matter
Activity 5.1.3: Review and practice on classification of matter
Activities
Activity 5.1.4: Video about mixture and compounds experiment

5.2. SEPARATING MIXTURES
Mixtures come in many forms and phases. Most of them can be
separated, and the kind of separation method depends on the kind of
mixture it is. Below are some common separation methods:
PAPER CHROMATOGRAPHY
Activity 5.2.1: Chromatografy experiments

FILTRATION
EVAPORATION

SIMPLE DISTILLATION
FRACTIONAL DISTILLATION

MAGNETISM
SEPARATING FUNNEL
Activity 5.2.2: Separation of the components of a mixture
Activity 1.4.2: Let’s go to the lab! Separation of the
components of a mixture.

6. SOLUTIONS
A solution is a homogeneous mixture involving a solute and a solvent. The solute
is the substance that gets dissolved and the solvent is the liquid in which the
solute dissolves.
The solute (may be liquid or solid) is broken down completely into individual ions
or molecules in a way that can no longer be seen as a separate entity.
For example: If you dissolve
salt (solute) in water
(solvent), the salt is broken
down into Sodium and
Chlorine ions within the
solvent. This mixture will
look and taste the same
everywhere in the cup, and
would have salt and water
in the same proportions.
In this example, salt is a
soluble material.

6. SOLUTIONS
 How can you identify a solution from other
mixtures?
 What is a saturated solution?

6. SOLUTIONS
1. No particles will be visible.
2. It will have a clear look.
3. Nothing will settle at the bottom of the
bottle holding it.
4. It cannot be filtered.
 How can you identify a solution from other
mixtures?
 What is a saturated solution?
If you keep adding a solute to a solvent, it gets
concentrated. if you keep adding, eventually,
no more solute can be dissolved with
temperature remaining constant.
Here, the solution is said to be saturated.

6.1. SOLUTIONS CONCENTRATION
DILUTE: a solution that
contains a small proportion of
solute relative to solvent, or
CONCENTRATED: a solution
that contains a large
proportion of solute relative
to solvent.
UNSATURATED: a solution in
which more solute will
dissolve, or
SATURATED: a solution in
which no more solute will
dissolve.
There are a number of ways to express the relative
amounts of solute and solvent in a solution. Which
one we choose to use often depends on
convenience. For example, it is sometimes easier to
measure the volume of a solution rather than the
mass of the solution.
Percent by mass
Normality
Percent by volume
g/LMole fraction
Molarity
Molality

6.2. SOLUBILITY
Solubility is the amount of solute
that can dissolve in a given
amount of solvent at a given
temperature. Some solutes have
greater solubility than others in a
given solvent.
For example, table sugar is much
more soluble in water than is
baking soda.
Activity 6.2.1: Video about solubility

6.2. SOLUBILITY
Many factors affect the solubility of one substance in another. We will
discuss a few, in particular.
Temperature
- If a solute is a solid or liquid, increasing the temperature increases its
solubility. For example, more sugar can dissolve in hot tea than in iced tea.
- If a solute is a gas, increasing the temperature decreases its solubility. For
example, less carbon dioxide can dissolve in warm ocean water than in cold
ocean water.

6.2. SOLUBILITY
Pressure
Increasing the pressure on a gas increases its solubility.
Did you ever open a can of soda and notice how it fizzes out of the
can? Soda contains carbon dioxide. Opening the can reduces the
pressure on the gas so it is less soluble. As a result, some of the carbon
dioxide comes out of solution and rushes into the air.
Activity 6.2.2: Sports drinks can be very helpful with
replenishing your fluids after exercise. They can get
expensive to purchase if you are working out often though.
This is a guide about making your own sports drink.
Make your own sports drink

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