Science 7 - Unit 8: Elements, Compounds and Mixtures

Quizlet Vocabulary: Classes of Matter
  • pre-Test
  • practice - Quizlet Live or independent games ​then...   
          retake the quiz until you can score 100%​
Notes April 11: Atoms, Elements, Molecules and Compounds
​Learning Activities
​module A - What makes up the universe?
  • Bookwork: Section Review 3-3
  • Page 71 #1-4, Please write complete sentences and restate the question as part of the answer  (except question 3)
  • Lab: Expanding our understanding of Elements, Compounds and Mixtures
    • ​Record data in Science Notebook using the Idea Wheel ​
    • Lab Summary  ​​​Please write a SUMMARY of what you have learned about pure substances and mixtures in your lab notebook.  Describe the difference between a pure substance made with molecules of a single type of compound (like distilled water made only of water molecules) and a mixture (like air that contains Nitrogen, Oxygen, Carbon Dioxide and other gases).  The summary should have a topic sentence, at least three details, and a sentence at the end that explains how one of these types of matter affects you directly​
​module B​ - Modeling Chemical Compounds
​
Explore
  • Investigation A: Pulling it Apart
    • ​look at salt crystals with stereomicroscope
    • dissolve salt in water
    • evaporate water and look at salt left behind
      (compare crystals before and after dissolving)
    • Complete the EdPuzzle Assignment in the Google Classroom​
      ​
Explain
NOTES April 18:  Three "models" for connecting atoms
"ionic"
      electrically charged atoms attracted by their opposite charge (dating)

"covalent"
       neutral atoms that have formed permanent bonds with each other (married)
​
"networks"
       atoms OR molecules that connect to form extended structures (social networks)​
example of "ionic"
example of "covalent"
A chunk of metal
Starch
Ice
Salt Crystals
Kevlar
example of "networks"
EdPuzzle: Dissolving and Crystallization are Opposite Processes
EdPuzzle: Dissolving Sodium Chloride and Sugar
please watch this video and answer the embedded questions
EdPuzzle​: Forming a Network Lattice of Sodium Chloride
​please watch this video and answer the embedded questions
EdPuzzle Reflection:  Please complete the EdPuzzle assignments above, then in your science notebook...
  1. write a Single Sentence Summary for "dissolving stuff" on the micro scale.
  2. write a Single Sentence Summary for "forming a crystal" of sodium chloride on the micro scale.
  3. Write a Single Sentence Summary to explain the difference between dissolving and crystallization.
​Extend
Make a Memory Box in your science notebook for two of the three short videos below (You Choose which two the Videos).  Be sure your memory boxes have at least six facts or ideas, including the three questions under the video and three other facts or ideas you find interesting or important 
​
Extending Moby: Why does Ice Float?
Memory Box in notebook includes...
  1. Why does ice float?
  2. Is a water molecule best explained by the "ionic", "molecular", or "network solid" model?
  3. Is an ice crystal best explained by "ionic", "molecular", or "network solid" model?
Extending Chemical Models: Why is Glass Transparent​?
Memory Box in notebook includes...
  1. Why is glass transparent?
  2. Are quartz and glass best explained by "ionic", "molecular", or "network solid" model?
  3. How are our bonding models useful even though they don't explain all of the properties of quartz and glass?
Click on the image below to watch a video showing the kinds of organisms that live near hydrothermal vents
Picture
https://oceantoday.noaa.gov/lifeonavent/
Extending General Knowledge: Why is the Sea Salty?
Memory Box in notebook includes...
  1. What brings salt to the oceans from the minerals that dissolve on land?
  2. What do hydro-thermal vents on the sea floor do to bring minerals into the ocean?
  3. Why are "Black Smokers" important regarding salt in the ocean?
Click on the image below to watch a video showing a black smoker
  • ​Elements, Compounds and Mixtures Investigation Day
    investigate, think about and record information about elements, compounds and mixtures and then create a "Mind Map" (concept map).
    ​
        * Investigation Deliverables* 
  1. A list written in your notebook containing 20 words from your investigations (in Step 1 below)
  2. A concept map in your notebook organizing the words into categories (in Step 2 below)
             you may create the concept map on a separate sheet and tape it into your notebook
​
         Step 1: Visit websites sites or use class texts and make a list of twenty facts, ideas or concepts about elements, compounds, mixtures or pure substances
              Review this site: Elements, Compounds.and Mixtures and make of list of five important items about element compounds and mixtures
              Review our Quizlet vocabulary list "Classes of Matter" and add five items to your list

              Investigate at least two additional sites or use books in our classroom and add ten more items to your list (~five from each source)
                        I Heart Science: Elements Compounds and Mixtures slideshow
                        Physical Science Virtual Lab: Mixtures. Elements and Compounds Chemical Disposal Lab
                        TED ED Mixtures Video 1: all the parts of macaroni salad
                        TED ED Mixtures Video 2: breaking bonds in molecules of macaroni salad to free the atoms
​                        Game: Chemical Mix Up (shockwave SWF file- requires SWF File Player to run)
 
       Step 2: Organize the ideas from your list into a "Mind Map"
             Sort your list of  twenty words into groups
                    Identify the "big ideas" with subordinate concepts and connecting ideas
                    Rewrite the words in your list into groups that show these connections or the ordering from larger to smaller ideas
             Choose a concept map layout from the examples
                    Populate the concept map with your organized ideas
Connect
Guiding Question: What important problem in Flint is related to Heavy Metals and our studies of the Elements?
  • Assignment 1: Readworks.org
    ​Read the articles assigned to you at our class Readworks.org site and answer the questions.
  •  ​​Assignment 2
    • WRITE a SUMMARY paragraph in your Science Notebook relating how the understanding of heavy metals is linked to the water problems in Flint and to our studies of the elements and compounds.  Your paragraph should have a Topic Sentence, 3 details, and a Sentence of Significance at the end.
      • UNDERLINE your topic sentence
      • NUMBER each detail sentence
      • STAR the sentence of significance
Prepare for Assessment: ​Practice a Written Test with a Partner​
  • ​​Working with a Partner: Elements, Compounds and Mixtures Practice Test
​​Evaluate
  • ​Using Models to describe what we see
    • which model best describes table salt?
    • which model best describes water and methane?
    • which model best describes a piece of metal? 
    • which model best describes ice?
    • which model best describes fluorite?
    • which model best describes starch?
    • which model best describes Kevlar?
Remember
  • Ionic (few atoms)
  • Molecular (few atoms)
  • Networks (very large, repeating units of atoms or molecules)
  • ​​Written Test (Independent)
    • ​​Elements, Compounds and Mixtures Test
Going Further...
​READ more about heavy metals at the wikipedia page and look at the locations of toxic heavy metals on the periodic table (below).
Picture
Click here to read a Wikipedia article about heavy metals
Picture
Use the Periodic Table to identify the names of the thirteen toxic heavy metals in the black boxes in this diagram
Picture
From Wikipedia
Picture
This is what the periodic table might look like if we continue to find new elements!