Reading and Writing Assignments for Elements, Compounds, Mixtures

Lesson Program

Elements, Compounds, and Mixtures

• Grade Levels
• Related Academic Standards
• Cess Anchors
• Eligible Content
• Large Ideas
  • A technological globe requires that humans develop capabilities to solve technological challenges and improve products for the way we alive.
  • Each expanse of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet man needs and wants.
  • Technological design is a creative procedure that anyone tin can do which may result in new inventions and innovations.
  • Technological literacy is the ability to use, assess and manage technology around united states.
  • Engineering is created, used and modified by humans.
• Concepts
  • A technological design & problem solving process changes ideas into a final production or system.
  • Bio-related technologies are the processes of using biological mater to make or modify products.
  • Bio-related technologies are the processes of using biological organisms to make or modify products.
  • Communication is the process of composing, sending, and receiving messages through engineering science.
  • Communication is the procedure of composing, sending, and receiving messages using technological devices.
  • Construction is the process of turning materials into useful structures.
  • Construction is the process of turning raw materials into useful structures.
  • Decisions about the use of products and systems can result in expected and unexpected consequences.
  • Energy and power technologies are the processes of converting energy sources into useful power.
  • Energy and power technologies use processes to convert energy into power.
  • In a technological world, inventions and innovations must be carefully assessed past individuals and gild as a whole.
  • Innovation is the process of improving an existing product, procedure, or system.
  • Innovation is the process of modifying an existing product, process, or organisation to amend it.
  • Invention is a process of creating new products, processes, or systems.
  • Invention is a process of turning ideas and imagination into new products, processes, or systems.
  • Inventions and innovations must be carefully assessed by individuals and society.
  • Manufacturing is the process of turning materials into useful products.
  • Manufacturing is the process of turning raw materials into useful products.
  • People select, create, and use science and technology and are limited past constraints (due east.g. social and physical).
  • People select, create, and use technology.
  • Rubber is a preeminent business organisation for all technological development and employ.
  • Rubber is one of the nearly important concerns for all technological development and employ.
  • Science and technology are interconnected.
  • Technological design & problem solving follows many steps.
  • Technological pattern & trouble solving includes conspicuously communicated solutions.
  • Technological design & problem solving includes frequent checking.
  • Technological pattern & problem solving requires hands-on applications.
  • Technological literacy is a lifetime attempt.
  • Technological literacy is necessary for a productive 21st century skilled workforce.
  • Technological literacy is necessary for a productive workforce.
  • Technological literacy is necessary for all citizens.
  • Technological literacy is required for all citizens in a autonomous society for shared conclusion-making.
  • Technological literacy is the power to empathize, utilize, assess, design, and create applied science.
  • Technological literacy is the ability to understand, apply, assess, design, and produce technology (i.e. Invention & Innovation).
  • Technological literacy requires lifelong learning.
  • Engineering science and society touch each other.
  • Technology and club mutually bear upon each other.
  • The abilities required in a technological globe include diagnosing, troubleshooting, analyzing and maintaining systems.
  • The abilities required in a technological world include understanding, fixing, and maintaining systems.
  • The goal of technology is to run across human needs and wants.
  • Transportation is the process of safely and efficiently moving people and products.
  • Understanding technological systems assist us programme and command technological developments.
  • While science is the study of the natural world, engineering science is the written report of the human designed world.
• Competencies
  • Create a new product, process, or system.
  • Describe and demonstrate how to use technological blueprint & problem solving.
  • Describe how science and technology work together.
  • Pattern and develop the ability to create and send letters using technological devices.
  • Pattern and develop the power to safely and finer employ tools and materials to build structures.
  • Design and develop the power to safely and effectively utilise tools and materials to convert energy into power.
  • Design and develop the power to safely and effectively employ tools and materials to create bio-related products and systems using technology.
  • Pattern and develop the ability to safely and effectively use tools and materials to create vehicles that transport people and products.
  • Pattern and develop the power to safely and finer apply tools and materials to manufacture products.
  • Design and produce solutions to technological problems.

Objectives

In this lesson, students will learn that all matter can be classified as either a pure substance or a mixture. They will also learn that both mixtures and pure substances tin exist broken down into subcategories and that there are techniques chemists utilize to decide in which category a sample of affair belongs. Students will:

• allocate a sample of matter in terms of pure substances and mixtures.

• distinguish between homogenous and heterogeneous mixtures.

• distinguish between solutions, colloids, and suspensions.

• recognize the departure betwixt an element and a compound.

Essential Questions

Vocabulary

• Chemical element: Pure substance consisting of one type of atom.

• Chemical compound: Pure substance consisting of two or more unlike atoms.

• Mixture: Two or more unlike substances not chemically combined.

• Colloid: A heterogeneous mixture that exhibits the Tyndall effect.

• Suspension: A heterogeneous mixture that has particles big enough to settle out.

• Solution: A homogenous mixture in which the particles are very small.

• Tyndall effect: The handful of light in a colloid.

• Homogeneous mixture: A mixture with a uniform composition.

• Heterogeneous mixture: A mixture with a nonuniform limerick.

• Chemical element symbol: An abbreviation for an element'southward name found on the periodic tabular array.

• Compound formula: Represents the combination of two or more than elements in fixed proportions. Subscripts designate the number of atoms of each chemical element.

Duration

xc minutes/2 class periods

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson program.

Materials

• pictures of pizza, water, mercury, blood, and cola

• board, markers

• light amplification by stimulated emission of radiation pointer

• 1000 mL flasks/beakers (2)

• 10 to twenty drops of milk

• h2o

• Mixtures vs. Pure Substances–Instructor (Southward-viii-5-2_Mixtures vs. Pure Substances Instructor.physician)

• Mixtures vs. Pure Substances–Student (S-8-5-2_Mixtures vs. Pure Substances Student.doc)

• Tyndall effect photograph: http://www.silvermedicine.org/dark_tyndal_with_h2o2.jpg

Related Unit and Lesson Plans

• Thing Matters
• Concrete Backdrop of Thing
• Separation of a Mixture

Related Materials & Resources

Formative Assessment

• View

  Students tin can exist assessed on this lesson in the post-obit ways:

  • After explaining the difference between elements and compounds, have students classify a listing of pure substances. This will provide an opportunity to reteach the differences and similarities betwixt elements and compounds.

  • Both students and teacher tin can monitor understanding of the lesson with the Mixtures vs. Pure Substances lab action. Students will be able to revisit an earlier action and utilize their caused knowledge. This activity allows for revision and reflection.

Suggested Instructional Supports

• View

  Scaffolding, Explicit Instruction

  W:	The main focus of this lesson is to exist able to categorize all matter. Students learn the difference between a pure substance and a mixture. They will then be able to categorize a mixture every bit either a colloid suspension or solution. They are evaluated formatively based on their responses during guided instruction. They are formally evaluated on the worksheet.
  H:	The lesson begins with several pictures of everyday objects that students are asked to categorize. They revisit their answers at the end of the lesson to see which answers were correct and which need to be revised.
  Eastward:	The more y'all can relate categorizing to existent-life, everyday objects, the more students will see the chemistry connexion and the importance of categorizing matter.
  R:	Responses to educatee questions need to exist more than than simply aye/no answers. Students will apply lesson material upon completion of the worksheet. They as well revisit the pictures at the outset of the lesson.
  East:	The worksheet at the cease of the lesson provides an opportunity for students to prove what they have learned. They are given time to reflect and revise their initial responses to five photos.
  T:	At the first of the lesson, when students are asked to categorize everyday objects, they could work in small teams. Additionally, molecular-level representations are provided as extensions, which may support visual learners.
  O:	This lesson is organized and then that in the beginning students are asked to perform a chore using their prior knowledge. The lesson moves to teacher-guided didactics, with demonstrations included. The lesson then asks students to revisit the determinations they made in the beginning, this time with more knowledge. Finally, students complete a summary worksheet.

Instructional Procedures

• View

  

  Testify the pictures of common mixtures and pure substances such as:

  

  Inquire students to classify each photo every bit either a pure substance or a mixture. Write their answers down under each photograph. Tell them that you lot will revisit these pictures at the end of the lesson and meet if their answers change.

  Tell students, "In the last lesson you learned that all matter tin can be described using physical properties. We will now expect at specific categories in which all affair can be classified. There are two major categories that encompass all matter: pure substances and mixtures." Put the following definitions on the lath:

  • Mixture: Two or more than different substances that are not chemically combined and can be physically separated.

  • Pure substance: A substance that cannot be physically separated.

    Say, "Can anyone remember of an instance of a mixture?" If students give a pure substance every bit their answer, explain that it would not be a mixture because one cannot separate it using physical ways. Tell them at that place are 2 types of mixtures:

  • Homogeneous mixture: A mixture with a uniform composition.

  • Heterogeneous mixture: A mixture with a nonuniform composition.

    Requite examples of homogeneous mixtures, including: cola, java, and iced tea. Ask, "What exercise cola, java, and iced tea take in common? Focus on the way they look, rather than their role or ingredients." Guide them to observe that all three homogenous mixtures look uniform throughout. They cannot meet any particles floating or sinking. Say, "Notice that they all await akin. But past looking at them, you may not fifty-fifty know they are made from more than one substance." Follow that with, "If cola, coffee and iced tea are all examples of homogenous mixtures, what would a heterogeneous mixture look similar?" Students may offer that heterogeneous mixtures will look like they are made of unlike substances. Say, "What about Jell-O? It looks uniform. Would information technology surprise y'all to know that Jell-O is not a homogeneous mixture? It is heterogeneous! We demand to dive into more specific descriptions near mixtures. Heterogeneous and homogenous mixtures take subgroups. All homogenous mixtures are called solutions. Heterogeneous mixtures tin can exist either colloids or suspensions." The general rules are:

  • Heterogeneous mixtures (suspensions and colloids):

    • Suspensions do not wait uniform throughout.

    • Suspensions have particles that are large enough to settle to the bottom and tin therefore exist filtered with a funnel and filter newspaper.

    • Colloids take medium-sized particles.

    • Colloids often await compatible throughout (like solutions).

    • Unlike solutions, colloids' particles scatter light. This property is chosen the Tyndall effect.

  • Homogenous mixtures (solutions):

    • Solutions look uniform throughout.

    • Solutions have very small particles.

    • Solutions cannot be separated through bones filtration (funnel and filter paper).

    • Solutions' particles are so pocket-sized they practice non scatter light.

  Sit-in

  Students may take a hard time understanding the Tyndall event. A demonstration works to alleviate this problem. Fill a flask with yard mL of water. Add 10 to 20 drops of milk. With the lights off, polish a laser (generic light amplification by stimulated emission of radiation pointers work) through the flask. They will run into the light amplification by stimulated emission of radiation go through the colloid. This is proof that colloids besprinkle calorie-free. Practice the same procedure with apparently h2o. They volition not see the laser low-cal inside the liquid.

  

  http://www.silvermedicine.org/dark_tyndal_with_h2o2.jpg

  Say, "Now that we have talked almost mixtures, what nearly the other category of matter? Pure substances tin besides be further described as either compounds or elements." Enquire students to requite you examples of elements. Refer them to the Periodic table. Define element on the board.

  • Element: Pure substance consisting of one type of atom.

  • Chemical element symbol: An abbreviation for an element's name, found on the Periodic table.

  Ask, "What exercise y'all have if you lot have more than i type of element?" Define compound on the board.

  • Compound: Pure substance consisting of 2 or more dissimilar atoms.

  • Chemical compound formula: Represents the combination of 2 or more than elements in fixed proportions. Subscripts designate the number of atoms of each element.

    Put the following list on the board and ask students to categorize each as either an element or a chemical compound:

  • Calcium (chemical element)

  • Calcium oxide (compound)

  • H₂O (compound)

  • Na (element)

  • NaCl (compound)

  • Lithium nitride (compound)

  • Sodium (element)

  For students who might need boosted exercise, reinforce that compounds must have two or more different elements.

  Lab Activeness

  Apply the Mixtures vs. Pure Substances–Instructor sheet (S-8-5-2_Mixtures vs. Pure Substances Instructor.doc) to set up the Mixtures vs. Pure Substances lab and to correct and assess students' work when they take finished the lab. Assign students to teams. Hand out Mixtures vs. Pure Substances–Student (S-viii-5-2_Mixtures vs. Pure Substances Pupil.doc) to students. In their groups, they should complete the information table for the examples, giving a designation and reason for each.

  Extension:

  • For students performing to a higher place and beyond the standards, accept them make full out a flowchart like to the one shown at http://www.shschem.info/Classifying%20Matter.htm to help them organize data throughout the lesson.

  • Students requiring more than do with the standards may discover it helpful to express the divergence between a homogenous and heterogeneous mixture on a molecular level, every bit shown beneath. Students tin employ the pictures throughout the lesson as a reference or if needed, express answers and definitions in motion-picture show class, as shown below.

  
  

Related Instructional Videos

Note: Video playback may not work on all devices.

Instructional videos haven't been assigned to the lesson programme.

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Source: https://www.pdesas.org/ContentWeb/Content/Content/14015/Lesson%20Plan

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