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Standardized Test Prep Image and Math Focus Bank Resources Chapter Presentation Bellringers Transparencies Standardized Test Prep Image and Math Focus Bank Visual Concepts

Chapter K3 Table of Contents Section 1 Elements Section 2 Compounds Elements, Compounds, and Mixtures Table of Contents Section 1 Elements Section 2 Compounds Section 3 Mixtures

Chapter K3 Section 1 Elements Bellringer Refer to Figure 4 (Pg. 59) in your book for help answering the following questions: What do gold, iron, and aluminum have in common? What do oxygen, neon, and sulfur have in common? How is silicon different from aluminum or oxygen?

Chapter K3 Bellringer Locate your directed reading from yesterday: Section 1 Elements Bellringer Locate your directed reading from yesterday: Use the first 10 minutes to answer any questions that are left, work on the wordsearch or free read.

Chapter K3 Objectives Describe pure substances. Section 1 Elements Objectives Describe pure substances. Describe the characteristics of elements, and give examples. Explain how elements can be identified. Classify elements according to their properties. Copyright © by Holt, Rinehart and Winston. All rights reserved.

Elements, the Simplest Substances Chapter K3 Section 1 Elements Elements, the Simplest Substances An element: a pure substance that cannot be separated into simpler substances by physical or chemical means. Only One Type of Particle pure substance: A substance in which there is only one type of particle. Elements are made of particles called atoms.

Properties of Elements Chapter K3 Section 1 Elements Properties of Elements Each element can be identified by its unique set of properties called Characteristic Properties Characteristic Properties include: Density, boiling point, melting point, reactivity with acid, color, hardness, and flammability

Properties of Elements Chapter K3 Section 1 Elements Properties of Elements Identifying Elements by Their Properties Elements can be identified by using their physical properties and their chemical properties. We commonly call these Characteristic Properties

Classifying Elements by Their Properties Chapter K3 Section 1 Elements Classifying Elements by Their Properties Categories of Elements Three major categories are: 1) Metals are shiny, and they conduct heat energy and electric current. Malleable and ductile usually 2) Nonmetals dull, brittle and conduct heat and electricity poorly. 3) Metalloids have properties of both metals and nonmetals. Sometimes called semiconductors

Classifying Elements by Their Properties Chapter K3 Section 1 Elements Classifying Elements by Their Properties 1) Metals: 2) Nonmetals: 3) Metalloids:

Classifying Elements by Their Properties, continued Chapter K3 Section 1 Elements Classifying Elements by Their Properties, continued Categories Are Similar By knowing the category to which an unfamiliar element belongs, you can predict some of its properties. The next slide show examples and properties of metals, nonmetals, and metalloids.

Chapter K3 Section 1 Elements

Chapter K3 Bellringer 10-3-14 Please read pgs. 64-67 in your textbook. Section 2 Compounds Bellringer 10-3-14 Please read pgs. 64-67 in your textbook.

Chapter K3 Section 2 Compounds Bellringer The word compound refers to something that consists of two or more parts. How might you make a compound using elements? What are some compounds that you know? Write your answer in your science journal.

Chapter K3 Objectives Explain how elements make up compounds. Section 2 Compounds Objectives Explain how elements make up compounds. Describe the properties of compounds. Explain how a compound can be broken down into its elements. Give examples of common compounds.

Compounds: Made of Elements Chapter K3 Section 2 Compounds Compounds: Made of Elements compound : a pure substance composed of two or more elements that are chemically combined. Elements combine by reacting with one another. A particle of a compound is called a molecule. Molecules of compounds are formed when atoms of two or more elements join together.

Compounds: Made of Elements Chapter K3 Section 2 Compounds Compounds: Made of Elements The Ratio of Elements in a Compound Elements join in a specific ratio according to their masses to form a compound. For example, every sample of water has a 1:8 mass ratio of hydrogen and oxygen.

Properties of Compounds Chapter K3 Section 2 Compounds Properties of Compounds Each compound can be identified by its physical and chemical properties. Properties: Compounds Versus Elements A compound has properties that differ from those of the elements that form it.

Breaking Down Compounds Chapter K3 Section 2 Compounds Breaking Down Compounds Compounds can be broken down into their elements or into simpler compounds by chemical changes. Methods of Breaking Down Compounds Sometimes, energy is needed for a chemical change to happen. Two ways to add energy are to apply heat and to apply an electric current.

Compounds in Your World Chapter K3 Section 2 Compounds Compounds in Your World Compounds in Industry Some compounds must be broken down for use in industry. Compounds in Nature Some compounds found in nature are proteins, carbon dioxide, and carbohydrates.

Chapter K3 Bellringer 10-19-18 Section 3 Mixtures Bellringer 10-19-18 What is the difference between elements and compounds?

Chapter K3 Objectives Describe three properties of mixtures. Section 3 Mixtures Objectives Describe three properties of mixtures. Describe four methods of separating the parts of a mixture. Analyze a solution in terms of its solute and solvent.

Chapter K3 Objectives, continued Section 3 Mixtures Objectives, continued Explain how concentration affects a solution. Describe the particles in a suspension. Explain how a colloid differs from a solution and a suspension.

Properties of Mixtures Chapter K3 Section 3 Mixtures Properties of Mixtures mixture is a combination of two or more substances that are not chemically combined. No Chemical Changes in a Mixture No chemical changes happen when a mixture is made. So, each substance has the same chemical makeup it had before the mixture was formed.

Properties of Mixtures, continued Chapter K3 Section 3 Mixtures Properties of Mixtures, continued Separating Mixtures Through Physical Methods Mixtures can be separated by using physical changes. Physical changes do NOT change the identities of the substances. The following are examples of ways to separate mixtures by using physical changes. Distillation- using boiling points Use a centrifuge- using densities Magnets- using magnetic properties Filters- using size

Chapter K3 Section 3 Mixtures

Properties of Mixtures, continued Chapter K3 Section 3 Mixtures Properties of Mixtures, continued The Ratio of Components in a Mixture The components of a mixture do not need to be mixed in a definite ratio. For example, Granite=three minerals (feldspar, mica and quartz) Different ratios of the minerals give granite different colors, but the mixture is always called granite.

Chapter K3 Section 3 Mixtures Solutions A solution is a mixture that appears to be a single substance. dissolving: The process in which particles of substances separate and spread evenly throughout a mixture

Chapter K3 Section 3 Mixtures Solutions solute- in a solution, the substance that is dissolved. solvent - the substance in which the solute is dissolved.

Solutes, Solvents, and Solutions Section 3 Mixtures Chapter K3 Solutes, Solvents, and Solutions Click below to watch the Visual Concept. You may stop the video at any time by pressing the Esc key. Visual Concept

Chapter K3 Solutions, continued Examples of Solutions Section 3 Mixtures Chapter K3 Solutions, continued Examples of Solutions Liquid: solutions include soft drinks, gasoline, and tap water. Gases: such as air. Solids: such as steel, brass or bronze. Alloys: solid solutions of metals or nonmetals dissolved in metals.

Chapter K3 Solutions, continued Particles in Solutions Section 3 Mixtures Chapter K3 Solutions, continued Particles in Solutions Are so small that they never settle out. They also cannot be removed by filtering. The particles in solutions are so small that they don’t even scatter light. (Generally they are clear)

Concentrations of Solutions Section 3 Mixtures Chapter K3 Concentrations of Solutions concentration: A measure of the amount of solute dissolved in a solvent Concentrated or Dilute? Solutions can be described as being concentrated or dilute. But these two terms do not tell you the amount of solute that is dissolved. The next slide shows how to calculate concentration.

Chapter K3 Section 3 Mixtures

Concentrations of Solutions, continued Section 3 Mixtures Chapter K3 Concentrations of Solutions, continued Solubility: the ability of a solute to dissolve in a solvent at a certain temperature. The solubility of most solids in water increases with temperature. The graph on the next slide shows this relationship.

Chapter K3 Section 3 Mixtures

Concentrations of Solutions, continued Section 3 Mixtures Chapter K3 Concentrations of Solutions, continued Dissolving Gases in Liquids Gases become less soluble in liquids as the temperature is raised. Dissolving Solids Faster in Liquids Three ways to make a solute dissolve faster are: 1. mixing or stirring the solution, 2.heating the solution, 3.crushing the solute into smaller particles.

Section 3 Mixtures Chapter K3 Suspensions suspension: a mixture in which particles of a material are dispersed throughout a liquid or a gas but are large enough that they settle out. The particles in a suspension are large enough to scatter or block light. Suspensions can be separated by passing it through a filter. Examples: snow globes, orange juice with pulp

Section 3 Mixtures Chapter K3 Colloids colloid: a mixture in which the particles are dispersed throughout but are not heavy enough to settle out. Particles in a colloid are large enough to scatter light. A colloid cannot be separated by passing it through a filter. Examples: milk, mayonnaise and stick deodorant

Chapter K3 Elements, Compounds, and Mixtures Concept Map Use the terms below to complete the concept map on the next slide. mixture colloid filter element suspension solution compound

Chapter K3 Elements, Compounds, and Mixtures

Chapter K3 Elements, Compounds, and Mixtures

End of Chapter K3 Show

Standardized Test Preparation Chapter K3 Reading Read each of the passages. Then, answer the questions that follow each passage.

Standardized Test Preparation Chapter K3 Passage 1 In 1912, the Titanic was the largest ship ever to set sail. This majestic ship was considered to be unsinkable. Yet, on April 15, 1912, the Titanic hit a large iceberg. The resulting damage caused the Titanic to sink, killing 1,500 of its passengers and crew. How could an iceberg destroy the 2.5 cm thick steel plates that made up the Titanic’s hull? Continued on the next slide

Standardized Test Preparation Chapter K3 Passage 1, continued Analysis of a recovered piece of steel showed that the steel contained large amounts of sulfur. Sulfur is a normal component of steel. However, the recovered piece has much more sulfur than today’s steel does. The excess sulfur may have made the steel brittle, much like glass. Scientists suspect that this brittle steel may have cracked on impact with the iceberg, allowing water to enter the hull.

Chapter K3 1. In this passage, what does the word brittle mean? Standardized Test Preparation Chapter K3 1. In this passage, what does the word brittle mean? A likely to break or crack B very strong C clear and easily seen through D lightweight

Chapter K3 1. In this passage, what does the word brittle mean? Standardized Test Preparation Chapter K3 1. In this passage, what does the word brittle mean? A likely to break or crack B very strong C clear and easily seen through D lightweight

Standardized Test Preparation Chapter K3 2. What is the main idea of the second paragraph of this passage? F The Titanic’s hull was 2.5 cm thick. G The steel in the Titanic’s hull may have been brittle. H The large amount of sulfur in the Titanic’s hull may be responsible for the hull’s cracking. I Scientists were able to recover a piece of steel from the Titanic’s hull.

Standardized Test Preparation Chapter K3 2. What is the main idea of the second paragraph of this passage? F The Titanic’s hull was 2.5 cm thick. G The steel in the Titanic’s hull may have been brittle. H The large amount of sulfur in the Titanic’s hull may be responsible for the hull’s cracking. I Scientists were able to recover a piece of steel from the Titanic’s hull.

Chapter K3 3. What was the Titanic thought to be in 1912? Standardized Test Preparation Chapter K3 3. What was the Titanic thought to be in 1912? A the fastest ship afloat B the smallest ship to set sail C a ship not capable of being sunk D the most luxurious ship to set sail

Chapter K3 3. What was the Titanic thought to be in 1912? Standardized Test Preparation Chapter K3 3. What was the Titanic thought to be in 1912? A the fastest ship afloat B the smallest ship to set sail C a ship not capable of being sunk D the most luxurious ship to set sail

Standardized Test Preparation Chapter K3 Passage 2 Perfume making is an ancient art. It was practiced by the ancient Egyptians, who rubbed their bodies with a substance made by soaking fragrant woods and resins in water and oil. Ancient Israelites also practiced the art of perfume making. This art was also known to the early Chinese, Arabs, Greeks, and Romans. Continued on the next slide

Chapter K3 Passage 2, continued Standardized Test Preparation Chapter K3 Passage 2, continued Over time, perfume making has developed into a fine art. A good perfume may contain more than 100 ingredients. The most familiar ingredients come from fragrant plants, such as sandalwood or roses. These plants get their pleasant odor from essential oils, which are stored in tiny, baglike parts called sacs. The parts of plants that are used for perfumes include the flowers, roots, and leaves. Other perfume ingredients come from animals and from human-made chemicals.

Chapter K3 1. How did ancient Egyptians make perfume? Standardized Test Preparation Chapter K3 1. How did ancient Egyptians make perfume? A by using 100 different ingredients B by soaking woods and resins in water and oil C by using plants or flowers D by making tiny, baglike parts called sacs Copyright © by Holt, Rinehart and Winston. All rights reserved.

Chapter K3 1. How did ancient Egyptians make perfume? Standardized Test Preparation Chapter K3 1. How did ancient Egyptians make perfume? A by using 100 different ingredients B by soaking woods and resins in water and oil C by using plants or flowers D by making tiny, baglike parts called sacs

Chapter K3 2. What is the main idea of the second paragraph? Standardized Test Preparation Chapter K3 2. What is the main idea of the second paragraph? F Perfume making hasn’t changed since ancient Egypt. G The ancient art of perfume making has been replaced by simple science. H Perfume making is a complex procedure involving many ingredients. I Natural ingredients are no longer used in perfume.

Chapter K3 2. What is the main idea of the second paragraph? Standardized Test Preparation Chapter K3 2. What is the main idea of the second paragraph? F Perfume making hasn’t changed since ancient Egypt. G The ancient art of perfume making has been replaced by simple science. H Perfume making is a complex procedure involving many ingredients. I Natural ingredients are no longer used in perfume.

Chapter K3 3. How are good perfumes made? A from plant oils only Standardized Test Preparation Chapter K3 3. How are good perfumes made? A from plant oils only B by combining one or two ingredients C according to early Chinese formulas D by blending as many as 100 ingredients

Chapter K3 3. How are good perfumes made? A from plant oils only Standardized Test Preparation Chapter K3 3. How are good perfumes made? A from plant oils only B by combining one or two ingredients C according to early Chinese formulas D by blending as many as 100 ingredients

Interpreting Graphics Standardized Test Preparation Chapter K3 Interpreting Graphics The graph below was constructed from data collected during a laboratory investigation. Use the graph below to answer the questions that follow.

Standardized Test Preparation Chapter K3 1. Which of the following values is the amount of sodium nitrate that can dissolve in 100 mL of water at 40°C? A 0 g B 40 g C 80 g D 100 g

Standardized Test Preparation Chapter K3 1. Which of the following values is the amount of sodium nitrate that can dissolve in 100 mL of water at 40°C? A 0 g B 40 g C 80 g D 100 g

Standardized Test Preparation Chapter K3 2. How many grams of sodium chloride can dissolve in 100 mL of water at 60°C? F 40 g G 80 g H 125 g I 160 g

Standardized Test Preparation Chapter K3 2. How many grams of sodium chloride can dissolve in 100 mL of water at 60°C? F 40 g G 80 g H 125 g I 160 g

Standardized Test Preparation Chapter K3 3. At what temperature will 80 g of potassium bromide completely dissolve in 100 mL of water? A approximately 20°C B approximately 42°C C approximately 88°C D approximately 100°C

Standardized Test Preparation Chapter K3 3. At what temperature will 80 g of potassium bromide completely dissolve in 100 mL of water? A approximately 20°C B approximately 42°C C approximately 88°C D approximately 100°C

Chapter K3 4. At 20°C, which solid is the most soluble? Standardized Test Preparation Chapter K3 4. At 20°C, which solid is the most soluble? F sodium chloride G sodium chlorate H potassium bromide I sodium nitrate

Chapter K3 4. At 20°C, which solid is the most soluble? Standardized Test Preparation Chapter K3 4. At 20°C, which solid is the most soluble? F sodium chloride G sodium chlorate H potassium bromide I sodium nitrate

Chapter K3 Math Read each question, and choose the best answer. Standardized Test Preparation Chapter K3 Math Read each question, and choose the best answer.

Chapter K3 1. What is the perimeter of the rectangle shown below? Standardized Test Preparation Chapter K3 1. What is the perimeter of the rectangle shown below? A 12 cm B 18 cm C 36 cm D 72 cm 6 cm 12 cm

Chapter K3 1. What is the perimeter of the rectangle shown below? Standardized Test Preparation Chapter K3 1. What is the perimeter of the rectangle shown below? A 12 cm B 18 cm C 36 cm D 72 cm 6 cm 12 cm

Standardized Test Preparation Chapter K3 2. If the length of all the sides of the rectangle shown below were doubled, what would be the area of the larger rectangle? F 36 cm2 G 72 cm2 H 144 cm2 I 288 cm2 6 cm 12 cm

Standardized Test Preparation Chapter K3 2. If the length of all the sides of the rectangle shown below were doubled, what would be the area of the larger rectangle? F 36 cm2 G 72 cm2 H 144 cm2 I 288 cm2 6 cm 12 cm Chapter menu

Standardized Test Preparation Chapter K3 3. One way to calculate the concentration of a solution is to divide the grams of solute by the milliliters of solvent. What is the concentration of a solution that is made by dissolving 65 g of sugar (the solute) in 500 mL of water (the solvent)? A 0.13 g•mL B 0.13 g/mL C 7.7 g•mL D 7.7 g/mL

Standardized Test Preparation Chapter K3 3. One way to calculate the concentration of a solution is to divide the grams of solute by the milliliters of solvent. What is the concentration of a solution that is made by dissolving 65 g of sugar (the solute) in 500 mL of water (the solvent)? A 0.13 g•mL B 0.13 g/mL C 7.7 g•mL D 7.7 g/mL

Chapter K3 4. If 16/n  1/2, what is the value of n? F 2 G 8 H 16 I 32 Standardized Test Preparation Chapter K3 4. If 16/n  1/2, what is the value of n? F 2 G 8 H 16 I 32

Chapter K3 4. If 16/n  1/2, what is the value of n? F 2 G 8 H 16 I 32 Standardized Test Preparation Chapter K3 4. If 16/n  1/2, what is the value of n? F 2 G 8 H 16 I 32

Chapter K3 Section 1 Elements

Chapter K3 Section 3 Mixtures

Chapter K3 Section 3 Mixtures

Standardized Test Preparation Chapter K3

Chapter K3 Section 3 Mixtures