1. Minerals
Chapter 3 Pearson

2. Pretest- class flow!

3. Data collection Lab Let’s go explore!
Use the worksheet to determine what is in your plot.

4. How Are a Group of Minerals Alike and Different?
Page 33
Inquiry lab
Think about it #1-3

5. Why does it look that way?
Why did the abiotic factors look and act the way they did during testing?
Why are there solids, liquids and gases?
Why are there more than just elements in our world?

6. What makes everything??? What makes up everything?
What do you see in this picture?

7. Elements
Element are pure substances. Just like the picture there is only ONE type of atom making up the element.
An atom is the building block of matter.
So an element cannot be broken down into anything simpler. Just like the picture.

8. Atoms Label the picture with the following words: Proton Neutron
Electron
Nucleus

9. Answer

10. Protons and Neutrons
Proton identifies the atom. The number of protons is called the atomic number. Each element is made from atoms with the same atomic number. Protons are in the nucleus.
Neutrons are also in the nucleus and can change in number. So if the number is different then the number of protons it is called an ISOTOPE.

11. Identify- Which is an isotope of Carbon? Why? Pair and Share

12. Mass number Look at this equation
Mass number = # of protons + # of neutrons
What is the mass number of an atom that has 12 protons, 13 neutrons? Is it an isotope? Why? What element is this atom?

13. Answer: Mass number 25 It is an isotope Element is magnesium
Try another one
Mass number is 26, neutrons 14. How many protons? How do you know? What element?

14. Answer: Protons 12 How? 26 = 14 + P solve the equation
Element Magnesium

15. Electrons
Electrons are the negatively charged particles in regions outside the nucleus called orbitals.
Each orbital holds a particular number of electrons if it is a valence electron (outer most)
1st orbital = 2 electrons
2nd - 7th orbitals= 8 electrons

16. The Periodic Table Let’s do some coloring!
We will label atomic number, mass, groups, metals, nonmetals, mettaloids, reactive and nonreactive elements and valence electrons

17. Why is this important?
Let’s explore the importance of this information in a lab- What will CuCl2 do to Al foil and why?

18. When things change….
When substances are formed and change original properties something happens with the valence electrons.
When an element doesn’t have a full outer valence orbital of electrons they will rearrange and combine with other elements to fill the orbitals.
This is what forms compounds.

19. Describe this picture…..

20. Compare and contrast

21. Why compounds are formed
Picture 1 was an element Picture 2 was a compound.
Why did the compound form? How can we relate this to the Al foil lab and these pictures?
Pair and share

22. A compound is….
A substance formed by a chemical combination of two or more elements due to the interaction of valence electrons.
So just like the picture the blue and green dots are not the same so they must be combined chemically to make something different than the elements they were originally.

23. Compounds form
Each one of you will get a card with an element. You will go around the room and try to meet up with others with the cards that make the cutouts full.
Write your combination on the board in this format
X2Y3 Where X and Y are the element symbols and 2 and 3 are the number of cards of each element it took to make the cutouts full.
Try this up at the board bonding

24. What did you discover?
Ionic bonds- electrons are represented by the points on each card that had a +. Open spots to place electrons were the open slots on the cards labeled with a –
Reason: + cards want to give up electrons
- cards want to accept
Purpose: to have a full valence shell- 8 is great!!!
Let’s analyze some of your cards!

25. Covalent Bonds What does it mean to cooperate? Co-invent? Collaborate?
What do you think Co-valent bonds do with electrons differently than ionic bonds?

26. That’s right! They share electrons.
Each atom is close to a full shell.
8 is great!!!
They form molecules that are different than ionic bonds which form compounds.
Example H2O

28. Metallic Bonds What elements do you think make up metallic bonds?
Yes – metals! The left side of the Periodic Table.
They form a sharing “sea of electrons”
Metals are malleable and ductile.
Pounded into sheets and stretched into wires!

30. Review!
Page 43
Questions 1-5 and #8-9

31. Minerals- class flow matching
Find the definitions for the following vocab on pages 34,44,and 50.
Use the definitions to play the matching game in class flow!

32. Minerals are…. Using your phone look up one mineral and it uses.
Write answer here and share with the class:

33. A mineral is….
A naturally occurring inorganic solid with an orderly crystalline structure and a definite chemical composition.
What is inorganic? _____________________
What is chemical composition?_____________

34. Mineral Characteristics
Fill in graphic organizer- use page 45 1. 2. 3. 4. 5.
Minerals

35. Characteristics
1. Naturally occurring- formed by natural geologic processes.
2. Solid substance- within temperature ranges on Earth’s surface
3. Orderly crystalline structure- arranged in orderly pattern to form crystals
4. Definite chemical composition- chemical compounds few are single elements
5. Inorganic- not made from living matter

36. Question
What does time have anything to do with the formation of a mineral?
Hypothesis:
_________________________________________ _________________________________________ _________________________________________

37. How Minerals form Demo: Sulfur 1. Record observations in table below
Material
Observation
Powdered sulfur
Powdered sulfur after heating
Powdered sulfur with water
Powdered sulfur with water after heating

38. What did you see? Which crystal was larger? Why?
Relate to hypothesis……..
DEEDS-separate sheet of paper

39. How minerals form. Fill in the graphic organizer for pages 45-46
Crystallization
How?
Precipitation
Changes in pressure and temperature.
Hydrothermal solutions

40. Mineral Groups
Use page to fill in graphic organizer-see worksheet.
Page 49 Assessment 1-6
Mineral Groups
Sulfates and sulfides
Halides
Native
Silicates
Carbonates
Oxides

41. Look in your box Which groups do you think your specimens belong to?
How could we identify them?
Vocab class flow mineral id
Page 55 Assessment 1-6

42. Mineral ID mystery lab Perform the id lab
Repeat steps for your samples
Use page 54 and 55 to select possible identification for your samples.
Record in lab. Finish lab worksheet including conclusion.