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

3. 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

4. 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?

5. 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.

6. 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.

7. 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.

8. 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

9. 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

10. 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

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

12. 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.

13. Chapter K3
Section 1 Elements

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

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

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

23. 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.

24. 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.

25. 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.

26. 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

27. Chapter K3
Section 3 Mixtures

28. 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.

29. 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

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

31. 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

32. 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.

33. 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)

34. 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.

35. Chapter K3
Section 3 Mixtures

36. 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.

37. Chapter K3
Section 3 Mixtures

38. 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.

39. 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

40. 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

41. 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

42. Chapter K3
Elements, Compounds, and Mixtures

43. Chapter K3
Elements, Compounds, and Mixtures

44. End of Chapter K3 Show

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

46. 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

47. 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.

48. 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

49. 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

50. 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.

51. 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.

52. 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

53. 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

54. 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

55. 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.

56. 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.

57. 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

58. 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.

59. 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.

60. 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

61. 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

62. 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.

63. 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

64. 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

65. 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

66. 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

67. 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

68. 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

69. 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

70. 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

71. 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.

72. 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

73. 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

74. 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

75. 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

76. 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

77. 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

78. 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

79. 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

80. Chapter K3
Section 1 Elements

81. Chapter K3
Section 3 Mixtures

82. Chapter K3
Section 3 Mixtures

83. Standardized Test Preparation
Chapter K3

84. Chapter K3
Section 3 Mixtures