1. 8.11 Mixtures

2. 8.11 WARM UP – FIND DV/IV  Esther became interested in insulation while her parent’s new house was being built. She decided to determine which insulation transferred the least heat. She filled each of 5 jars half-full with water. She sealed each jar with a plastic lid. Then she wrapped each jar with a different kind of insulation. She put the jars outside in the direct sunlight. Later, she measured the temperature of the water in each jar.

3. 8.11 WARM UP – FIND DV/IV  Esther became interested in insulation while her parent’s new house was being built. She decided to determine which insulation transferred the least heat. She filled each of 5 jars half-full with water. She sealed each jar with a plastic lid. Then she wrapped each jar with a different kind of insulation. She put the jars outside in the direct sunlight. Later, she measured the temperature of the water in each jar.

4. ANNOUNCEMENTS  8/8: Quiz #2 Scores recorded  8/8: Lab Book Checks  This week:  8/15: SF: 2 Project Proposal Forms DUE  8/15: Quiz #3 – Mixtures & Matter

5. SCIENCE FAIR  7/29: Parent Letter  8/8: Project Topic Survey + 4 articles  8/15: Project Proposal Forms (2)  8/22: Hypothesis Development Form  8/29: Final Project Approval for all projects  REVIEW PROJECTS:  9/3 & 4: Mandatory Meeting for projects needing review  9/5: Research Paper DUE & Materials and Methods Paper DUE  9/9: Review Forms due to district  Non REVIEW PROJECTS:  9/9: Research Paper DUE  9/12: Materials and Methods Paper DUE

6. LEARNING GOAL: CLASSIFY MIXTURES AS BEING HOMOGENEOUS OR HETEROGENEOUS  1 can compare the different types of mixtures  I can explain the different types of mixtures  I know about mixtures  I need to review mixtures

7. WHAT’S THE BIG DEAL ABOUT MIXTURES?  Designers have to research their materials and products when coming up with new products.  They look at the chemical and physical properties  Engineers use this in creating new materials, structures and devices  In the biomedical field, they have to be aware of how materials would or would not interact with the body

8. REVIEW MATTER  What are the 3 states of matter?  SOLID, LIQUID GAS  http://www.harcourtschool.com/activity/states_of_matter/ http://www.harcourtschool.com/activity/states_of_matter/

9. REVIEW MATTER  What is matter made up of?  Elements  Pure substance that cannot be broken down into any other substances  Simplest substances  Identified by certain chemical & physical properties  Ex:  Gold  Aluminum  Zinc  Oxygen

10. ELEMENTS  Particles of elements = atoms

11. COMPOUNDS  When 2 or more elements are chemically combined to form a pure substance  Usually has properties different from the original element properties  EX:  H2O  H2O2  NaCl

12. MIXTURES  What is a mixture?  A mixture is when two or more different substances are mixed together but are not combined chemically  There are 2 types of mixtures  Heterogeneous – hetero = different / geeous = kind  Homogeneous – homo = same / geneuos = kind

13. MIXTURES HETEROGENEOUSHOMOGENEOUS  A mixture that has different components that can be seen with the human eye  Ex:  Trail mix  A mixture that has the same composure throughout  Different parts cannot be seen  Ex:  Salt water

14. NAME THAT MIXTURE

26. COME UP WITH 3 MORE MIXTURES EACH HeterogenousHomogenous  Trail mix  Candy  Curdito  Cereal  Milk  Powerade  Pupusa  Ice cream  waffle

27. 8.12 MIXTURES VS COMPOUNDS

28. 8/12 WARM UP CLASSIFY THE FOLLOWING AS: HeterogeneousHomogeneous

29. 8/12 WARM UP CLASSIFY THE FOLLOWING AS: HeterogeneousHomogeneous

30. LEARNING GOAL: CLASSIFY MIXTURES AS BEING HOMOGENEOUS OR HETEROGENEOUS  4 - 1 can compare the different types of mixtures  3 - I can explain the different types of mixtures  2 - I know about mixtures  1 - I need to review mixtures

31. ANNOUNCEMENTS  8/8: Quiz #2 – if absent, come see me  This week:  8/15: SF: 2 Project Proposal Forms DUE  8/15: Quiz #3 – Mixtures & Matter  9/5 or 9/9 Research Paper Due

32. LEARNING GOAL: DISTINGUISH SOLUBILITY  4 - 1 can compare the different types of solubility  3 - I can explain the different types of solubility  2 - I know about solubility  1 - I need to review solubility

33. SOLUTIONS SolventSolute  Substance doing the dissolving  Ex: Water  Substance getting dissolved  Ex: Sugar

34. CAN YOU THINK OF OTHER EXAMPLES Solvent Solute

35. LEARNING GOAL: DISTINGUISH SOLUBITLITY  4 - 1 can compare the different types of solubility  3 - I can explain the different types of solubility  2 - I know about solubility  1 - I need to review solubility

36. LEARNING GOAL: CLASSIFY PROPERTIES BASED ON PHYSICAL OR CHEMICAL  4 - 1 can compare the different types of properties  3 - I can explain the different types of properties  2 - I know about properties  1 - I need to review properties

37. W HAT ’ S THE DIFFERENCE BETWEEN A MIXTURE & COMPOUND ?  One is chemically combined  The other is physically combined

38. PROPERTIES  What is a property?  Describes, talks about it’s ability to…  Can be physical or chemical  Physical property: characteristic/ability of a substance without changing it to something new  Chemical property: characteristic of a substance that does have the ability to turn into something new

39. PHYSICAL & CHEMICAL CHARACTERISTICS PHYSICALCHEMICAL Can change its appearance physically Can change what it is made up of (can change the atoms to make a new thing); can react

40. MARSHMALLOW EXAMPLE

41. EXAMPLES PHYSICALCHEMICAL

42. MAKE A THINKING MAP BASE IT ON ONE OR MORE OF THESE CONCEPTS:  Mixtures, compounds, elements  Homogeneous & heterogeneous  Solvent & Solute  Physical & Chemical Properties

44. LEARNING GOAL: CLASSIFY PROPERTIES BASED ON PHYSICAL OR CHEMICAL  4 - 1 can compare the different types of properties  3 - I can explain the different types of properties  2 - I know about properties  1 - I need to review properties

45. HEADBANDS  Each person makes 6 cards with key words we’ve learned from this whole year  Measuring, lab safety, experiments, mixtures…  Put all the cards in the center of the table  Person #1 puts a card on head and the group tries to explain the card without telling them any part of the actual word.  Ex: Dependent Variable – you couldn’t say it’s the opposite of independent  30 sec to get as many cards guessed  Count how many you had  Reshuffle – person #2 goes…