1 PS 3- Properties of MatterIndicators Classify samples of matter from everyday life as heterogeneous mixtures, homogeneous mixtures, compounds, or elements. Measure volume using the displacement technique. Measure mass with scales and balances. Use an indirect technique to infer mass from density measurements. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
2 Physical Science Standard 3 ObjectivesIdentify the states of matter. Classify the states of matter in order of energy. Recognize changes in state as a physical change in matter. Explain the states of matter in terms of molecular motion. Identify and investigate the law of conservation of mass. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
3 Start with the STUFF you knowThis introduction is really important- teach concepts… List 5 things that you use on a regular basis… If you were telling a story about them what terms (adjectives) would you use to describe them (on day 2 have them refer to the same things again only this time to classify them) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
4 \\screen\Internal\TeacherII\Teacher II.pptDay 1 Properties vs changes Physical properties Focus on physical 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
5 \\screen\Internal\TeacherII\Teacher II.pptWhat is matter? The substance that all things are made up of 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Examples what type of matter is your stuff made up of
6 \\screen\Internal\TeacherII\Teacher II.pptWhat are properties? qualities or traits belonging to an individual or thing 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
7 \\screen\Internal\TeacherII\Teacher II.pptWhat are changes? Process that matter undergoes to change form 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
8 \\screen\Internal\TeacherII\Teacher II.pptMagic Capsule-20min What’s the point? Read the procedure Do the procedure steps 1-4 and the drawing AT YOUR DESK Once you have completed these steps go to your LAB STATION to do steps 5-6 then RETURN to your desk and finish the lab BE SURE TO USE tweezers! 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
9 Physical Properties vs Physical ChangesPhysical property of a substance is a characteristic of the substance that can be observed OR can be measured by tools without changing the identity Physical Change is a change in matter from one form to another but does not change identity 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
10 Examples of Physical PropertiesBoiling, freezing/melting point Density Volume Solubility Viscosity Conductivity Color Shape/Size Texture Odor Luster Magnetism Phase Taste Mass Inertia 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
11 Examples of physical changesDissolving Boiling, melting, freezing filtering decanting Separate Magnetic separation chromatography Physical change can also mean physical separation… 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
12 Chemical Properties vs Chemical ChangesChemical property is a description of the ability of a substance to undergo, or not undergo, a change that will alter the composition of the original substance Chemical change- occurs when there is a change in the arrangement of the atoms involved so a different substance with different properties is produced 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
13 Examples of chemical propertiesCombustibility or flammability Ability to oxidize Ability to corrode Ability to decompose Ability to not react Ability to react with acids Demonstrate these to them 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
14 Examples of chemical changesCombustion (burning) Oxidizing (rusting) Corroding (tarnishing) Decomposing not reacting Reacting with acids 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
15 \\screen\Internal\TeacherII\Teacher II.pptProperties Video In your notes… List some things that are made of matter List some characteristics of matter Video is about 15 min- there is a quiz at the end 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
16 \\screen\Internal\TeacherII\Teacher II.pptClosure Go back to your list in the beginning and identify whether the adjectives you used are properties or changes. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
17 Day 2- Classifying matterNeed to reoragize the order for the notes for this -reading and concept map takes almost all class 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
18 What were the questions from yesterday?What is matter? How is it described? Review physical properties 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
19 \\screen\Internal\TeacherII\Teacher II.pptClassifying Matter What are some ways to classify people? What are some ways to classify food? Structure vs Composition Pure Substances vs Mixtures (further broken down) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
20 \\screen\Internal\TeacherII\Teacher II.pptRead Pages & You will have to use this information WITHOUT the book so read carefully Put in a reading strategy excercise here 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
21 \\screen\Internal\TeacherII\Teacher II.pptBrain Break 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
22 Directions for concept mapNO TALKING!! Using what you read on pages & Cut out pieces and arrange them in a concept map with the term MATTER at the top on your table When you think you have the correct order raise your hand and let me know Once I give the okay draw the concept map into your notes Use this as an inquiry activity- 20 minutes Cutting does take time, but they need to be able to manipulate things Add examples and brief explanantions of the notes from the concept map- -> what is a pure substance v mixture 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
23 \\screen\Internal\TeacherII\Teacher II.pptConcept Map MIXTURES MATTER PURE SUBSTANCES Heterogeneous mixtures Homogeneous Elements Compounds The link is to the concept map with the examples on it 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
24 \\screen\Internal\TeacherII\Teacher II.pptWhat does it matter? Scientists call the smallest possible particle of a compound that retains the properties of the compound a molecule. The smallest possible particle of an element is called an atom. Molecules are substances composed of two or more atoms bonded together by sharing electrons These are very different from atoms 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Use as part of the explanation…
25 \\screen\Internal\TeacherII\Teacher II.pptH2O 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Mickey Mouse ears Use as an example
26 \\screen\Internal\TeacherII\Teacher II.pptCO2 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Use as an example
27 \\screen\Internal\TeacherII\Teacher II.pptSO2 Each line represents 2 electrons 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Use as an example
28 \\screen\Internal\TeacherII\Teacher II.pptMixtures contain more than one kind of matter Can be separated by physical means dissolving filtering decanting Separate Magnetic separation chromatography 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Use as notes for the concept map drawing
29 \\screen\Internal\TeacherII\Teacher II.pptMixtures Components may be in any ratio 2 groups homogeneous heterogeneous 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Use as notes
30 Heterogeneous MixtureDifferent components Two samples of a could be different 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Use as notes
31 Mixtures occur among all phasesGas/gas= air Gas/liquid= oxygen in water Liquid/liquid= alcohol in water Solid/liquid= sugar in water Solid/solid= alloy such as steel 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Just briefly mention… tell them to add to notes if time
32 \\screen\Internal\TeacherII\Teacher II.pptDraw these 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Have them draw them underneath the respective portion of the concept map
33 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
34 \\screen\Internal\TeacherII\Teacher II.pptClassification lab Take out a blank piece of paper You will turn this in Rewrite this to include description/properties 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
35 \\screen\Internal\TeacherII\Teacher II.pptClosure Describe/Classify the objects you wrote in the beginning of this unit 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
36 NEED TO ADD A DAY of classificationClassification video See curriculum map -Why doesn’t the name changes when the matter changes -how is matter made Why is some able to be crushed? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
37 \\screen\Internal\TeacherII\Teacher II.pptDay 3-Measuring matter 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
38 \\screen\Internal\TeacherII\Teacher II.pptMass measure of how much matter an object contains Usually measured in grams 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
39 \\screen\Internal\TeacherII\Teacher II.pptHow do you find Mass? If the question/problem does not give it to you… Place the object on a triple beam balance and measure the mass in grams 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
40 \\screen\Internal\TeacherII\Teacher II.pptVolume amount of space an object takes up Usually measured in mL or cm3 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
41 \\screen\Internal\TeacherII\Teacher II.pptHow do you find volume? If the question/problem does not give it to you… There are 3 ways and it depends on what object you are trying to find the volume for Liquid- Beaker or graduated cylinder Regular solid-formula (length x width x height) Irregular solid- water displacement 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
42 Measuring Volume of LiquidsPut the beaker or graduated cylinder on the counter Pour liquid into it Observe at eye level Read the meniscus 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
43 Measuring Volume of SolidsRegular solid Ex A book or a cube Use the formula length x width x height OR side x side x side 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
44 Measuring Volume of SolidsIrregular solid Ex. A Nail or a screw Use water displacement 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
45 \\screen\Internal\TeacherII\Teacher II.pptPractice lab Instructions are in your notes Objects to use- powerade bottle with stuff in it, balls, fishing stuff, food? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
46 Measuring Volume and mass lab- There are two labs Working individually or with ONE partner while the other members work individually or with ONE partner You will have 30 minutes to work One with colored water One with layering 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
47 \\screen\Internal\TeacherII\Teacher II.pptDensity Column How can you create a stack of fluids? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
48 \\screen\Internal\TeacherII\Teacher II.pptDay 4 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
49 \\screen\Internal\TeacherII\Teacher II.pptDensity Column How can you create a stack of fluids? Go over liquid stacking lab 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
50 \\screen\Internal\TeacherII\Teacher II.pptHow can something smaller than you keep you afloat? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
51 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
52 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
53 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
54 \\screen\Internal\TeacherII\Teacher II.pptDensity m D V Mass of a substance per unit volume Is not measured directly, but is a ratio of two measurements (mass and volume) Changes with a phase change 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
55 Why is density a physical property?You can calculate the density of an object WITHOUT changing its identity 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
56 Density is affected by the phaseMatter in it solid form tends to more dense than the its liquid form 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
57 \\screen\Internal\TeacherII\Teacher II.pptDensity of Water Water is an exception. Ice is less dense than liquid water, so ice floats. WHY???? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
58 \\screen\Internal\TeacherII\Teacher II.pptDensity of Water BECAUSE Water molecules are more tightly packed when in liquid form. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
59 \\screen\Internal\TeacherII\Teacher II.pptWhat is the density of a block of stone material with a mass of 30 grams and a volume of 12 cm3 m 30 g D V D 12 cm3 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
60 \\screen\Internal\TeacherII\Teacher II.pptWhat is the density of liquid water with a mass of 12 kg and a volume of 12 m3 m 12 kg D V D 12 m3 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
61 \\screen\Internal\TeacherII\Teacher II.pptWhat is the density of a mineral of unknown origin with a mass of 42 grams and a volume of 13 ml? m 42 g D V D 13 ml 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
62 \\screen\Internal\TeacherII\Teacher II.pptWhat is the density of a metallic iron box with a mass of 64 kg and a volume of 12 mls? m 64 g D V D 12 ml 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
63 \\screen\Internal\TeacherII\Teacher II.pptWhat is the density of a large ice block with a mass of 100 grams and a volume of 10 cm3 m 100 g D V D 10 cm3 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
64 \\screen\Internal\TeacherII\Teacher II.pptWhat is the density of helium gas in a balloon with a mass of 4 grams and a volume of 15 cm3? m 4 g D V D 15 cm3 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
65 \\screen\Internal\TeacherII\Teacher II.pptWhat is the mass of a metal bar with a density of 3 g/ml and a volume of 2 ml? m m D V 3 g/ml 2 ml 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
66 \\screen\Internal\TeacherII\Teacher II.pptWhat is the volume of a substance with a mass of 4 kg and a density of 20 kg/ml? m 4 g D V 20kg/ml V 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
67 \\screen\Internal\TeacherII\Teacher II.pptWhat is the mass of a substance with a density of 10 mg/ml and a volume of 2 ml? m m D V 10 mg/ml 2 ml 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
68 \\screen\Internal\TeacherII\Teacher II.pptAnalyze it! Would a substance that has a density of 33 kg/cm3 sink or float in a substance with a density of 10 kg/ml? Explain your answer in your notes. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
69 Organize Your ThoughtsGo over typed notes 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Maybe take out
70 \\screen\Internal\TeacherII\Teacher II.pptDensity Lab Pour liquids down the side of the graduated cylinder Clean out the graduate d cylinder with liquid soap your sink You have 30 minutes! Density lab is typed in student notes 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
71 \\screen\Internal\TeacherII\Teacher II.pptVideo sum up Some classes may finish early-find a video 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
72 Finish problems for homework12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
73 \\screen\Internal\TeacherII\Teacher II.pptDay 5 Physical changes 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
74 \\screen\Internal\TeacherII\Teacher II.pptGo over density lab Describe the objects: marble, dice, foil, grape in terms of density 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
75 Physical Changes Read introduction of the labThere are FIVE activities that demonstrate different physical changes Need to do notes a little better for this day
76 \\screen\Internal\TeacherII\Teacher II.pptEvaporation -liquid turns into vapor -can take place at room temperature 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt 76
77 Sifting Separate by particle sizeUse the strainer and sift the mixture into the red plate Why is it a physical change?
78 Filtration Separation by particle sizeFiltrate is what filters through
79 Magnetism
80 Chromatography
81 \\screen\Internal\TeacherII\Teacher II.pptLabs ~60 min Evaporation Sifting Filtration Magnetism- look up Sliced episode with etch-e-sketch and magna doodle Chromatography 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
82 \\screen\Internal\TeacherII\Teacher II.pptVideo Find one 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
83 \\screen\Internal\TeacherII\Teacher II.pptClosure ? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
84 \\screen\Internal\TeacherII\Teacher II.pptDay 6 States of matter Boiling, melting, freezing point 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
85 Physical property vs physical change12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
86 \\screen\Internal\TeacherII\Teacher II.pptRead… P When you finish SILENTLY begin to read the notes for Day 6 and start the activity Black = carbon Purple = mercury Blue = helium Draw the correct arrangement for the different states of matter in the beakers and answer the questions PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
87 core of our sun and stars.Four States of Matter Plasma is found in the core of our sun and stars. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Need to know these states in terms of arrangement and movement of particles
88 \\screen\Internal\TeacherII\Teacher II.pptStates of Matter All substances can exist as a solid, liquid, or gas. Solids: A solid retains its size and shape. Definite shape and volume 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
89 \\screen\Internal\TeacherII\Teacher II.pptStates of Matter Liquids: A liquid has a definite volume, but no definite shape. Liquids flow to take the shape of the container. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
90 \\screen\Internal\TeacherII\Teacher II.pptStates of Matter Gases: A gas has no definite shape or size. Gases expand to fill their containers. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
91 \\screen\Internal\TeacherII\Teacher II.pptPlasma state of matter that is the most common in universe (not just earth)? * Note: at any given temperature all matter has the same average kinetic energy 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
92 \\screen\Internal\TeacherII\Teacher II.pptWhich one is it? Gold hydrogen ice Helium milk oil Northern lights oxygen Rocks ball of lightning soil Steam syrup water Air fluorescent lights iron Car exhaust rock mercury Salt seawater vinegar Do this as discussion or group activity – 5 min pair share? Question: Each of the things can be classified as a gas, solid, liquid or plasma. 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
93 \\screen\Internal\TeacherII\Teacher II.pptWhat is it? Star brass kool-aid Nitrogen rocket fuel carbon dioxide Solar wind pond water fog Cough medicine corn syrup Whipped cream baking soda Sun glue paint Soft drinks desk concrete 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
94 What is energy? Lots of energy=lots of movement 12/3/2017 3:25:53 PM
95 \\screen\Internal\TeacherII\Teacher II.pptWhat is force? Weight-attractive-holds stuff together 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
96 \\screen\Internal\TeacherII\Teacher II.pptINTRO TO KINETIC THEORY 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
97 How and why do objects change from one state to another?Energy? Forces? Occurs when particles add or remove kinetic energy (raise or lower temperature) What must happen to the individual particles to make them change their state (the must move faster and spread out) How can you make them move faster? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
98 Phase change graph- draw itBefore or after lab?? Write on the graph- the different processes 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
99 \\screen\Internal\TeacherII\Teacher II.pptChanges in state Homework worksheets Need to link 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
100 What is the process called?What is happening? Is kinetic energy added or removed? Given off or absorbed? What is the arrangement of the particles? What must happen to the individual particles to make them change their state (the must move faster and spread out) How can you make them move faster? Freezing/melting Boiling Sublimation In terms of energy!! When energy in form of heat is added= kinetic energy of particles increase and temperature increases and phase change will occur Boiling point Bubbles of vapor are formed and rise to top and escape Freezing/melting points Where phase change occurs If heat energy is added= melting If heat energy is taken away = freezing Liquids may evaporate at any given temperature Solids may undergo sublimation, which is solid->gas without melting to liquid first Ex. Carbon dioxide solid to gas => dry ice 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
101 \\screen\Internal\TeacherII\Teacher II.pptPhase change lab Read instructions Heat slowly- on medium (6) Every two minutes take readings - do homework Once the water starts to boil take readings EVERY MINUTE for 5 minutes- stop before all water boils off Answer questions and do graph (with labels)-INDIVIDUALLY 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
102 \\screen\Internal\TeacherII\Teacher II.pptStates of Matter Key Question: How fast can you melt an ice cube? Alternative- This lab looks pretty good- maybe do next year 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
103 Investigation Results12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
104 \\screen\Internal\TeacherII\Teacher II.pptClosure What is the difference between boiling and boiling point? Video- streamline 21:00 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
105 \\screen\Internal\TeacherII\Teacher II.pptDay 7 Solutions Solubility 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
106 What is the process called?What is happening? Is kinetic energy added or removed? Given off or absorbed? What is the arrangement of the particles? What must happen to the individual particles to make them change their state (the must move faster and spread out) How can you make them move faster? Freezing/melting Boiling Sublimation In terms of energy!! When energy in form of heat is added= kinetic energy of particles increase and temperature increases and phase change will occur Boiling point Bubbles of vapor are formed and rise to top and escape Freezing/melting points Where phase change occurs If heat energy is added= melting If heat energy is taken away = freezing Liquids may evaporate at any given temperature Solids may undergo sublimation, which is solid->gas without melting to liquid first Ex. Carbon dioxide solid to gas => dry ice 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
107 \\screen\Internal\TeacherII\Teacher II.pptReview mixtures Solutions can happen at any phase… Solutions are classified as what type of matter 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
108 Mixtures occur among all phases12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Gas/gas= air Gas/liquid= oxygen in water Liquid/liquid= alcohol in water Solid/liquid= sugar in water Solid/solid= alloy such as steel
109 \\screen\Internal\TeacherII\Teacher II.pptHow are solutions made? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
110 \\screen\Internal\TeacherII\Teacher II.pptDo all matter dissolve? What is an example of something that cannot dissolve in another thing? Oil water… 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
111 \\screen\Internal\TeacherII\Teacher II.pptSolubility The ability to dissolve in a solvent Solvent is the dissolving medium Water is universal solvent Solute is the substance being dissolved Solutions are formed when a substance dissolves in something Ex. Sugar water – Which one is the solute and which one is the solvent? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
112 \\screen\Internal\TeacherII\Teacher II.pptTypes of solutions 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
113 \\screen\Internal\TeacherII\Teacher II.pptSolubility (cont) Solutes and solvents DO NOT react chemically Saturated solution- the maximum mass of the solute is dissolved in the solvent => No more can dissolve 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Make crystals
114 Which is the solvent? Solute?EOC question practice here Sugar water 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
115 Organize your thoughts12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Maybe take out
116 \\screen\Internal\TeacherII\Teacher II.pptSolute? Solvent Sweet tea Steel Saline Vinegar Koolaid Need more examples 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
117 \\screen\Internal\TeacherII\Teacher II.pptReview Describe the following objects in terms of density, solubility, shape, boiling point, and freezing point Apple Salt Water Oxygen gas 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
118 Solubility lab -35 minutesRead instructions Use two beakers DO NOT ADD SUGAR TO THE WATER WHILE ITS ON THE HOT PLATE Typed into notes 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
119 \\screen\Internal\TeacherII\Teacher II.pptClosure 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
120 \\screen\Internal\TeacherII\Teacher II.pptDay 8 Kinetic theory and dissolving rate 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
121 \\screen\Internal\TeacherII\Teacher II.pptWhat does kinetic mean? What does theory mean? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
122 \\screen\Internal\TeacherII\Teacher II.pptKinetic Theory 3 components All matter is composed of small particles Particles are in constant, random motion Particles are colliding with each other and the walls of their container 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
123 \\screen\Internal\TeacherII\Teacher II.pptHow is it applied? Making solutions… DISSOLVING 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
124 \\screen\Internal\TeacherII\Teacher II.pptDissolving in detail Solvent- water Water molecules are moving over, under and past each other Solute – sugar Crystals are solids that only vibrate in place, but they are moving 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
125 \\screen\Internal\TeacherII\Teacher II.pptDissolving in detail Sugar remains a sugar molecule not individual oxygen, carbon, hydrogen – WHY? Salt dissociates into its ions Process involves the sugar molecules being pulled away from each other by the water molecules Sugar molecules on surface of the crystal break apart first Sugar is distributed throughout the solution 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt REDO THESE NOTES
126 \\screen\Internal\TeacherII\Teacher II.pptDissolving in detail Solvent- water Water molecules are moving over, under and past each other Solute – salt Crystals are solids that only vibrate in place, but they are moving 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
127 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
128 \\screen\Internal\TeacherII\Teacher II.pptDissolving in detail Water can be removed by boiling the water or allowing it to evaporate When water evaporates the sugar molecules attract each other again and form a crystal 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
129 Temperature affects dissolvingHigher temperature= faster rate More molecules move faster and break down quicker 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
130 Particle size affects dissolvingChunks vs. powder Smaller the size of the pieces of solute= faster Increased surface area= water has more opportunity to pull apart 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
131 Agitation (shake up) affects dissolvingThe more the solution is agitated, the faster the rate of dissolving for a solid in a liquid When a solution is agitated, the water particles collide with the surface of the solute more frequently and the dissolving process occurs faster 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
132 \\screen\Internal\TeacherII\Teacher II.ppt* If a substance is water soluble it will eventually dissolve even if size is too big and temperature is really low 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
133 \\screen\Internal\TeacherII\Teacher II.pptSugar lab-35 minutes Read instructions Pick up 8 sugar cubes from the back counter-DO NOT PUT ANYWHERE NEAR YOUR MOUTH 4 different experiments- see chart for instructions When crushing use a paper towel in the bottom of your mortal and pestle DO NOT PUT SUGAR IN WATER WHILE THE BEAKER IS ON THE HOT PLATE Answer questions on your own- at your seat 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
134 \\screen\Internal\TeacherII\Teacher II.pptclosure 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
135 \\screen\Internal\TeacherII\Teacher II.pptDay 9 Classify based on physical properties Solutions 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
136 Put in picture of acid and base burns and cleaners and lemon juice12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
137 \\screen\Internal\TeacherII\Teacher II.pptRead Handout OR p The questions are in your notes Have them read the handout and answer the questions on the quiz looking thing or the other questions Go over the answers and then fill out the GO 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
138 \\screen\Internal\TeacherII\Teacher II.pptAcids Strong acid? Weak acid? any substance that releases hydrogen ions (H+) when dissolved in water Conduct electricity Sour taste (DON’T TASTE ANYTHING IN LAB) Turn blue litmus paper red Reactive with active metals (Zn, Mg) Chemical formula starts with an H Ex. HCl (hydrochloric acid) Ex. H2SO4 (sulfuric acid) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Describe Classify Physical properties
139 \\screen\Internal\TeacherII\Teacher II.pptWhat does it look like… Draw a beaker with little hydrogen ions in it 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
140 \\screen\Internal\TeacherII\Teacher II.pptBases Strong base? Weak base? any substance that produces hydroxide ions (OH-) when dissolved in water. Slippery Bitter taste Conduct electricity Turn red litmus paper blue Chemical formula ends with an OH Ex. NaOH (sodium hydroxide) Ex. Ca(OH)2 (calcium hydroxide= fertilizer) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
141 \\screen\Internal\TeacherII\Teacher II.pptNeutralization Acids and bases react with each other to form water and a salt Acid is used to neutralize a base and visa versa 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Put in pictures- do the titration demo for them
142 \\screen\Internal\TeacherII\Teacher II.pptpH scale Used to measure the concentration of hydrogen ions in solution How acidic or basic it is Scale is 0-14 pH less than 7= acidic - more hydrogen ions pH more than 7= basic- more hydroxide ions Pure water is 7- equal number of hydrogen and hydroxide ions 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
143 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
144 \\screen\Internal\TeacherII\Teacher II.pptIndicators Cabbage juice pH paper-universal indicator Phenolphthalein Litmus paper (blue or red) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
145 If you don’t have an indicator…HCl NaOH NaCl Practice chart 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
146 \\screen\Internal\TeacherII\Teacher II.pptpH indicator lab BE CAREFUL with the chemicals Draw the colors of the scale Keep the pipettes clean Describe and classify the matter Either do cabbage juice 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
147 \\screen\Internal\TeacherII\Teacher II.pptclosure 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
148 \\screen\Internal\TeacherII\Teacher II.pptDay 10 More acids and bases 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
149 \\screen\Internal\TeacherII\Teacher II.pptReview acids and bases 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
150 \\screen\Internal\TeacherII\Teacher II.pptOrganize it Link ABS GO 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
151 \\screen\Internal\TeacherII\Teacher II.pptIndicator lab Do the one with the transparencies 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
152 \\screen\Internal\TeacherII\Teacher II.pptvideo Find one 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
153 \\screen\Internal\TeacherII\Teacher II.pptDay 11 Viscosity and Conductivity Review all physical properties 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
154 \\screen\Internal\TeacherII\Teacher II.pptViscosity It is a property of fluids It is the measure of the material’s resistance to flow Ex. High viscosity = slow (syrup) Ex. Low viscosity = fast (water) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
155 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
156 \\screen\Internal\TeacherII\Teacher II.pptLook at the table and list the substance and their viscosities is order of increasing viscosity (from lowest to highest) 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
157 Compare Density to ViscosityWhich molecule is more dense? Which molecule would be easier to pour from a bottle? Which would experience more friction? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
158 Temperature and ViscosityThick substances are very viscous. The viscosity of a liquid is related to its temperature As a liquid gets warmer, its viscosity decreases and it becomes easier to pour As a liquid gets cooler, its viscosity increases and it becomes harder to pour 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
159 How can viscosity be measuredViscometer Use the timer and photogates to measure speed of marble moving through a liquid Compare two liquids such as water and corn oil 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
160 Organize Your Thoughts12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Maybe take out
161 Viscosity lab-15 minutesTime the marbles in all three tubes Heat up some water and put the tubes in to heat up the liquid Time the marbles again Compare the times and analyze what happened to the viscosity Cut off the hot plate and head back to your seat 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
162 Electrical ConductivityAbility of solids and liquids to act as an electrical conductors or insulators Ex. Metals and nonmetals Ex. solutions Conductors allow electrical current to flow easily Insulators do not 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
163 \\screen\Internal\TeacherII\Teacher II.pptSolutions can conduct electricity because they contain dissolved substances called electrolytes Electrolytes are solutes that dissolve in water and are conductors Electrolyte solutions contain ions 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
164 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
165 Organize Your Thoughts12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Maybe take out
166 \\screen\Internal\TeacherII\Teacher II.pptConductivity lab You will make two solutions Mass the sugar Mass the salt Add the water Test the solution for conductivity Rinse the leads off Test the metal, and nonmetal Answer the questions Clean up when you hear the timer 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
167 \\screen\Internal\TeacherII\Teacher II.pptVideo Cornstarch/water magic Find one with all properties or a COMPASS or something -cornstarch magic- mythbusters- 5 min 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
168 \\screen\Internal\TeacherII\Teacher II.pptDay 12 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
169 Review physical properties and changesWhat is a physical property? What is a physical change? How is that different than a chemical property/change? Have them write their opinion about the last one 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
170 \\screen\Internal\TeacherII\Teacher II.pptChemical properties Combustibility or flammability Ex. Carbon reacts with oxygen to form carbon dioxide Ex burning fossil fuels Ex burning charcoal Ex burning hydrocarbons 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Do blue jug List some things that DO NOT have this property
171 \\screen\Internal\TeacherII\Teacher II.pptChemical properties Ability to oxidize Ex. Iron rusting 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt What are some things that do not rust
172 \\screen\Internal\TeacherII\Teacher II.pptChemical properties Ability to corrode Ex. Silver or Copper tarnishing 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Maybe get a video of the millinium cleaning
173 \\screen\Internal\TeacherII\Teacher II.pptChemical properties Ability to decompose Ex. Hydrogen peroxide -> water and O gas when exposed to light or an enzyme 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Do potato lab demonstration here
174 \\screen\Internal\TeacherII\Teacher II.pptChemical properties Ability to not react Ex. Gold jewelry 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
175 \\screen\Internal\TeacherII\Teacher II.pptChemical properties Ability to react with acids Zinc and Hydrochloric acid -> H gas and zinc chloride 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt Do hydrogen balloon demo
176 Chemical vs physical properties labTwo activities- work with a partner within in your group- DO BOTH ACTIVITIES Make good observations Put on goggles Clean up when you hear the timer 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
177 \\screen\Internal\TeacherII\Teacher II.pptDay 13 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
178 \\screen\Internal\TeacherII\Teacher II.pptOrganize it 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
179 \\screen\Internal\TeacherII\Teacher II.pptChemical Changes Evidence of chemical change: bubbling (formation of a new gas) without heat Baking soda and vinegar Ex. Zinc metal to a hydrochloric acid solution = hydrogen gas Use these notes to demonstrate and add the notes to the graphic organizer - 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
180 \\screen\Internal\TeacherII\Teacher II.pptChemical Changes Evidence of chemical change: color change (formation of a new solid) Metal tarnishing 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
181 \\screen\Internal\TeacherII\Teacher II.pptChemical Changes Evidence of chemical change: formation of a new solid called a precipitate Adding silver nitrate to a solution of sodium chloride= silver chloride (white) Maybe let them do this at their table 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
182 \\screen\Internal\TeacherII\Teacher II.pptChemical Changes Evidence of chemical change: Acid/base reactions Metals and acids will form H gas and salt 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
183 \\screen\Internal\TeacherII\Teacher II.pptChemical Changes Evidence of chemical change: temperature change (heat or light released or absorbed Endothermic vs exothermic Odor given off 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
184 \\screen\Internal\TeacherII\Teacher II.pptCompare them all Link the PC PP CP CC sheet Finish for homework 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
185 \\screen\Internal\TeacherII\Teacher II.pptChemical changes lab Baggie lab 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
186 \\screen\Internal\TeacherII\Teacher II.pptDay 14 Application… Infer the properties to understand their function Chemistry is divided into organic and inorganic… Learning about the properties allows people to understand certain functions of molecules… 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
187 Go back to the beginning…Look at your objects that you wrote down and DESCRIBE, CLASSIFY, AND MEASURE THEM 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
188 Structure determines functionCarbs, proteins, fats
189 \\screen\Internal\TeacherII\Teacher II.pptHalf and Half Half will work on worksheet Half will work on virtual lab 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
190 Organic vs Inorganic SubstancesFunction of these is related to their physical and chemical properties Organic= with carbon Inorganic= without carbon 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
191 Carbon-based (Organic) moleculesmain types found in living things Carbohydrates Proteins Fats 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
192 \\screen\Internal\TeacherII\Teacher II.pptCarbohydrates Made up of C, H, O include sugars and starches Used for energy 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
193 \\screen\Internal\TeacherII\Teacher II.pptProteins Long chains of small units called amino acids arranged in a variety of configurations to form many types of proteins to do most of every cells work Ex. Enzymes and tissue building 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
194 \\screen\Internal\TeacherII\Teacher II.ppt12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
195 \\screen\Internal\TeacherII\Teacher II.pptLipids Fats and oils Hard to break into smaller molecules Good sources of stored (long term) energy 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
196 \\screen\Internal\TeacherII\Teacher II.pptInorganic Substances Be able to recognize uses when given the properties Copper conducts electricity= ductile and used for wires and money (pennies) Aluminum has low density= used in airplanes Argon is a nonreactive noble gas= used in light bulbs Water- universal solvent 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
197 Organize your thoughts!The following slides correspond to graphic organizer Link? 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
198 \\screen\Internal\TeacherII\Teacher II.pptOrganic Carbon 12 C 6 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
199 \\screen\Internal\TeacherII\Teacher II.pptHydrocarbons CARBON ORGANIC Fats/Lipids Proteins Carbohydrates Carbon Hydrogen Oxygen 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
200 \\screen\Internal\TeacherII\Teacher II.pptOrganic Food Test You will do both activities Work with one partner or individually on one of the two activities- then switch 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
201 \\screen\Internal\TeacherII\Teacher II.pptVirtual Food Lab Testing for Carbohydrates (Simple Sugar and Starch), Proteins, Lipids A reagent is also called an indicator 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
202 \\screen\Internal\TeacherII\Teacher II.pptWorks Cited -balance water displacement 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
203 \\screen\Internal\TeacherII\Teacher II.pptWorks Cited syrup powerade 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt
204 \\screen\Internal\TeacherII\Teacher II.pptWorks Cited 12/3/2017 3:25:53 PM PERSONAL \\screen\Internal\TeacherII\Teacher II.ppt