Pure Substances and Mixtures Unit 1 Lesson 4 Mix It Up! Make two mixtures in transparent containers with lids. 1. Find two transparent containers with tight lids. In one container, mix either salt or sugar with warm water. Record the quantities you use. Label the container Mixture #1. Place the lid tightly on the container, and shake to mix. Describe the mixture. 2. In the second container, pour a small amount of cooking oil. Add either vinegar or water. Record the quantities you use. Label the container Mixture #2. Place the lid tightly on the container, and shake to mix. Describe the mixture. 3. Set both mixtures where they will be undisturbed overnight. 4. Observe Mixture # 1. Describe the mixture. 5. Observe Mixture # 2. Describe the mixture. 6. Use your observations to classify each mixture as a homogeneous mixture or a heterogeneous mixture. Explain how you reached your conclusions.
Changes of State Unit 1 Lesson 6 Observing Changes of State Work with an adult to find and observe as many changes of state of matter as you can. You may look for changes of state in your kitchen, in your bathroom, or possibly on sidewalks or windows in the winter. Record your observations below. 1. List each example of a change of state that you observed. Make sure to label each instance of a change of state as melting, freezing, evaporation/boiling, condensation, sublimation, or deposition. 2. Which state of matter did you observe most often? 3. Which change of state did you observe most often? 4. With an adult, try to cause a substance to change state. Explain your process, including whether or not it was successful.
Temperature Unit 2 Lesson 2 Forecaster for a Day With an adult, arrange to check the outside temperature and make notes about the temperature at different times of day. Observe other changes in the weather, such as precipitation, cloud cover, wind, and so on. Ask the adult what factors might make the temperature change, and write down those ideas. Make notes of the high and low temperatures you observed. Then, using the information you gathered, make predictions about daily temperature changes. 1. List the temperatures you observed and the times of day you observed them. Put stars next to high and low temperatures you observed. Daily temperatures: Time Temperature (Units) Time Temperature (Units) 2. List other observations you made about weather: 3. Based on your observations, what can you conclude about daily temperature changes? Module G Assessment Guide
Thermal Energy and Heat Unit 2 Lesson 3 With an adult, look at places in your kitchen where heat energy is transferred. Make sketches of some of these places. Use arrows to show the direction of heat transfer. Try to find several instances of different types of heat transfer (conduction, convection, radiation). Can you find any instances of heat transfer that causes a change in state? 1. Conduction 2. Convection 3. Radiation 4. Heat transfer that causes a change in state:
The Atom Unit 3 Lesson 1 Doing the Math Work with an adult to complete the missing information in the table below. Use the information provided in the Data Bank to help decide how to do the math needed to fill in the missing information. Data Bank Protons are positively charged particles in the nucleus. The number of protons in the nucleus determines the atomic number of an element. Neutrons are neutral particles located in the nucleus. The total number of protons and neutrons in an atom provides the mass number of the atom. Electrons are negatively charged particles located outside the nucleus in the electron cloud. A neutral atom has equal numbers of protons and electrons. 1. Use the information above to do the math needed to complete the table. Element Number of Protons Vital Statistics for Common Elements Number of Neutrons Number of Electrons Atomic Number Mass Number (amu) Hydrogen 1 0 1 Helium 2 2 4 Beryllium 4 4 9 Carbon 6 6 Nitrogen 7 14 Oxygen 8 16 Fluorine 9 19 Sodium 12 23 2. Chose any element from the table. Make a drawing of the element s atom in the space below. Show the location of the electron cloud, perhaps by shading. Label the parts of your drawing. Identify the number of electrons that make up the electron cloud.
The Periodic Table Unit 3 Lesson 2 Patterns of Symbols Work with an adult to find patterns among the chemical symbols of the first twenty elements listed in the periodic table. For example, look for ways that an element s symbol can be related to its name. Think of how to describe the patterns you observe. Then, write a description for each pattern and list the names and chemical symbols for each element that fits the pattern. Put the patterns in order from simplest to most complex. 1. 2. 3. 4.
Ionic, Covalent, and Metallic Bonding Unit 3 Lesson 4 Plastics Around You Plastics are a good example of materials made of covalently bonded molecules. Brainstorm with an adult. Make a list of the plastic items you use during the day. Then write a paragraph describing how your life would be different without plastics. 1. List the items you found below. a. b. c. d. e. f. g. h. i. j. 2. How would your life be different without plastics? What would some of these objects be made from if they weren t made from plastic? How would this affect your daily life?
Chemical Reactions Unit 4 Lesson 1 Chemical Reactions at Home When a chemical reaction occurs, atoms are rearranged, and bonds may be broken or formed. So how do you tell a chemical reaction has taken place? Work with an adult at home to safely observe chemical reactions. List three chemical reactions you observe. The following are good things to look for when trying to identify chemical reactions: 1. Cooking or burning. Heat makes the atoms in substances react with each other to change the food s form in some way, such as substances burning. 2. Ripening. Atoms in food react with oxygen atoms, causing the food s color and odor to change. 3. Color change. Rust, tarnish, and spotting can occur when oxygen atoms react with the atoms of metallic substances. What else might indicate that a chemical reaction has taken place? Think about things that change into a new substance when mixed with something else. List three examples of changes you observed and explain why you think they were chemical reactions. 1. 2. 3.
Acids, Bases, and Salts Unit 5 Lesson 2 Acids and Bases at Home Properties of Acids and Bases 1. Work together with an adult to prepare an acid-base indicator. A. Tear up three leaves of purple cabbage into small pieces. B. Add the cabbage to two cups of boiling water. As you stir, you ll see that the water turns blue. C. Allow the mixture to sit and cool for an hour. Strain out the cabbage pieces. You will use the purple liquid as your indicator. 2. See which items in your household are acids and which are bases. With an adult, select several items, and predict whether each one is an acid or a base. Place a quarter cup of each liquid you want to test into a plastic cup or similar container. Add some of the indicator and see what color results. Blue indicates a weak base; green, indicates a stronger base, and yellow indicates a very strong base. Purple indicates a weak acid; pink indicates a slightly stronger acid, and red, an even stronger acid. Use the table below to record your predictions and results. Item Prediction Color Results 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.