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SEPUP ISSUES and Physical Science

Unit A

Studying Materials Scientifically

Do Now

Activity 1: Studying Materials Scientifically September 4, 2014

Vocabulary Evidence Hazardous materials Mixture Pure substance

Challenge Questions What does it mean when a substance is considered hazardous?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

Table Roles

• Each table has a number

• Each table has a letter

• If you are by yourself, I will assign you to a table during labs

A: Materials Manager

B: Spokesperson

C: Facilitator

C: Level 0 H: Raise hand A: Instruction M: None P: Listening

What does it mean to be a hazardous material?

Hazardous Materials

Something that is dangerous

Can harm living beings and

environment

Poses a threat to the health and safety of others

Something that is

harmful C: Level 1 H: Raise hand A: Table work M: None P: Talking, writing

Examples of Hazardous Materials

• Bleach

• Cyanide (Poison) (very toxic for humans)

• Crack(interferes with memory; damages the collagen in your skin)

• Acid

• Toxic waste

• Nuclear waste (interferes with phenotype; kills organisms; destroys land/trees/animals)

What’s in the Jar?

• Materials Managers will be given jars.

• In your science notebook, describe the objects.

• Do you think the substances are hazardous? What is your EVIDENCE?

• Determine if it is a MIXTURE or a PURE SUBSTANCE. What is your EVIDENCE?

• Spokesperson: Share your findings with the class

C: Level 0 H: Raise hand A: Table work M: ONLY Materials Manager P: Talking, writing

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What’s in the jar? Conclusion:They are hazardous.

Purple Paint

• It’s a powder. [no]

• It has a smell.[maybe]

• It is a paint. [yes]

• Causes a burn. [yes]

• Flammable [yes]

Air

• Inhale it, and remain healthy. [yes]

• It has a smell. [maybe]

• Use an animal to test it [yes]

Review

• Why was important to use EVIDENCE to support your answers?

Exit Slip

What was your table role?

What qualities makes a substance a hazardous material?

C: Level 1 H: Raise hand A: Pair work M: None P: Whispering, writing

Do Now

Activity 1: Studying Materials Scientifically September 8, 2014

Agenda Evidence Hazardous materials Mixture Pure substance

Challenge Questions

What does it mean when a substance is considered hazardous?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

Vocabulary

Evidence: Data that supports a conclusion.

Mixture: Substance composed of two or more elements or molecules.

Hazardous Materials: Substances that pose a danger to the health and safety of living organisms.

Pure Substance: Substance composed of one atom or molecule.

C: Level 0 H: Raise hand A: Alone M: None P: Writing

Vocabulary

Word Three Examples

Pure Substance

Mixture

Hazardous Materials

Evidence

C: Level 1 H: Raise hand A: Table Work M: None P: Writing

Handling an Unknown Substance

What would you do if you found barrels of unknown substances?

C: Level 1 H: Raise hand A: Table Work M: None P: Writing

What would you do? What was done in the video?

What else could be done?

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Video: Handling an Unknown Substance

C: Level 1 H: Raise hand A: Table Work M: None P: Writing

With your table, list 3 guidelines we need to follow when watching a video in class.

Handling an Unknown Substance

1. Based on what you saw in the video, make a list of precautions you would take if you found a jar of unidentified substances at home.

2. If you found a jar filled with unidentified substances at school, would you handle it differently than you would at home? Why or why not?

3. Could you determine the contents of the unlabeled jar through observation alone? Explain.

Exit Slip

• List two precautions you would take if you found a barrel of unidentified substances at school.

Do Now

Activity 1: Studying Materials Scientifically September 9, 2014

• Watching a video

Challenge Questions

What can you and your table do to make the video a success?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

Vocabulary Practice Pure Substances Mixture

Substances composed of one atom or molecule only

Substance composed of two elements or molecules

1 2 3 4 5 6 7 8 9 10

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

Pure Substances

• Silver (Au)

• Water (H20)

• Gold (Ag)

• Iron (Fe)

• Rubies

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What can you do to make the video a success?

• Be quiet

• Taking notes

• Stay in your seat

• Pay attention

• Watch it!

The Mystery of the Barrels

• Barrels of an unidentified substance were found.

• Youtube: sepup hazardous materials

• Watch the video. Answer this question:

– What precautions were taken by the haz mat team?

– Homework:

• What precautions did the hazmat team take to protect themselves?

• Why didn’t the hazmat team approach the barrels right away?

Do Now

Activity 2: Types of Hazards September 11, 2014 Objectives Safety in the lab. Procedures in the lab. Vocabulary Radioactive Biohazard Corrosive Explosive Flammable Toxic Challenge Questions What types of hazards do certain substances pose?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

What types of hazards do certain substances pose?

Spokesperson says:

– Acids can burn.

– Dry ice can burn skin.

– Saltwater can dehydrates mammals if ingested.

– Bleach can irritate eyes.

– Pepper spray irritates mucus membranes

C: Level 1 H: Raise hand A: Table Work M: None P: Whispering

Vocabulary Practice Radioactive: Decays through the release of electrons.

Biohazard: Bio: life Hazard to life

Corrosive: Can cause a chemical reaction that damage an object.

Explosive: Can cause a huge fire; Very flammable

Flammable: Can catch on fire easily.

Toxic: Can harm living beings

C: Level 1 H: Raise hand A: Pairwork M: None P: Whispering

Classroom Substances

Substance Hazard Precaution

C: Level 1 H: Raise hand A: Table Work M: None P: Whispering

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Analysis Questions

• Page A-9: Read

Homework

• Sankstone.weebly.com

Do Now Activity 2: Types of Hazards September 15, 2014 Objectives 1. We will learn about the characteristics properties of substances,

such as the hazards it poses. 2. We will understand the risks associated with chemical hazards. Vocabulary Corrosive Flammable Challenge Questions What are some chemicals we will use in the classroom? What hazards do classroom chemicals pose? What can we do to protect ourselves?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

What are some chemicals we will use in the classroom? What hazards do classroom chemicals pose? What can

we do to protect ourselves?

• Spokesperson says…

– Hydrogen peroxide: Maybe hurt your skin. Wear gloves.

– Copper Chloride (CuCl): Corrosive, Wear goggles, wear gloves

– Magnesium: Flammable, NO OPEN FLAMES OR SPARKS

C: Level 1 H: Raise hand A: Pairwork M: None P: Whispering, Writing

Vocabulary

Corrosive: A substance that reacts with a solid material.

Flammable: A substance that catches fire if it is exposed to a spark, flame, or heat source.

C: Level 0 H: Raise hand A: Vocab M: None P: Writing

Vocabulary Practice: Corrosive

Beaker A: Copper Chloride

Beaker B: Ethanol (Alcohol)

Beaker C: Water

What happened to the aluminum washers?

Beaker was warm. Washers broke up. Turned red. Bubbles present. Precipitate in the solution.

Got clean Nothing

C: Level 1 H: Raise hand A: Pair work M: None P: LISTENING

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Do Now

Activity 2: Types of Hazards

September 16, 2014

Continued from September 15,2014

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

What are some chemicals we will use in the classroom? What hazards do classroom chemicals pose? What can

we do to protect ourselves?

• Spokesperson says…

– Hydrogen peroxide: Maybe hurt your skin. Wear gloves.

– Copper Chloride (CuCl): Corrosive, Wear goggles, wear gloves

– Magnesium: Flammable, NO OPEN FLAMES OR SPARKS

C: Level 1 H: Raise hand A: Pairwork M: None P: Whispering, Writing

Vocabulary

Corrosive: A substance that reacts with a solid material.

Flammable: A substance that catches fire if it is exposed to a spark, flame, or heat source.

C: Level 0 H: Raise hand A: Vocab M: None P: Writing

Procedures & Analysis Questions

• Read the procedures on page A-7.

• Read the analysis questions on page A-9.

• TEACHER will call up the Materials Managers when everyone is following CHAMPS.

C: Level 0 H: Raise hand A: Instruction M: None P: Writing

Classroom Substances PAGE A-8

Substance Hazard Class(es) Safety Precautions

Ammonium Hydroxide Corrosive; Toxic Do not touch, smell or eat it. Wear gloves..

Carbon Dioxide Toxic Do not breathe at high concentrations.

Copper Chloride Solution Toxic; Corrosive

Ethyl Alcohol (Ethanol)

Hydrochloric Acid Solution

Hydrogen Peroxide

Magnesium

Neroline Yara Yara

Phenolphthalein Solution

Polyvinyl Alcohol

Potassium Hydroxide

Sodium Borate C: Level 2 H: Raise hand A: Group Work M: None P: Talking, Writing, Reading

Venn Diagram of Classroom Substances

Which fall into more

than one hazard class?

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Review

EXIT SLIP

1. If a shipment of sodium borate were sent to your classroom, which hazard labels would you think would be on the box?

2. Explain in detail the safety guidelines you would follow when working with potassium hydroxide.

C: Level 1 H: Raise hand A: Pair Work M: None P: Whispering, Writing

Do Now Activity 3: A Plan to Separate the Mixtures September 17, 2014 Objectives 1. We will learn about the characteristics properties of substances,

such as the hazards it poses. 2. We will learn that a mixture of substances can be separated. 3. We will design and conduct a scientific experiment. Vocabulary Mixture Observation Challenge Questions How can you separate the substances in a mixture?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

How can you separate the substances in a mixture?

• Example: Soup

• Spokesperson says…

C: Level 1 H: Raise hand A: Pairwork M: None P: Whispering, Writing

Vocabulary

Mixture: A substance composed of more than one element or molecule.

Observation: Data that has been recorded.

C: Level 0 H: Raise hand A: Vocab M: None P: Writing

Vocabulary Practice: Mixtures Mixture Composition

(It’s ingredients)

How can we separate them?

Vegetable soup Noodles carrots Chicken broth

Use a strainer to separate the broth from the meat and veggies. Use a spoon and a fork to take out the noodles and meat.

Oil and vinegar Oil Vinegar Let them sit.

Wet sand Sand Water Let them sit, eventually the sand will settle at the bottom and the water will evaporate.

Saltwater Salt Water Evaporation C: Level 1 H: Raise hand A: Pair work M: None P: LISTENING

Do Now

Activity 3: A Plan to Separate the Mixtures

September 18, 2014

CATCH UP DAY

Continue LAB from September 17, 2014.

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

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SAFETY PRECAUTIONS

ON YOUR DESK

• 1 TEXTBOOK

• 1 PENCIL OR PEN

• Science composition notebook

RULES

• No movement around the room

• No throwing things

Procedures & Analysis Questions

• Read the procedures on page A-11.

• Read the analysis questions on page A-12.

• TEACHER will call up the Materials Managers when everyone is following CHAMPS.

C: Level 0 H: Raise hand A: Instruction M: None P: Writing

TOOLS

Name Description

Strainer Screen

Used to separate liquids

Funnel Pour liquid from a big container into a small container

Forceps Use to pick at small items

Dropper Pick up and drop small amounts of liquid

Steel wool Cleaning pots Use it to strain or clean

SEPUP TRAY Examine specimens To place separated items

Filter Paper Filters particles from a liquid (when used with the funnel) Can dry particles

Container Hold liquid02

My Plan to Separate the Mixture

1. Use the funnel. Place the strainer in the funnel. Then place the steel wool on top of the strainer.

2. and then pour it thru into the SEPUP trays

3. Use the forceps to separate the black and red pieces.

4. Place the red pieces into A of the SEPUP tray.

5. Place the black pieces into B of the SEPUP tray.

6. Use the forceps to place the metal rod into C of the SEPUP tray.

Your Plan to Separate the Mixture

Observations Safety Precautions

Tools / Materials

Plan

C: Level 2 H: Raise hand A: Group Work M: None P: Talking, Writing, Reading

Reflection

• Based on your observations, how many substances are in the unidentified mixture?

• What is the purpose of separating the different substances in the mixture?

• Compare your plan to others. What two improvements can you make to your plan?

C: Level 2 H: Raise hand A: Group Work M: None P: Talking, Writing, Reading

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Review

EXIT SLIP

You are walking down the sidewalk and see a puddle of green, oily liquid on the ground. Could you identify the contents of the puddle through observation alone?

C: Level 1 H: Raise hand A: Pair Work M: None P: Whispering, Writing

Do Now Activity 4: Hazardous Materials At Home September 22, 2014 Objectives 1. We will learn about the risks associated with chemical hazards. 2. Safe living includes safety precautions and understanding risk in

personal situations. Vocabulary Mixture Element Compound Pure Substance Corrosive Toxic Challenge Questions How should unwanted household hazardous materials be handled?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

How should unwanted household hazardous materials be handled?

• Spokesperson says…

– Table 1: 0

– Table 2: wear gloves

– Table 3: Handle with care, read caution follow procedures on the caution label

– Table 5: Disposed correctly – take it outside in the garbage can.

– Table 8: Keep it at a distance from your eyes.

C: Level 1 H: Raise hand A: Pairwork M: None P: Whispering, Writing

Vocabulary

Element: Substances composed of one type of atom. Cannot be separated into separate substances.

Compounds: Substances composed of two or more elements and can be separated chemically (but not physically).

Toxic: Can cause harm to living beings.

C: Level 0 H: Raise hand A: Vocab M: None P: Writing

Vocabulary

Corrosive: A substance that reacts with a solid material.

Flammable: A substance that catches fire if it is exposed to a spark, flame, or heat source.

Mixture: A substance composed of more than one element or molecule.

Pure Substance: A substance composed of one type of atom or molecule.

Vocabulary Practice: Elements or Compounds?

Substance Element Substance that is composed of one type of atom. Cannot be separated into separate substances.

Compound Substance composed of two or more elements that can be separated chemically but not physically.

Water H2O 2 hydrogen atoms 1 oxygen atom

x

Gold Ag

x

Silver Au

x

C: Level 1 H: Raise hand A: Pair work M: None P: LISTENING

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How many hazardous materials do you think are in your home?

Spokesperson says…

C: Level 1 H: Raise hand A: Table work M: None P: Whispering, Writing

HOMEWORK: Household Hazardous Materials Table

Product Physical State (solid, liquid, gas)

Hazardous Ingredients (active ingredients)

Hazard(s) Posed by Product (Poison, Danger, Warning, Caution) AND (Flammable, Corrosive, etc.)

Batteries Solid

Rubbing alcohol

Liquid / gas

Hydrogen peroxide

Liquid

Bleach Liquid

Hand sanitizer Liquid

C: Level 2 H: Raise hand A: Group Work M: None P: Talking, Writing, Reading

Intra-Act Discussion: Houshold Hazardous Materials

How many AGREE? How many DISAGREE?

It is possible to eliminate health and environmental hazards when working with household products?

x

Consult a local waste-collection center before washing a household product down the drain?

x

If you can buy it, it is safe to use and dispose of down the drain or in the garbage.

1 X

Hazardous substances should not be allowed in household products.

x

C: Level 1 H: Raise hand A: Class Work M: None P: Raising Hands

Review

1. Where in people’s homes do you think they are likely to have the greatest number of potentially hazardous products?

2. Why do you think there are more regulations about the use and disposal of hazardous substances now than there were 20 to 40 years ago?

EXIT SLIP

In what ways can household products be harmful?

C: Level 1 H: Raise hand A: Pair Work M: None P: Whispering, Writing

Do Now Activity 5: Separating the Mixture September 18, 2014 Objectives 1. We will learn about the characteristic properties of substances. 2. We will learn methods for separating mixtures. 3. We will design and conduct scientific experiments. Vocabulary Mixture Challenge Questions How can the substances in the mixture be separated?

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

How can the substances in the mixture be separated?

• Spokesperson says…

C: Level 1 H: Raise hand A: Pairwork M: None P: Whispering, Writing

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Vocabulary

Mixture: A substance composed of more than one element or molecule.

Vocabulary Practice: Separating the Mixture?

Substance How would you separate them?

Air

Lead

Blood

Oil and Water

Oil and Vinegar

Salt and Iron Shavings

Salt and Sand

C: Level 1 H: Raise hand A: Pair work M: None P: LISTENING

Procedures & Analysis Questions

• Read the procedures on page A-20.

• Read the analysis questions on page A-20.

• Review your Plan to Separate the Mixture with your group. Make changes, if necessary.

• TEACHER will call up the Materials Managers when everyone is following CHAMPS.

C: Level 0 H: Raise hand A: Instruction M: None P: Writing

Reflection

Your Procedure

Your Changes Prior to Starting

Your Changes During Improvements You Wish You’d Made

C: Level 2 H: Raise hand A: Group Work M: None P: Talking, Writing, Reading

Review

EXIT SLIP

What safety precautions did you take while working with the unknown substance?

C: Level 1 H: Raise hand A: Pair Work M: None P: Whispering, Writing

Do Now QUIZ DAY

September 19, 2014

Objectives

1. We will show what we know!

Important Documents

Study Guide

Website

C: Level 0 H: Raise hand A: Do Now M: None P: Writing

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Review for Quiz

Your Mission:

1. Compare your study guide to your table mates.

2. Take the quiz.

3. Log into your Student Portal.

4. Complete the Progress Monitor sheet.

5. Turn in the Progress Monitor sheet before you leave.

If your grade is less than a C, I will return it to you on Monday for your parent’s signature.

C: Level 1 H: Raise hand A: Pair Work M: None P: Whispering, Writing