Activity 21 a Quick Review of Elements and Compounds Answers

Summary

Students gain a improve understanding of the different types of materials as pure substances and mixtures and learn to distinguish between homogeneous and heterogeneous mixtures by discussing an assortment of instance materials they apply and see in their daily lives.

Engineering Connectedness

Materials scientists and mechanical engineers focus on understanding the nature and properties of varying materials so that they can iterate upon them and create more robust products. They accept advantage of the varying strengths and abilities of dissimilar materials to make composites with significantly unlike concrete or chemical properties. Understanding the properties of a given textile, chemical element, component, or composite is a critical role of the engineering science design process.

Learning Objectives

After this activity, students should be able to:

• Distinguish and describe the iii types of matter: elements, compounds, mixtures.
• Ascertain pure and impure materials.
• Give some examples of elements, mixtures, and compounds.
• Explain the different backdrop of each group of materials.
• Explain how chemical engineers use these terms when solving problems related to water purification and distillation of crude oil.
• Explicate how material and mechanical engineers use these terms regarding creating new composite materials.
• Explain what metal alloys are and explain the significance of metal alloys in material scientific discipline and material engineering.
• Requite some applications of not-metallic alloys.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more than K-12 science, technology, engineering or math (Stem) educational standards.

All 100,000+ K-12 Stalk standards covered in TeachEngineering are nerveless, maintained and packaged past the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.chiliad., by state; within source by type; east.g., scientific discipline or mathematics; within blazon past subtype, then by form, etc.

International Technology and Engineering science Educators Association - Technology

• Chemic technologies provide a means for humans to alter or change materials and to produce chemic products. (Grades ix - 12) More than Details

  View aligned curriculum

  Do you agree with this alignment? Thanks for your feedback!

• Materials take different qualities and may be classified as natural, constructed, or mixed. (Grades 9 - 12) More Details

  View aligned curriculum

  Exercise you lot concord with this alignment? Thanks for your feedback!

State Standards

Suggest an alignment not listed above

Subscribe

Go the within scoop on all things TeachEngineering such every bit new site features, curriculum updates, video releases, and more past signing up for our newsletter!

PS: We practice not share personal information or emails with anyone.

Materials List

To share with the entire form:

• 20 sets of bolts, nuts and washers
• 9 plastic dishes
• tape and marker, to number dishes
• four examples of elements:
• aluminum (one small sheet of foil)
• copper (a pocket-sized piece of wire or tubing)
• iron (filings or a magnet)
• carbon (in the grade of a pure carbon pencil or graphite)
• four examples of compounds:
• water, or H₂0 (~100 mL)
• table salt, or NaCl (~10g)
• baking soda, or NaHCO₃ (~10g)
• eggshell or a seashell, or CaCO₃
• 4 examples of mixture, both homogeonous and heteogenous:
• inflated Ziploc pocketbook (every bit an example of air)
• bottle of Coke or other soda
• salad dressing (such every bit a vinegarette made of oil and water)
• salt water
• Information Tabular array, one per student

Worksheets and Attachments

Visit [www.teachengineering.org/activities/view/uoh_sep_mixtures_activity1] to print or download.

More than Curriculum Like This

Loftier School Lesson

Separating Mixtures

Students acquire how to classify materials every bit mixtures, elements or compounds and identify the properties of each type. The concept of separation of mixtures is as well introduced since nearly every element or compound is institute naturally in an impure country such as a mixture of 2 or more substances, and...

High Schoolhouse Activity

Eat Iron?!

To gain an understanding of mixtures and the concept of separation of mixtures, students apply strong magnets to find the element of iron in atomic number 26-fortified breakfast cereal flakes. Through this activity, they encounter how the fe component of this heterogeneous mixture (cereal) retains its backdrop and ...

High School Lesson

Fun Await at Material Science

Students are introduced to the multidisciplinary field of material scientific discipline. Through a class demo and PowerPoint® presentation, they larn the basic classes of materials (metals, ceramics, polymers, composites) and how they differ from one another, considering concepts such as stress, strain, ductile...

Introduction/Motivation

We are all completely surrounded by affair. To better understand this matter—how it affects you, how you touch on information technology and how it can be manipulated to our benefit—we demand get a bones understanding of the types and properties of matter. The diversity of the matter in the world and in the universe is astounding. If we are to understand this diversity, we must commencement with a fashion of organizing and describing matter.

All matter is made of elements that are fundamental substances that cannot exist broken down past chemical means. An element is a substance that tin can non exist further reduced equally to simpler substances past ordinary processes. In essence, an element is a substance consisting of i type of atom.

A compound is a pure substance composed of two or more than different atoms chemically bonded to one another. That means that it can non exist separated into its constituents by mechanical or concrete means and only can be destroyed by chemic means.

A mixture is a material containing 2 or more elements or compounds that are in close contact and are mixed in any proportion. For example, air, sea water, rough oil, etc. The constituents of a mixture can be separated by concrete means like filtration, evaporation, sublimation and magnetic separation. The constituents of a mixture retain their original set up of properties. Farther, mixtures can be classified to homogeneous and heterogeneous mixtures. A homogeneous mixture has the same uniform appearance and limerick throughout its mass. For example, sugar or salt dissolved in water, alcohol in water, etc. A heterogeneous mixture consists of visibly dissimilar substances or phases. The three phases or states of affair are gas, liquid and solid. A heterogeneous mixture does not have a uniform composition throughout its mass.

New materials are amidst the greatest achievements of every age and they accept been central to the growth, prosperity, security and quality of life of humans since the kickoff of history. New materials open the door to new technologies, whether in ceremonious, chemical, construction, nuclear, aeronautical, agricultural, mechanical, biomedical or electrical engineering.

The study of metallic alloys, which are mixture of different metals, is a significant part of materials science and material engineering. Of all the metal alloys in use today, the alloys of atomic number 26 (steel, stainless steel, cast iron, tool steel, alloy steels) make up the largest proportion both by quantity and commercial value. Iron assimilated with various proportions of carbon gives depression, mid and loftier carbon steels. For the steels, the hardness and tensile forcefulness of the steel is directly related to the amount of carbon present, with increasing carbon levels likewise leading to lower ductility and toughness. The addition of silicon and graphitization produce cast iron. The addition of chromium, nickel and molybdenum to carbon steels (more x%) gives us stainless steels.

Other significant metallic alloys are those of aluminium, titanium, copper and magnesium. Copper alloys take been known for a long time (since the Bronze Historic period), while the alloys of the other three metals have been relatively recently developed. The alloys of aluminium, titanium and magnesium are also known and valued for their high strength-to-weight ratios and, in the case of magnesium, their ability to provide electromagnetic shielding. These materials are ideal for situations in which high strength-to-weight ratios are more important than bulk cost, such as in the aerospace industry and sure automotive engineering applications.

Other than metals, polymers and ceramics are besides an important function of materials scientific discipline. Polymers are the raw materials (the resins) used to brand what we commonly call plastics. Plastics are really the terminal product, created after one or more polymers or additives take been added to a resin during processing, which is then shaped into a final form.

Another industry application is the making of composite materials. Composite materials are structured materials equanimous of two or more than macroscopic phases. Applications range from structural elements such every bit steel-reinforced concrete, to the thermally insulative tiles that play a key and integral role in NASA'south Space Shuttle thermal protection system, which protects the surface of the shuttle from the oestrus of re-entry into the Earth's temper. 1 example is reinforced carbon-carbon (RCC), The lite grey material withstands reentry temperatures up to 1510 °C (2750 °F) and protects the Space Shuttle's fly leading edges and nose cap. RCC is a laminated composite material made from graphite rayon cloth and impregnated with a phenolic resin.

Other examples can be seen in the "plastic" casings of boob tube sets, cell phones and other modern devices. These plastic casings are usually a composite material.

Procedure

Before the Activeness

Gather materials and make copies of the Information Tabular array, one per pupil.

Ready nine plastic dishes of bolts, nuts and washers as described below. Place them on a tabular array (called Table A). Indicate the dish numbers in some way, such as with tape and a marker.

• Dish i: 4 washers
• Dish 2: iv bolts
• Dish 3: 4 nuts
• Dish 4: combine 1 nut with 1 bolt (four sets)
• Dish 5: combine ii nuts with 1 bolt (4 sets)
• Dish six: combine 1 nut and ane washer with 1 commodities (4 sets)
• Dish 7: 1 washer, 1 nut, 1 compound every bit in dish five and 1 compound as in dish vi
• Dish 8: 2 washers, 1 nut, and 2 bolts
• Dish 9: 1 chemical compound equally in dish iv and 2 chemical compound equally in dish 5.

Place the examples of elements, compounds, and mixtures on another tabular array (chosen Table B) and label them. You lot may also label the compounds with their specific chemical formula (for example, table table salt would be NaCl).

With the Students

1. Divide the class into groups of four students each. Hand out the blank data tables.
2. Direct each pupil'south attending to Table A. The sets of washers, bolts and nuts can be used to convey the concept of elements, mixtures and compounds. Explicate to the students that if they think each washer, bolt and nut equally an individual atom then the contents of dishes 1, 2 and iii are elements considering they are notwithstanding atom and that can not be further reduced as to simpler substances. The contents of dishes iv, 5 and six are compound considering they bear witness ane substance composed of two or more than unlike atoms chemically bonded to one another and the contents of dishes 7, 8 and 9 are mixtures because they are materials containing 2 or more elements or compounds and are mixed in any proportion.
3. After the discussion almost Table A, direct each group to go through Tabular array B and compare and contrast the different items on the table and brand a list of their give-and-take. Have them categorize the materials in each dish equally element, homogenous mixture, heterogeneous mixture or compound, recording this in their data tables. Ask students to discuss their lists. (Look some to categorize the materials as elements, mixtures and compounds.)
4. At this bespeak, explain the dissimilar types of matter, using the classroom board as needed. Then, discuss all the materials on Table B again and separate them to classes of elements, mixtures (homogeneous and heterogeneous) and compounds.

Vocabulary/Definitions

chemical compound: A pure chemical substance consisting of two or more unlike chemical elements.

chemical element: A substance consisting one type of atom.

heterogeneous mixture: A mixture that consists of visibly different substances or phases.

homogeneous mixture: A mixture that has the aforementioned compatible appearance and composition throughout its mass.

mixture: A substance consisting of two or more materials that aren't chemically combined.

solution: A homogeneous mixture composed of ii or more substances.

Assessment

Questions: Inquire students the Investigating Questions as part of a concluding class discussion. Students' answers and contributions to the discussion reveal their comprehension of the activity concepts. Alternatively, ask students to individually answer the questions in the grade of a concluding written test.

Investigating Questions

• Depict the three types of matter: elements, compounds and mixtures.
• Define pure and impure materials.
• Give some examples of elements, mixtures, and compounds.
• Explain the different properties of each group of materials.
• Explain how chemical engineers use these terms when solving bug related to water purification and distillation of crude oil.
• Explicate how material and mechanical engineers apply these terms regarding creating new composite materials.
• Explain what metal alloys are and explain the significance of metal alloys in fabric science and fabric engineering.
• Give some applications of nonmetal alloys.

Copyright

© 2013 by Regents of the Academy of Colorado; original © 2010 University of Houston

Contributors

Parnia Mohammadi; Roberto Dimaliwat

Supporting Plan

National Science Foundation GK-12 and Research Experience for Teachers (RET) Programs, Academy of Houston

Acknowledgements

This digital library content was developed by the University of Houston'south College of Engineering under National Science Foundation GK-12 grant number DGE 0840889. Yet, these contents practise not necessarily represent the policies of the NSF and you should non presume endorsement by the federal regime.

Last modified: April xvi, 2022

livesaythily1968.blogspot.com

Source: https://www.teachengineering.org/activities/view/uoh_sep_mixtures_activity1

Share this post