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Water and Earth

Water and Earth. SCN – 16a: I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components. Water.

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Water and Earth

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  1. Water and Earth

  2. SCN – 16a: I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components. Water SCN-16b: I have taken part in practical investigations into solubility using different solvents and can apply what I have learned to solve everyday practical problems.

  3. Look at the State of that Water! Learning Intentions: • Name the three states of water and what determines the state. • Describe the water cycle. First Task… Could the water you drink today be the same molecules of water that a dinosaur once drank?

  4. Could the water you drink today be the same molecules of water that a dinosaur once drank? Lesson 1 Lesson Starter

  5. Look at the state of that water! Success Criteria: Must Complete . . . • Be able to name the three states of water and what determines the state. Should Complete . . . • Be able to describe the water cycle. Could Complete . . . • A labelled diagram of the water cycle.

  6. The Three States of Water • Water comes in many different forms • The first one might have been easy . . . water can be found as a liquid . Have a look inside the glass!

  7. The Three States of Water • The second form that water can be found in is the solid state – like ICE.

  8. The Three States of Water • The third state is gas like the steam (or water vapour) that comes from the kettle. • So what determines • the state of the • water?

  9. The Three States of Water • Liquid (water); • Gas (steam); • Solid (ice).

  10. Boiling Melting WATER Liquid STEAM Gas ICE Solid 0oc 100oc Condensing Freezing The Three States of Water

  11. The Water Cycle

  12. Task • Draw the water cycle into your jotter. • You must include all key terms.

  13. Have you been successful? Success Criteria: Must Complete . . . • Be able to name the three states of water and what determines the state. Should Complete . . . • Be able to describe the water cycle. Could Complete . . . • A labelled diagram of the water cycle.

  14. Lesson 2 Lesson Starter • Without using your notes from your last lesson, can you sketch a drawing of the water cycle on your Show Me Board?

  15. Solving What’s Dissolving Learning Intentions: • Describe the terms solute, solvent and solution, soluble and insoluble. • Identify materials which dissolve in water and those which do not.

  16. Solving What’s Dissolving Success Criteria: Must complete . . . • Be able to describe the terms solute, solvent and solution, soluble and insoluble. Should complete . . . • Be able to identify materials which dissolve in water and those which do not. Could complete . . . • Come up with your own every day examples of things that are soluble and insoluble.

  17. Dissolve means. . . the process of going into solution

  18. Milk Sugar Mug Hot water Tea bag

  19. Dissolving Dilemma! Will these substances dissolve?

  20. Dissolving Dilemma! Aim: to find out . . . Method: place 50ml of tap water into a beaker. Put one spatula of metal granules into the water and stir for 30 seconds. Record whether the metal granules has dissolved. Repeat for the other substances. Conclusion: The substance(s) that dissolved were . . .

  21. I think I am a What happens to sugar? Solution now dissolves Yes you are a solution now because when solid dissolves in a liquid a solution is formed.

  22. Sugar Sugar dissolves in water. The special name for something that is dissolving is called a Solute Solid Tea and water Water does the dissolving the special name for water is Solvent liquid

  23. What makes a solution? Solute Salt?? Solution Solvent Water ??

  24. Does sand dissolve in water ?? NO Insoluble

  25. Notes on dissolving • Liquids which have solids dissolved in them are called SOLUTIONS. • The liquid is called the SOLVENT. • The solid which remains when the liquid evaporates is called the SOLUTE. • Substances which do dissolve are said to be SOLUBLE. • Substances which do not dissolve are said to be INSOLUBLE.

  26. Your Examples • Now try to come up with some everyday examples for each of your new terms.

  27. What happens when no more will dissolve? • When no more solute will dissolve in the solvent, you have made a saturated solution.

  28. Were you successful? • Describe the terms solute, solvent and solution, soluble and insoluble. • Identify materials which dissolve in water and those which do not. Thumbs up?

  29. Lesson 3 Lesson Starter • Test your partner about the terms and definitions for the new words your learned in your previous lesson. What is a solvent?

  30. Answers • Liquids which have solids dissolved in them are called SOLUTIONS. • The solid which remains when the liquid evaporates is called the SOLUTE. • The liquid is called the SOLVENT. • Substances which do dissolve are said to be SOLUBLE. • Substances which do not dissolve are said to be INSOLUBLE.

  31. Solubility Learning Intentions: • Explain that different substances have different solubility. • Explain that the solubility of a substance depends on temperature.

  32. Solubility Success Criteria: Must complete . . . • Be able to explain that different substances have different solubility. Should complete . . . • Be able to explain that the solubility of a substance depends on temperature. Could complete . . . • A write-up of the solubility experiment.

  33. A reminder . . . • A substance that dissolves is • A substance that doesn’t dissolve is SOLUBLE. INSOLUBLE.

  34. Solubility • Different substances have different solubility. • What does that mean?

  35. Prove it! • Carry out an experiment to prove that each of the different substances below have a different solubility. • Note the time each one took to dissolve. Sugar Salt Copper Sulphate

  36. Scientific Report Write your findings as a scientific report: Aim: to find out . . . Method: Fill a beaker with 50ml of water. Add one spatula of a substance and time how long it takes for the substance to completely dissolve. Repeat these steps with the other two substances. Results: (create a table) Conclusion: What you found out!

  37. Results

  38. Solubility • Solubility increases with temperature. • Will sugar dissolve quicker in hot water or cold water?

  39. Solubility • The higher the temperature, the more soluble the solute becomes and the quicker it dissolves. • The lower the temperature, the less soluble the solute becomes and the slower it dissolves.

  40. Were you successful? • Explain that different substances have different solubility. • Explain that the solubility of a substance depends on temperature.

  41. Lesson 4 Lesson Starter The 2- minute moan! • Talk about stains that may appear on clothing and how we get them off. • Do you know any tips about getting stains out of clothes?

  42. Solvents and Stains Learning Intentions: • use various solvents to identify which one is the best at dissolving a certain stain.

  43. Solvents and Stains Success Criteria: Must complete . . . • Be able to use various solvents to identify which one is the best at dissolving a certain stain. Should complete . . . • A write-up of the experiment. Could complete . . . • The experiment on several stains.

  44. How clean is your cloth !?! • We’re going to carry out an experiment to discover which solvents are best at removing tough stains.

  45. How clean is your cloth !?! • Each group is going to investigate a stain. • Make a note of what stain your cloth has on it. • Using different solvents on the stain, see which one removes the stain fully and the quickest.

  46. How clean is your cloth !?! • In your pairs, collect 5 pieces of stained cloth • Use the same volume of solvent each time • Make sure the same dropper stays with each solvent bottle

  47. Investigating solvents and stains • Each group will be given a different stain to investigate. • You will try different solvents on your stained cloth. • You will use your observational skills to decide which solvent works the best on your stain. • Record your group’s results on the board when you have finished.

  48. How clean is your cloth !?! • Once you’ve decided which solvent is the best at removing your stain, share your results with other groups so each person in the class has a complete set of results.

  49. How clean is your cloth!!!

  50. Dry Cleaning • What is dry cleaning? • How can you clean clothes without water??

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