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Unit 1: Movie Special Effects

Unit 1: Movie Special Effects. Essential Questions. How can chemical concepts be used to produce special effects for a movie? How can conclusions be drawn from data and evidence that is collected? How are measurements made? How are significant figures used?

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Unit 1: Movie Special Effects

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  1. Unit 1: Movie Special Effects

  2. Essential Questions • How can chemical concepts be used to produce special effects for a movie? • How can conclusions be drawn from data and evidence that is collected? • How are measurements made? • How are significant figures used? • What is matter, and how can it be classified?

  3. Chapter Challenge Overview • Work with a partner to create a story line and produce special effects based on the chemistry you learn • Demonstrate the special effects you create • Write a procedure on how your special effect is done • Write an explanation on how the special effect works, including the chemistry behind it • Due date: Thursday, September 13

  4. Day 1: Elements and Compounds • Learning Objectives: • Observe a demonstration to see how a compound is decomposed into its 2 elements • Perform gas tests to determine their identities • Determine chemical formula of a compound • Compare the properties of the compound to those of the elements it makes up • Practice safe laboratory techniques

  5. Starter • Matter is the name for all the “stuff” in the universe. Anything that has mass and takes up space is matter • How many different types of matter are there? • What makes up matter? • Look around and list 10 examples of matter in the classroom • Classify your examples as pure substances or mixtures • For the ones that are mixtures, what do you think is in them? (What is it that makes them up?) • Time: 15 minutes

  6. Activity One: Video

  7. Activity Two: Decomposition of H2O2 • That video showed the breakdown of water into the two elements that it makes up: • 2H2O O2 + 2H2 • We do not have the equipment to do this decomposition reaction, but we can do it with hydrogen peroxide (H2O2) • What do you think H2O2will break down into? • We will test for hydrogen and oxygen gas • Time: 30 minutes

  8. Activity Three: Demonstration • In the test tube, there is zinc (Zn) and hydrochloric acid (HCl) • What gas do you think will be produced from a chemical reaction between these materials? • Zn + HCl ??? • Time: 15 minutes

  9. Activity Four: Closing Activity • What are some other compounds that you know? Can you write the names and formula for them? • What does the chemical formula tell us about the make up of the compound? • Can all compounds be decomposed into their elements? • What techniques can be used to do this? • What are elements made of? • What are atoms made of? • Time: 15 minutes

  10. Homework • Page 633 “Chemistry to Go” • #1-3 • Preparing for the chapter challenge • Due on Wednesday

  11. Day 2: States of Matter • Learning Objectives: • Describe the particles in different phases of matter, and as the material changes phases • Observe the change in state of water • Graph the phase changes of water • Describe the phase changes with regard to transfer of energy • Characterize materials by their unique phase-change temperatures • Practice safe laboratory techniques

  12. Starter

  13. Starter • Draw 3 circles to represent each state of matter • In the circles, draw what you think the particles look like in a solid, liquid and gas • Describe what the particles do in each of the three phases • Time: 10 minutes

  14. Activity One: The Heating Curve for Water • We will investigate how the temperature changes when ice melts (pg. 634-635) • What is a phase change? • What will happen to the system as we increase the temperature? • Will the temperature not change at any point? • What will happen to the energy in the system as temperature is added? • How will we record the data collected? • Time: 45 minutes

  15. Activity One (cont’d) • Procedure: • In your group, set up your lab equipment like the picture • You will record the temperature every 1 minute. Make sure the thermometer does not touch the bottom of the beaker • Continue to collect the temperature until the water is boiling and you get the same temperature 5 times in a row.

  16. Activity One (cont’d) • Data Collecting • Create this table to write down your observations • Data Table 1: Temperature Change of Ice

  17. Activity Two: Interpreting Our Data • Lab Report: CERR Model • What to include? • Claim • Evidence • Reasoning • Rebuttal • Due Date: August 28

  18. Activity Three: Phase Changes • In your group, create a visual representation of phase changes • Include: • The different phases, and what the changes are called • Is heat energy transferred to or away from the object? • Is it endothermic or exothermic? • What happens to the particles in the substance? • Time: 15 minutes

  19. Homework • Read “Chem Talk”, starting on page 638 • Lab report (due August 28) • “Chemistry to Go”, pg. 642-643 #1, 2, 3, 5, 7 (due Friday)

  20. Day 3: Solutions, Suspensions & Colloids • Learning Objectives: • Explore different ways materials can be mixed together to form new materials • Test some materials to see what kind of mixtures they are • Determine why certain kinds of mixtures are manufactured for commercial use in particular ways • Use different methods to separate mixtures

  21. Starter • Lots of different things happen when materials are mixed together • Each mixture has its own characteristics • Is it easier to separate milk from coffee, or milk from cereal? Explain. • There are many different ways to separate mixtures. List and describe as many as you can. • Time: 10 minutes

  22. Activity One: Different Types of Mixtures • We will be looking at different types of mixtures (pg. 644-645), describing them and seeing if they separate with a filter. • Copy down this table in your notebook. Make a title for it

  23. Activity One (Cont’d) • Follow steps 1-4, completing your data table as you go. • What other materials will you need to get from the lab bench? • Instead of a laser, use a flashlight • Time: 50 minutes

  24. Activity Two: Interpreting Results • Get together with 2 or 3 other people who were not in your investigation group • Share your findings with each other, and discuss any discrepancies • Time: 15 minutes

  25. Closing Activity • Classify the following as a suspension, colloid, or solution. Explain • Orange juice (with pulp), apple juice, hot coffee, milk, olive oil • How could you separate the following? • Sugar dissolved in water • Alcohol dissolved in water • Sand mixed in water • Classify the mixtures we looked at today as heterogeneous or homogeneous. • Time: 15 minutes

  26. Homework • Read Chem Talk starting on pg. 646 • Chemistry to Go, pg. 648 #1, 2, 4 (optional) • Preparing for chapter challenge

  27. Day 4: Properties of Matter • Learning Objectives: • Compare properties of matter between different substances • Change the properties of substances • Determine what a composite is and where it is useful in real-life applications

  28. Starter

  29. Starter • In movies, models of sets or characters are built and then enlarged on the screen • In the movie “Ghostbusters”, a giant marshmallow man was created that appeared to be as tall as a 10-story building • Estimate how many marshmallows it would take to build an actual-size giant marshmallow man • Describe how you would make a model for a movie, and then make it appear life-size • Time: 15 minutes

  30. Activity One: Changing the Properties of Matter • You have been given two samples of play dough • You will add something to the second sample and compare the properties between the two samples • Create a table to record your observations • Time: 25 minutes

  31. Activity One (cont’d)

  32. Activity Two: Comparing Properties of Matter • Use the “Understanding properties of matter” lab booklet to complete activity 2 and 3 • Try to calculate the densities of the objects (D=m/V), we will be looking at this in more detail on Thursday • Choose 5 materials to test the properties of • Time: 45 minutes

  33. Closing Activity and Homework • Complete the 2 tables from the “understanding properties of matter” lab booklet. You can leave the “density” column • Suppose you were given 2 unknown substances. Describe how you would perform tests to decide how to classify them. • Read Chem Talk (pg. 652) • Chemistry to go, pg. 654 #1, 2, 4

  34. Day 5: Mass and Volume • Learning Objectives: • To determine the densities of various liquid and solid materials • Make measurements that are precise • Learn the difference between accuracy and precision • Retain significant figures in calculations

  35. Starter • Calculate the densities of the materials that you tested on Tuesday • Why does a large log float on water, but a small pebble sinks? • Explain the differences between 1kg of feathers and 1kg of stones • Time: 15 minutes

  36. Activity One: Finding the Density of Water • Follow the procedure on page 657. • Only find the density up to 50mL • Estimate what the density should be at 100mL according to the graph you make • Time: 30 minutes

  37. Activity Two: Finding the Density of a Solid • Find the density of one of the solids provided (procedure pg. 658) • Find the volume of a 5g sample, 10g sample and 15g sample. • Estimate the density of the substance at 20g, 50g and 100g. • Time: 30 minutes

  38. Homework • Read Chem talk, page 660 • Chemistry to go, pg. 664 #3, 5, 7

  39. Day 6: Metals & Nonmetals • Learning Objectives: • Observe some chemical and physical properties of different materials • Classify materials as metals or nonmetals • Identify metals that make up common alloys • Learn the uses and properties of some alloys • Compare the properties of metals and nonmetals • Explore how heat treatments can alter the properties of metals

  40. Starter • Why are frying pans made of metal and baking dishes often made of glass or ceramic? • Could a baking dish be made of metal? • Could a frying pan be made of glass or ceramic? • Time: 15 minutes

  41. Activity One: Identifying of different materials • Create a table to show the different properties of the various materials to be tested • Time: 30 minutes

  42. Activity Two: The effect of heat on the property of a metal • Can we change the properties of a metal by heating them? • How many times does it take to bend a paperclip before it breaks? • Now add heat to it and see if it changes (let the paperclip cool down before you touch it) • What property is this testing? • Time: 30 minutes

  43. Closing Activity and Homework • Discuss the following questions with your group: • List 5 properties of metals and 5 properties of non-metals • Why is it important to prevent the oxidation of metals used in construction? • What is an alloy and how are they used? • Homework: • Read Chem talk, pg. 669 • Pg. 671-672 #1, 2, 5, 6 • Time: 15 minutes

  44. Day 7: Polymers (60 minutes) • Learning Objectives: • Make a polymer-based material with different properties we’ve already looked at • Observe the material’s properties and compare them to solids and liquids • Discuss and invent new commercial uses for water-soluble polymers • Compare the viscosities of two non-Newtonian fluids

  45. Starter • For much of history, people have used metals, cotton, wood and other natural materials for building, clothing and tools. This has changed dramatically since the 1900’s. • What materials are polyester and rayon made from? You can use your phone or the computers in the back to help you out. • How are they manufactured? • Time:15 minutes

  46. Activity One: Making Slime • Follow the instructions on pp. 673-674 • Take notes of the properties of: • PVA solution • Borax solution • PVA and borax mixed together • Observations for #1a, 2a, 4a, 5a, 6a, b, 7a • Time: 35 minutes

  47. Closing and Homework • Discuss the following questions with your group: • Describe polymers and polymerization in your own words • Name two naturally occurring polymers • Name 2 polymers that are manufactured using technological processes • Homework: • Read Chem Talk pg. 675 • Pg. 677 #1, 2, 3 • Time: 15 minutes

  48. Day 8: Identifying Matter • Learning Objectives: • Produce coloured flames and identify which metal ion is present • Describe how atoms create the coloured light • Investigate ways of producing new colours not among the materials tested

  49. Starter • Members of royal families used to have someone test their food to make sure it wasn’t poisoned. • How could you test for poisonous substances, instead of tasting it? • What are the harms for tasting a substance? • Time: 15 minutes

  50. Activity One: Flame Tests • You will be testing different substances to see what colour the metal ion turns the flame • Instead of using wood splints, we will use a metal wire. Be sure to wash off the splint in between each use • The following will be tested: • Lithium, Barium, Sodium, Potassium, Calcium, Magnesium

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