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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

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